Tag Archives: Abstracts


The Department may enter into Local Flexibility Demonstration Agreements with up to 80 local educational agencies across the country.

Current Local-Flex recipient: Seattle Public School District

  • September 2003-August 2006
  • September 2006-August 2011

Press Release

Grants Awarded

Grantee: Blue Lake Rancheria PR# S415200008 Project Name: Blue Lake Rancheria Tribal Education Agency Career Readiness Education Program Absolute Priorities: 1 and 3 Tribe(s): Multiple Location: California Key Activities: Recruit/retain teachers; Work-based learning experiences Funding Amount: $121,413 This project is focused on the following two objectives: (1) to recruit, retrain, and retain educators employed by the Blue Lake Rancheria Tribal Education Agency (TEA) or by the partnering local education agency; and (2) the promotion of experiential learning experiences for secondary students. The TEA will not provide direct services to students with STEP grant funds. As part of achieving both priorities, the TEA will create two complimentary programs: (1) Recruit, Retrain & Retain Educators (R3E); and (2) Modern Youth Apprenticeship Academies (MYAA), keystone secondary-level programs under the Career Readiness Education Program offerings. Information on how potential beneficiaries of the Tribe’s Career Readiness Education programming may fully participate in the R3E or MYAA design and implementation process will be provided during and after grant implementation. Grantee: Knik Tribe PR# S415A200002 Project Name: Knik Tribe Education Agency Absolute Priorities: 1 and 3 Tribe(s): Knik Tribe Location: Alaska Key Activities: Recruit/retain teachers; Work-based learning experiences; Open a charter school
Funding Amount: $357,778 Knik Tribe seeks to develop its Tribal Education Agency. The recent adoption of a code of ordinances establishing the Knik Tribal Educational Agency, and a memorandum of agreement with the state and local education agencies, puts the Tribe in an excellent position to serve our American Indian/Alaska Native (AI/AN) students. The Tribe remains focused on improving educational opportunities for the AI/AN population by building capacity among teachers and staff to further operationalize our recently created work-based learning program framework and partnerships. The Tribe aims to increase the availability of work-based learning experiences by developing additional job shadowing opportunities and developing new career exploration opportunities such as pre-apprenticeships and internships in high-demand industry occupations for the secondary students we serve. Additionally, the Tribe is ready to develop a Tribally operated charter school. Knik Tribe will conduct administrative planning, development and coordination required to complete and submit the state’s first charter school application from a federally recognized Tribe. In the third year of the grant, the Tribe will open a new charter school with the goal of promoting culturally relevant curriculum and pedagogy to better address the academic aspirations and career and technical course opportunities of AI/AN students. Grantee: Mashpee Wampanoag Tribe
PR# S415200011 Project Name: MWT STEP Grant Application Absolute Priorities: 1 and 2 Tribe(s): Mashpee Wampanoag Tribe Location: Massachusetts Key Activities: Recruit/retain teachers; Work-based learning experiences
Funding Amount: $362,133 The Mashpee Wampanoag Tribal Education Agency (TEA), in partnership with the Mashpee School District (LEA) and Massachusetts Department of Elementary and Secondary Education (SEA), seeks to significantly improve the academic achievement of American Indian/Alaska Native (AI/AN) students through increased collaboration, capacity building and culturally responsive strategies. In meeting this objective, the TEA will collaborate with the LEA on the monitoring of selected SEA grant programs in Title I and Title II. Data-sharing agreements between the LEA and the TEA, with parent permission, will be a tool used to monitor the success of students and the impact of supplemental academic services offered by the TEA. Professional development opportunities designed to increase cultural competency of LEA and SEA staff will be delivered across the three-year project period, as will resources for improving student understanding of Native history and culture in the school district curriculum. The TEA will work toward expanding partnerships to offer more STEM-based internships and career building opportunities to Native students, along with supplemental academic support in reading and math, and afterschool programming to help students achieve their academic and postacademic goals. The TEA will also attend technical assistance opportunities offered by the LEA and SEA to build its own capacity to better serve students. Lastly, this project will fund two language professionals at the Mashpee Middle and High School to offer two additional Wôpanâak Language courses in all three years. Grantee: Virginia Tribal Education Consortium PR# S415200010 Project Name: Virginia STEP Capacity-Building Project Absolute Priorities: 1 and 3 Tribe(s): Chickahominy Indian Tribe, Chickahominy Indian Tribe – Eastern Division, Monacan Indian Nation, Upper Mattaponi Tribe, Pamunkey Indian Tribe, Nansemond Indian Tribe, and the Rappahannock Tribe, Inc. Location: Virginia
Key Activities: Recruit/retain teachers; Work-based learning experiences
