Grants Awarded

Grantee: Enemy Swim Day School
PR#: S415B220002
Project Name: Dakotah Iapi Kin Unhdukinipi: We Are Bringing Our Language Back to Life
Number of Students Served: 165 students
Tribe(s): Sisseton-Wahpeton Oyate Tribe
Location: South Dakota
Grade Levels: Pre-K through Grade 8
Funding Amount: $333,969.00 Abstract Objective: This project has four primary goals: (1) increase the percentage of participating students who attain proficiency in the Dakotah Language as measured by the Stanford Foreign Language Oral Skills Evaluation Matrix (FLOSEM) by 5% by the end of the project; (2) improve student Dakotah Language learning by a minimum of 5 points annually as measured by Stanford FLOSEM; (3) increase by at least 80% the average number of participating students who meet or exceed expected academic growth as measured on the annual (fall to spring) Northwest Evaluation Association (NWEA) Measure of Academic Progress (MAP) assessment, and (4) increase participating student engagement in school by achieving higher attendance rates than peers in area schools, measured by comparing the combined average daily attendance rate for students in kindergarten through grade eight.
Population Served: 165 Pre-K through Grade 8 Students
Primary Activities: This project includes teaching through Dakotah Language immersion in classrooms and teaching the Dakotah Language in classes that do not have immersion using a variety of effective methodologies including Total Physical Response, Task-Based Language Teaching, Direct Approach, and the Communicative Method, as well as through culturally relevant, custom-designed Dakotah Language curriculum.
Outcomes: The overarching goal of this project is to revitalize Dakotah Language proficiency within the Sisseton-Wahpeton Oyate Tribe by incorporating the principles of the six facets of the Enemy Swim Day School model, which includes rapid language acquisition, immersion classrooms, core vocabulary, fluency activities, parent and community involvement, and social media and applications.
Grantee: Navajo Preparatory School, Inc.
PR#: S415B220005
Project Name: Diné Soaring – A Global Language Tradition: Expanding a Navajo Language Program
Number of Students Served: 271 Students
Tribe(s): Navajo Nation
Location: New Mexico/New Zealand
Grade Levels: Grades 9 – 12
Funding Amount: $400,000.00 Abstract Objective: This project encompasses five goals: (1) expand Navajo language curriculum to build stronger identity; (2) increase student awareness of the global network of Indigenous peoples, cultures, and languages; (3) increase availability of language assessments; (4) increase student engagement through storytelling and original stories; and (5) increase parent involvement.
Population Served: 271 Students in Grades 9 – 12
Primary Activities: Navajo Preparatory School is adding two new components to its existing Culture and Language program, as follows: (1) Students will be encouraged to “create their own stories” that reflect their commitment to the Navajo language, culture, traditions, and people. These stories will augment the stories that students have been collecting from their families and elders. (2) Navajo Preparatory School will introduce an International Student Exchange Program with Maori students in New Zealand.
Outcomes: Enroll 100% of students in Navajo language curriculum and 100% in professional development engagement. Six students annually will participate in an on-site international exchange program with Maori populations in New Zealand, with 100% of students participating via Zoom. Student fluency in both oral and written Navajo language will increase by 20%. In addition, 40% of students will create original heritage stories, and 60% of parents will attend quarterly Zoom meetings.
Grantee: Confederated Salish and Kootenai Tribes
PR#: S415B220010
Project Name: Ksanka Language and Education Warriors (Project KLEW)
Number of Students Served: 130 Students
Tribe(s): Salish, Kootenai, and Pend d’Oreilles Tribes (Confederated Salish and Kootenai Tribes of the Flathead Nation)
Location: Montana
Grade Levels: Grades 7 – 12
Funding Amount: $1,499,305.00 Abstract Objective: Develop and maintain new Native American language programs. To meet this goal, Two Eagle River School (TERS) proposes to develop and maintain a Native American Language instruction program in the Ksanka language that will support Ksanka language education and development for Native American students, as well as provide professional development for teachers, staff, and administrators to strengthen overall language and academic goals in accordance with Title VI Indian Education Formula Grant requirements. The project will dedicate 100% of future funding to Ksanka Language instruction.
Population Served: 130 Students in Grades 7 – 12
Primary Activities: TERS will partner with the Kootenai Culture Committee (KCC) who will provide two language apprentices. The apprentices will teach Ksanka Language classes for a minimum of 50 students. In addition, summer events will be planned collaboratively with the KCC to provide opportunities for students and staff to visit cultural sites and experience the Ksanka Language in the context of place. Community outreach will also be planned in conjunction with KCC, including opportunities for TERS students to instruct younger students at sites such as the Confederated Salish and Kootenai Tribes (CS&KT) Early Childhood Services. Class time will be spent with TERS students to develop material that can be shared with younger students in the community at cultural events and gatherings. Professional development will be provided to language apprentices and TERS staff, enabling them to employ a variety of methods and approaches to learning Ksanka.