Funding Amount: $494,630 Virginia State Tribal Education Partnership (STEP) Capacity-Building Project is being led by the Virginia Tribal Education Consortium (VTEC), which includes all federally recognized tribes in Virginia serving as the Tribal Education Agency (TEA). The two goals of this three-year Virginia STEP Capacity-Building Project are to administer and coordinate education programs to (1) recruit/retain educators equipped to meet the needs of Virginia Native students, and (2) promote the availability of work-based learning experiences for Virginia Native students served by the TEA that align with in-demand industry sectors or occupations, without providing direct services. Notable outcomes of the Virginia STEP Capacity-Building Project will include (a) co-produced and supported facilitation for a suite of professional development materials to assist local education agencies (LEAs) in recruiting and retaining educators versed in Virginia Tribal languages, culture and history, particularly within the subject areas of history and social studies; (b) form and coordinate the activities of local collaboratives to develop work-based learning strategies and activities linked to statewide and national resources but designed and managed by the local collaboratives; (c) plan and provide materials and support for organized Tribal community and family engagement activities, provided in conjunction with their LEAs, to enhance efforts associated with educator recruitment and retention and work-based learning strategies and activities; and (d) design and demonstrate a replicable model to serve the educational interests of small, resource-poor Tribes aspiring to implement a TEA. Virginia STEP Capacity-Building Project performance measures are goal aligned.
Grantee: Blue Lake Rancheria
Funding Amount: $208,616
Blue Lake Rancheria proposes to establishment of a Tribal Education Agency (TEA). Objective 1 of phase 3 is the establishment of a TEA, Board of Education (BOE), and an Education Code (hereafter “Code”). Project staff will contract with LEAs for training on the establishment a BOE, and Code. This will begin immediately, and a BOE will be elected during the Tribe’s general election in December. With the BOE established, policies and procedures for the implementation of educational programming to improve the academic achievement of Indian children and youth and codify them. Grantee: Chugachmiut
Funding Amount: $449,742
Chugachmiut proposes to create a Tribal Education Agency (Chugachmiut Education Department) and work with current and future partners to support systemic change in the education of preschool through adult education programs serving Alaska Native/American Indian tribal members who are beneficiaries of Chugachmiut services. The proposed activities include a range of issues such as enhancing Self-Determination in education by improving the infrastructure of Chugachmiut to meet the educational needs of all tribal members; increasing Alaska Native/American Indian student achievement by continuing partnerships with four school districts and the Alaska Pacific University; promoting sustainability through community engagement; and developing new collaboration opportunities to support systemic change in the education of preschool and adult education programs that serve Alaska Native/American Indian tribal members who are beneficiaries of Chugachmiut services. Grantee: Knik Tribe
Funding Amount: 273,546
Knik Tribe proposes to develop and operate an education agency to secure relationships with each of the 39 schools and developed curriculum to integrate culture into classrooms of all the core subjects, for elementary, middle school, and high school. Also proposed are developing Native educational code to guide Native education in Matsu and to provide the framework for addressing STEM/CTE hands-on education through implementing a robust after-school program for youth and parents. Grantee: Tribal Education Departments National Assembly (TEDNA)
Funding Amount: $530,248
Tribal Education Departments National Assembly (TEDNA) proposes to stablish and build the capacity of the Virginia Tribal Consortium consisting of five federally-recognized Tribes in Virginia that do not have a Tribal Education Agency (TEA): Chickahominy Indian Tribe, Chickahominy Indian Tribe – Eastern Division, Monacan Indian Nation, Pamunkey Indian Tribe, and the Upper Mattaponi Indian Tribe. TEDNA proposes to serve as the Tribal Education Agency for the member Tribes, promote Tribal self-determination in education among Tribes in Virginia, improve the academic achievement of Indian children and youth, and promote the coordination and collaboration of participating Tribes with the Virginia Department of Education (VDOE), Local Educational Agencies (LEAs), and other entities. TEDNA proposes to manage the Virginia STEP Project and provide expertise on the formation and operation of a Tribal Education Agency (TEA) in partnership with the Native American Rights Fund (NARF) and the Academic Development Institute (ADI) by providing key initiatives that include: TEA Governance Training, TEA Management Training, Virginia Tribal Consortium Outreach Seminar, Virginia Education Resources Training, Strategic Performance Management (SPM) Training, Educating Native Youth for Success, and Tribal Sovereignty and Education Code Training. The project will also produce a Virginia Tribal Consortium Guidebook and Virginia Tribal Consortium Website. Grantee: Winnebago Tribe of Nebraska
Funding Amount: $115,080
Winnebago Tribe of Nebraska proposes to develop a Tribal Education Agency (TEA) to improve education needs for children and youth (PreK-12) who attend school within the boundaries of the Winnebago Indian Reservation. The goals are to promote tribal self-determination in education; improve academic achievement of Indian children and youth; promote the coordination and collaboration of Tribal Education Agencies (TEAs) with State Education Agencies (SEAs) and Local Education Agencies (LEAs); and meet the unique educational culturally related academic needs of Indian students. The Project has one objective: To formulate and develop the Winnebago Tribal Education Agency, enhance collaboration with Local Education Agencies, and the State Education Agencies (SEAs) within a 12-month period.


Note: This program is funded as part of a set-aside from the appropriation for Title I grants. Under the set-aside, up to $5 million is reserved for a program of discretionary grants to local educational agencies (LEAs) in the Outlying Areas and the Republic of Palau. Under ESSA, beginning in FY 2017, the Republic of Palau will receive $1,000,000 from the Title I appropriation. Palau does not receive funds under the Consolidated Grant authority.

Each Year the department makes 5 awards for a total of $5,000,000


2019 Immediate Aid to Restart School Operations Grants

Under the 2019 Restart program, the Department awarded grants to eligible State educational agencies (SEAs) to assist local educational agencies (LEAs) and non-public schools with expenses related to the restart of elementary and secondary schools affected by the consequences of Hurricanes Florence and Michael, Typhoon Mangkhut, Super Typhoon Yutu, and wildfires, earthquakes, and volcanic eruptions occurring in calendar year 2018 and tornadoes and floods occurring in calendar year 2019 in those areas for which a major disaster or emergency has been declared under section 401 or 501 of the Robert T. Stafford Disaster Relief and Emergency Act (42 U.S.C. 5170 and 5190).

SEA Name Final Award
California Department of Education $16,507,145
Commonwealth of the Northern Mariana Islands Public School System $9,385,574
Florida Department of Education $44,271,500
Mississippi Department of Education $186,450
North Carolina Department of Public Instruction $3,395,009
Ohio Department of Education $587,821
Texas Education Agency $25,445,162
TOTAL $99,778,661


2018 Immediate Aid to Restart School Operations Grants

2018 grantees received funds to assist with supporting LEAs and non-public schools impacted by Hurricanes Harvey, Irma, and Maria, or the 2017 California wildfires for which a major disaster or emergency has been declared under Section 401 or 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5170 and 5191).

SEA Name Final Award
California Department of Education $14,938,884
Florida Department of Education $84,470,000
Puerto Rico Department of Education $589,170,000
Texas Education Agency $89,420,000
The United States Virgin Islands Department of Education $13,100,000
TOTAL $791,098,884



Under Payments for Federal Property, approximately 250 LEAs receive Impact Aid payments for federal property annually. Payments generally are deposited in eligible LEAs’ general fund accounts and are used for general operating expenses such as teacher salaries, utilities, administrative costs, books, and supplies. Funding is not provided to private schools.


Computation of Payments

The basic support payment maximum amount (formerly referred to as full entitlement) is calculated by utilizing weighted student units multiplied by the highest of four local contribution rate options.

Weighted student units are determined by multiplying the following:

  1. The ADA of “uniformed services, civilian, and foreign military” children residing on federal property by a factor of 1.00.
  2. The ADA of children residing on Indian lands by a factor of 1.25.
  3. The ADA of “uniformed services, civilian, and foreign military” children residing on federal property in an LEA with at least 6,500 such children and a total ADA exceeding 100,000 by a factor of 1.35.
  4. The ADA of “uniformed services and foreign military” children who do not reside on federal property by a factor of 0.20.
  5. The ADA of children residing in low-rent housing by a factor of 0.10.
  6. The eligible ADA of children who reside on federal property and children whose parents are employed on federal property (“civilian b” children) by a factor of 0.05.

The sum of all the weighted student units is then multiplied by the local contribution rate to determine the maximum basic support payment for a district. In those years in which the appropriations are insufficient to fund the full basic support payments for all LEAs, payments are determined by employing the learning opportunity threshold (LOT) provision.