Outcomes: TERS students will increase their knowledge and use of Ksanka Language through formal daily instruction and participation in cultural and language events in the community and at culturally significant sites. Students will be increasingly motivated and interested in learning and using the Ksanka Language for daily conversations, for learning, and for sharing with others.
Grantee: Little Wound School Board, Inc.
PR#: S415B220003
Project Name: Tokata Wicoicage Lakol Wounspe
Number of Students Served: 150
Tribe(s): Lakota Tribe
Location: South Dakota
Grade Levels:K through Grade 8
Funding Amount: $378,222.35 Abstract Objective: This project comprises the following three timebound objectives, (1) by the end of year one, an interactive census will be developed and administered to at least 250 adult members (from a population of 2,628) of the Lakota-speaking community in the Medicine Root District of the Pine Ridge Indian Reservation to identify 25 initial speaker-learner pairs to participate in the project; (2) by the end of year two, two home-based Lakota language support coaches will have supported 25 speaker-learner pairs in advancing language proficiency in the home by an average of at least one point on the Interagency Language Roundtable (ILR) scale; and (3) by the end of year five, two home-based Lakota language support coaches will have supported 50 speaker-learner pairs for at least three years in transferring the language from one generation to the next—with at least 85% of participants moving up one level on the ILR scale.
Population Served: 50 kindergarten through grade 8 students assessed as non-proficient Lakota speakers using the ILR, a verified tool used to classify language ability.
Primary Activities: We will use evidence-based best practices to enhance and expand Lakota language education through the school, within student homes, and throughout the community. Combined, these actions will provide environments where Lakota is spoken as the primary language of communication, which is a critical component of language learning. Our speaker-learner pairs will consist of an adult Lakota-fluent speaker and a student who lives in a Lakota-speaking home and attends Little Wound School. Students will take part in three hours of Lakota language immersion instruction, attend monthly Lakota-language immersion meals and social events, and participate in a week-long summer Lakota language retreat.
Outcomes: Students will be provided companion Lakota language curriculums that bridge the gap between in-school and at-home instruction, foster language use between native Lakota speakers and new language learners, and result in participating students increasing Lakota language proficiency by at least one point on the ILR scale.
Grantee: Comanche Academy Charter School
PR#: S415B220015
Project Name: Little Speakers Project
Number of Students Served: 60 – 140 Students
Tribe(s): The Comanche Nation Location: Oklahoma
Grade Levels: Pre-K through Grade 6
Funding Amount: $365,537.00 Abstract Objective: Reduce language barriers in the Comanche Academy Charter School (CACS) and in our community by (1) increasing daily time allocated for children to learn and acquire our language, (2) providing additional language material and instruction for teachers in our school, (3) creating online resources that are developmentally appropriate for children learning our language, and (4) scaffold and expand the current Comanche Language program at CACS through response to instruction formative assessment techniques.
Population Served: 60 – 140 Pre-K through Grade 6 Students
Primary Activities: Support from this grant program will be used to assist our need for consistent Comanche Language instructional time, adequate language resources, and sequential communication-based language instruction by certified Comanche Language Instructors, as well as making these resources available to our community at large through our partnership with the Comanche Nation Language Department. Planned activities include developing 25 units (of at least 10 lessons each) for the Transparent Language Online (TLO) learning platform for CACS students, developing a sequential Comanche Language and culture curriculum for Pre-K through grade 6 students, and delivering sequential Comanche Language and culture instruction 30 minutes per day, 5 days per week (171 days of instruction x 30 minutes/day = 85.5 hours). Student language skills will reach novice to mid-proficiency levels by the end of the project. In addition, the project will train teachers and instructors in the Comanche Language, and in how to integrate and connect the language curriculum through the Language Online learning management system (LMS), and in the classroom.
Outcomes: Teachers and instructors will be fully trained in the TLO platform and will achieve at least a Level 1 Comanche Language Teaching certification from the Comanche Nation of Oklahoma or a mid- to high-intermediate speaking proficiency level on the American Council on the Teaching of Foreign Languages (ACTFL)/Oklahoma standards proficiency chart. Overall, the project will successfully reduce language barriers in CACS and in our community.