A new clause at section 7003 (b)(3)(B)(iv) establishes a minimum LOT percentage for “small districts.” In the case of a local educational agency that has a total student enrollment of fewer than 1,000 students and that has a per-pupil expenditure that is less than the average per-pupil expenditure of the State in which the agency is located, or less than the average per-pupil expenditure of all the States, the total percentage used to calculate threshold payments under clause (i) shall not be less than 40 percent.

Children with Disabilities

Annual appropriations provide specific amounts for these payments. Payments to LEAs for federally connected children with disabilities are calculated separately from basic support payments. Funds are distributed on a prorated basis, determined by dividing the available funds by the sum of the following:

  1. The number of children with disabilities in average daily attendance who reside on Indian lands or who are military dependents or accredited foreign military dependents residing on federal property multiplied by a factor of 1.00.
  2. The number of children with disabilities in average daily attendance who do not reside on federal property but are military dependents or accredited foreign military dependents multiplied by a factor of 0.50.

This calculation results in the payment per weighted student unit for children with disabilities.

An LEA receiving these funds must demonstrate that its total excess costs for educating federally connected children with disabilities equal or exceed the amount of its additional Impact Aid payment for children with disabilities.

Heavily Impacted LEAs

School districts that enroll certain percentages of federally connected children and meet other statutory requirements receive increased formula payments under section 7003(b)(2).

7007a (Construction Payments)

Construction formula payments are based on the total number of weighted student units of eligible federally connected students in eligible LEAs. Of the amount appropriated for section 8007 each year, 20 percent is distributed among those eligible LEAs that are impacted by children who reside on Indian lands, and 20 percent is distributed among those eligible LEAs that are impacted by children who have a parent on active duty in the uniformed services of the United States.


Facilities Maintenance funds are provided for emergency repairs and comprehensive capital improvements to schools that the Department of Education owns but that LEAs use to serve federally connected military dependent students or for the transfer of these facilities to LEAs.


2019 Emergency Impact Aid for Displaced Students Awards

2019 grantees received funds to assist with the cost of educating public and non-public school students in the 2018-2019 school year that were displaced by Hurricanes Florence and Michael, Typhoon Mangkhut, Super Typhoon Yutu, and wildfires, earthquakes, and volcanic eruptions occurring in calendar year 2018 and tornadoes and floods occurring in calendar year 2019 in those areas for which a major disaster or emergency is declared under section 401 or 501 of the Robert T. Stafford Disaster Relief and Emergency Act (42 U.S.C. 5170 and 5190).

Amount Awarded
California Department of Education $4,552,125
Florida Department of Education $16,368,000
Maryland State Department of Education $227,531
Mississippi Department of Education $185,156
Nebraska Department of Education $25,312
New Jersey Department of Education $567,187
Wisconsin Department of Public Instruction $467,250


2018 Emergency Impact Aid for Displaced Students Awards

2018 grantees received funds to assist with the cost of educating public and non-public school students in the 2017-2018 school year that were displaced by Hurricanes Harvey, Irma, and Maria, or the 2017 California wildfires for which a major disaster or emergency has been declared under Section 401 or 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5170 and 5191).

Amount Awarded
New Hampshire Department of Education $618,375
South Carolina Department of Education $304,000
Louisiana Department of Education $963,500
Connecticut Department of Education $10,644,625
New Jersey Department of Education $10,909,875
Delaware Department of Education $636,875
Tennessee Department of Education $992,625
Wisconsin Department of Public Instruction $3,554,375
Michigan Department of Education $669,375
New York State Department of Education $15,942,000
Minnesota Department of Education $958,250
Massachusetts Department of Elementary and Secondary Education $15,541,125
Texas Education Agency $174,242,375
Florida Department of Education $99,891,500
Virgin Islands Department of Education $4,156,125
Ohio Department of Education $6,261,250
Rhode Island Department of Elementary and Secondary Education $1,137,000
Maryland Department of Education $963,375
Puerto Rico Department of Education $70,091,000
Pennsylvania Department of Education $13,876,500
Indiana Department of Education $78,750
Kansas Department of Education $1,470,125
Iowa Department of Education $594,000
Alabama Department of Education $110,750
California Department of Education $3,556,125
Mississippi Department of Education $629,250