Grantee Name: Albuquerque Public Schools PR# S415B180024
Project Name: Diné Bizaad & Shiwi’ma Bena:we Language Program # of Students Served: 120
Tribe: Navajo Nation, Pueblo of Zuni Location: New Mexico
Language: Navajo (Diné), Zuni Grade Level: 3-8
Absolute Priority: 1 Funding Amount: $249,438
The Albuquerque Public Schools Indian Education Department will launch the Diné Bizaad & Shiwi’ma Bena:we Language Program to establish and sustain Native language classes in both Zuni and Navajo (Diné) at the elementary and middle school levels (grades 3 to 8) serving at least 120 students (100 Navajo and 20 Zuni students) annually in order to revitalize Native languages through quality language instruction provided by well-prepared instructors. Albuquerque Public Schools believes that, when students receive culturally relevant instruction that supports, recognizes and honors their background, academic achievement and student outcomes will improve. Project outcomes include developing a tracking and reporting system for Native language fluency, ensuring at least 80% of project participants make progress towards fluency, increasing the number of students who demonstrate Native language fluency by earning the Native American Bilingual Seal, increasing project participants’ reading proficiency, increasing project participants’ average daily attendance and increasing the number of students enrolled in Native language immersion programs. In order to achieve these goals, the Indian Education Department will hire qualified Native language teachers, administer Native language proficiency assessments, provide professional development in Native language immersion models, recruit American Indian/Alaskan Native students and families to participate in the program and evaluate the success of the program in meeting its goal and outcomes.
Grantee Name: Anchorage School District (AK) PR# S415B170006
Project Name: Project Yugtun Qanerluten: Speak in Yup’ik! # of Students Served: 150
Tribe: Yup’ik Location: Alaska
Language: Yup’ik Grade Level: K1
Absolute Priority: 1 Funding Amount: $400,852
Anchorage School District (AK) proposes to develop and implement an indigenous partial one-way language immersion program in Yupik within an ASD elementary school, to improve outcomes for students participating in the project, and to assist Alaska Native people to revitalize and maintain their languages and cultures. Measurable objectives and performance outcomes include development and implementation of a Yup’ik immersion program within an ASD elementary school, including site selection, personnel recruiting and training, curriculum development, and Yup’ik immersion instruction beginning in grades K and 1; and annual increases in percentages of project students who show growth in English Language Arts scores on district assessments, improved school attendance, gains in social-emotional competencies (invitational priority) as measured by the Devereux Student Strengths Assessment; and increased proficiency levels in the Yup’ik language as measured by the Avant STAMP 4S/4Se assessments.
Grantee Name: Lac Courte Oreilles Ojibwe K-12 School PR# S415B170015
Project Name: Nisawi – Middle Level Learning Project # of Students Served: 50
Tribe: Lac Courte Oreilles Band of Lake Superior Chippewa Indians of Wisconsin Location: Wisconsin
Language: Ojibwe Grade Level: 4-8
Absolute Priority: 2 Funding Amount: $493,750
Lac Courte Oreilles Ojibwe K-12 School (WI) proposes to ensure that Waadookodaading Ojibwe Immersion School students will achieve high levels of Ojibwe fluency and academic success through full Ojibwe immersion in all core subjects by developing new middle level curriculum, adding grade 8, and doubling the number of certified Ojibwe immersion teachers. Waadookodaading (“The place where we all help each other”) Ojibwe Immersion School launched in 2001 as one of the first indigenous immersion schools of its kind in the upper Midwest. Located on the Lac Courte Oreilles (LCO) Ojibwe Reservation in northwest Wisconsin, it has operated since 2012 as a PK-7 school-within-a-school authorized by the Bureau of Indian Education within the LCO Ojibwe School contract. It currently enrolls 77 students from LCO and surrounding reservations (Lac du Flambeau, Bad River, Red Cliff, and St. Croix). This proposal will impact 50 students annually by the end of the project period: 13 new students at the middle level (grades 4-8, with 8th grade added in 2018) and 37 current students in grades 4-7 who will benefit from new curriculum. The expected outcomes include: (1) By the end of the third year of the project period, a comprehensive middle school (grades 4-8) Ojibwe immersion curriculum will be developed and implemented; (2) By the end of the second and third years of the project period, 80% (n~40) of Nisawi’s students will improve their Ojibwe fluency and literacy by at least one ACTFL sub-level or alternative IEP benchmark as assessed through annual pre- and post-test comparisons using valid and reliable classroom-based assessments; (3) By the end of the second and third years of the project period, 95% (n~48) of Nisawi’s students will demonstrate a minimum of 75% growth toward achieving at least one ACTFL sub-level or alternative assessment benchmark; (4) By the end of the project period, 5 new teachers will complete three years of instructional mentorship in the Lesson Study collaborative training model; and (5) By the end of the second year of the project, Waadookodaading will refine the LCO Ojibwe School Data-Driven Decision-Making Model to improve the level of data collection, analysis, and data-driven decision-making.