2017 Awards


(S362A170031) University of Hawaii (HI) $489,944 Ka Pilina No`eau seeks to develop, implement, and replicate the Math and Science Learning Model (MSL Model) to enhance math and science educational services and ultimately improve the math and science outcomes of Native Hawaiian (NH) children and youth.  The MSL Model will be an out-of-school intervention with: (1) informal and formal evaluation of students’ math; (2) early reading and literacy; (3) acceleration, enrichment, and remediation in math and science; (4) real-world application group activity and service learning/field trip; and (5) parent workshops on building math skills, on resources on STEM activities at home, and on understanding diverse learners. The target parent population is parents of intervention group students. The project will serve 600 K-8 NH students and 360 of their parents over 3 years, with half in the intervention group and the other half in the control group.

(S362A170032) University of Hawaii (HI) $606,617 Manawa Kūpono (“opportunity”) seeks to increase the college readiness, access and success for Native Hawaiian students from high-poverty schools on O`ahu, Hawai`i, Kaua`i, and Moloka`i. In contrast to other college readiness programs, this program will provide intensive and individualized services to a targeted group of students who are most at risk of not attending college. There are three objectives: (1) to increase the college readiness of 11th and 12th graders at the target schools by providing systematic college preparation outreach activities that include sessions on test-taking strategies, the college application and financial aid process, and activities to promote family awareness of and involvement in pursuing college; (2) to increase college enrollment through supporting graduates from the target schools to participate in a 6-week college bridge program and by providing financial support for the 1st year of college; and, (3) to increase college success of first-year college participants through a highly effective retention program and through the provision of tuition scholarships. The project will serve 9 high schools on 4 islands: O’ahu, Hawai`i Island, Moloka`i, and Kaua`i. The majority of schools are high-poverty schools and all serve a significant proportion of Native Hawaiian students.

(S362A170013) Partners in Development Foundation (HI) $995,272 Na Pono O Ke Alopali (Family Resilience) seeks to expand and intensify services to more effectively address the needs of the whole family (birth-adult) and increase the long-term success of the community. The purpose and goal of the project is to equip and inspire the at-risk families of Waimānalo (including homeless/hidden homeless families) for success and self-sufficiency. Nā Pono’s objectives are to serve at least 1500 at-risk, family members of Waimānalo over the course of three (3) years, of which at least 80% of these families will be of Native Hawaiian ancestry: to prepare young children and their families for success in kindergarten and beyond; to increase academic skills of students in grades Kindergarten through 6th; to increase family engagement and parenting skills; to inspire and work with adults who need their high school equivalency diploma and/or want to be employed; and to increase knowledge, understanding, and use of Native Hawaiian language and culture through place-based curriculum/activities.

(S362A170023) Aha Punana Leo, Inc. (HI) $632,300 Kahua Kukulu: Foundation for Building aims to increase the percentage of Native Hawaiian children who demonstrate kindergarten readiness, particularly in Hawaiian language literacy. Two objectives, implemented with fidelity, are expected to significantly impact the chances of reaching this goal: to improve the levels of competency among in-service Hawaiian Medium Environment (HME) preschool teachers and to increase the number of qualified HME preschool teachers. Proposed project sites include Hilo Nawahi Pre-K and Hilo Hiʻipēpē, Waimea, Kona, Maui, Lahaina, Hāna, Molokaʻi, Honolulu, Mānoa, Waiʻanae Hiʻipēpē, Koʻolau Poko, Koʻolau Loa, and Kauaʻi. The project will support the in-service training and credentialing of 100 participants. In addition, 270 participants will enroll in college-level coursework, receiving assistance and support. By increasing teacher effectiveness, an estimated 333 children and their families will be impacted over three years.

(S362A170003) Institute for Native Pacific Education and Culture (INPEACE) (HI) $713,007 Keiki Steps: Evaluation and Impact seeks to meet the school readiness needs of at-risk Native Hawaiian young children and their families through increasing their participation in a high-quality early education program that is culturally responsive, standards-based, and literacy-focused. This will be accomplished through the following six objectives: 1) recruiting children, families, and teachers from 12 high-poverty Native Hawaiian communities; 2) improving literacy and school readiness skills in participating children through implementing the research-based curricula and culturally relevant literacy instruction; 3) increasing knowledge of child development and positive parenting practices in participating parents by emphasizing a strong family involvement and evidence-based parent training component; 4) increasing the capacity and competency in early childhood educators by providing job-embedded professional development that incorporates college coursework, dynamic coaching, professional learning communities, and training in Mind in the Making: Seven Essential Life Skills; 5) assisting 12 elementary schools in high poverty communities with their school readiness activities by offering a Keiki Steps to Kindergarten transition program in the summer; and 6) conducting a rigorous quasi-experimental design study to examine the effects of the program on participating child outcomes. At least 1,200 children, 800 families, and 36 teachers will be served by the project (over 2,000 total participants). The project will serve 12 sites on 3 islands located in high-poverty elementary schools with high concentrations of Native Hawaiian students: Oahu (Leihoku, Maili, Makaha, Nanakuli, Nanaikapono, & Waianae), Hawaii (Pahoa, Kapiolani, Keaau, & Keaukaha), and Kauai (Kapaa & Kekaha).