Grantee Name: Oglala Lakota College PR# S415B170018
Project Name: Lakota Woglaka Wounspe. (Lakota Speaking Academy) 2020 # of Students Served: 20
Tribe: Oglala Sioux Tribe Location: South Dakota
Language: Lakota Grade Level: K-6
Absolute Priority: 2 Funding Amount: $404,024
Oglala Lakota College, (SD) proposes to develop a sustainable Lakota language school as a model for schools teaching Lakota language on the Pine Ridge Indian Reservation and other Lakota-speaking areas. The project plans to operate and improve the Lakota Woglaka Wounspe K-6 Lakota immersion school for up to 20 students a year to become proficient in the Lakota language while learning skills needed to succeed in further schooling. The project will refine and validate assessment of Lakota Language using the OPI, OLPA, etc. to get baselines and track progress or project students. In addition, the project will develop a family and community involvement model that reinforces children’s learning at home. Expected outcomes include students become proficient in Lakota according to their age level and have the skills necessary to succeed at the next level; a valid and reliable Lakota language assessment; a user manual for having families and communities reinforce Lakota language learning at home; and an annotated bibliography and collection of Lakota language source materials, instruction materials, pedagogical guides, student outcomes, student profile, portfolio and learning plan, and K-6 student outcomes and curriculum.
Grantee Name: San Carlos Apache Tribe PR# S415B170031
Project Name: One People – One Nation Project # of Students Served: 1,500
Tribe: San Carlos Apache Tribe Location: Arizona
Language: Apache Grade Level: Preschool – 12
Absolute Priority: 2 Funding Amount: $495,420
San Carlos Apache Tribe (AZ) proposes a three year initiative to increase Apache Language proficiency among the San Carlos Apache Indian students in pre-K – Grade 12 that will lead to enhancement of the apache culture in everyday life by developing a school based language preservation curriculum and associated assessments. The applicant, the San Carlos Apache Tribe’s Education Department of the Language Preservation Office will partner with San Carlos Apache College and San Carlos Unified School District to recruit and train Apache language teachers and develop school-based instruction and expansion of Apache-based content instruction during the three years of the project. The program will serve the San Carlos Apache students in pre-K – Grade 12 who attend the Tribe’s early childhood education and the San Carlos Unified School District schools, and will focus in Year 1 Pre-school –Primary grades, Year 2 Middle grade to Grade 8 Year 3: Grades 9-12. Supplemental instruction will be provided by the Tribe’s Pathway to College and Apache College Programs. Community partners will provide activity based learning opportunities so students are immersed in Apache Language. The expected outcomes of the project include (1) Children and youth participants who have been in the program for three years will demonstrate competence in Apache based on an age appropriate Apache Language Proficiency Examination; (2) The percentage of participating students meeting the state academic standards for their grade will increase from the baseline of 4% in English Language Arts and 8% in Math to 8% and 16% respectively in year 1; 16% in English Language Arts and 24% in Math in year 2; and 24% in English Language Arts and 32% in Math in year 3 based on the state Assessment; and (3) The average daily attendance of participating students will increase from the baseline rate of 88% to 92% in year 1, 94% in year 2, and 96% in year 3 based on district reporting to the State.
Grantee Name: Yukon-Koyukuk School District PR# S415B170011
Project Name: Alaska Native Educational Language Development for Enlightenment and Respect (AN ELDER) # of Students Served: 315
Tribe: Alaska Native (Athabascan) Location: Alaska
Language: Denaakk’e and Benhti Kokhut’ana Kenaga’ Grade Level: PK-12
Absolute Priority: 1 Funding Amount: $438,848
Yukon-Koyukuk School District  – YKSD – (AK) proposed a consortium collaboration with,the Huslia, Minto, and Rampart Tribal Councils, Brightways Learning and the Alaska Association of School Boards to promote Athabascan language development and expansion. More than 98% of the district’s village school students are Alaska Native (Athabascan), whose native languages are Denaakk’e and Benhti Kokhut’ana Kenaga’. These Athabascan languages are critically endangered. YKSD’s Athabascan language program has existed and been offered to K-4 students for several years. YKSD and its partners are proposing to expand it, based on feedback from tribal consultation and evaluation of past efforts. All of YKSD’s schools, which will include 315 Alaska Native (AN) students across Grades PreK-12, will participate in this project. Student outcomes will include: a 20% gain in Native language proficiency each year; a 20% gain in the number of students moving to the next Native Language Development level; a 10% increase in students who meet or exceed proficiency standards on state assessments; an increase in daily attendance; and, the publication of at least eight digital storybooks in the Native languages.