(S362A170004) Institute for Native Pacific Education and Culture (INPEACE) (HI) $787,340 Growing Our Own in Waianae seeks to meet the needs of at risk Native Hawaiian children (early childhood education through 12th grade) and their families through the pilot and evaluation of a cultural Grow Your Own teacher model for the Waianae Coast of Oahu, Hawaii. Through this model, participants will be provided with Teacher Recruitment, Teacher Career Access and Navigation, and Native Hawaiian Educator Retention components to 1) increase the pool of teachers with the credentials and foundation in culture-based education to effectively fill early childhood and K-12 educator positions on the Waianae Coast; 2) increase the number of Native Hawaiian community members applying to and employed in the field of education on the Coast; 3) increase the retention of Native Hawaiian educators in Waianae Coast schools; and 4) increase the engagement of students and families taught by participant teachers. At least 150 Native Hawaiian educators working on the Waianae Coast, and Native Hawaiian community members interested in becoming early childhood or K-12 educators on the Coast will be served annually. The project will serve community members from and teaching on the Waianae Coast of Oahu, Hawaii.

(S362A170042) University of Hawaii (HI) $634,437 Kūkulu Kumuhana K-3 Hawaiian Language Student and Family Literacy Project (Building Common Foundations) seeks to develop informational Hawaiian language books, curricula, teacher training, and family literacy workshops for Hawaiian language medium (HLM) students in the target early elementary grade levels. Kūkulu Kumuhana has the overarching goal of fostering growth in literacy for 2,150 K-3 HLM students who by project end, will demonstrate improved proficiency in the reading of informational texts in the Hawaiian language. Project objectives include: (1) Improving the literacy and academic outcomes of K-3 HLM students by producing 50 or more original culture- and place-based informational reading texts in the Hawaiian language for HLM students and families; (2) Developing curricula and assessment resources that strengthen K-3 HLM student proficiency in reading and writing original Hawaiian language informational texts; (3) Engaging 40 or more of the 73 K-3 HLM partner school teachers and teacher training candidates in a collaborative effort to improve the literacy and academic outcomes of their students by providing preservice and in-service training on project books, curricula, and best practices in literacy development; (4) Collaborating with schools to host family book and language workshops in order to foster family literacy engagement and use of the Hawaiian language in the home environment. The 2,150 Hawaiian language medium K-3 students to be served are taught by 73 teachers at 17 school sites on the 5 islands of Hawaiʻi, Maui, Molokaʻi, Oʻahu, and Kauaʻi.

(S362A170012) Ke Kula O Nawahiokalaniopuu Iki (HI) $392,837 Kuleana No ʻAneʻi (“We Have a Responsibility Here”) seeks to increase Hawaiian language fluency, academic proficiency, and college readiness of Native Hawaiian students in grades 7-12 through curricular and extra-curricular activities that integrate students with the college environment and with older peer groups of Hawaiian speakers. This will be accomplished through the following three objectives: 1) increasing the academic proficiency and college readiness in 75% of students attending the target school through participation in college-level Hawaiian medium coursework, as measured by results on the American Council on the Teaching of Foreign Language (ACTFL) Oral Proficiency Tests and successful completion of college-level courses; and 2) increasing the fluency and frequency of Hawaiian language use in 75% of target school students through their participation in school, community, and workplace programs (including Hawaiian medium preschools) that integrate them with older peer groups of Hawaiian speakers, as measured by observations of an expert ethnographer; and 3) increasing the capacity in providing quality coursework and activities in Hawaiian in 90% of target school teachers. At least 300 students, 220 families, and 20 teachers will be served by the project (over 500 total participants). The project will be based in the largest Hawaiian language medium school on Hawai`i island: Ke Kula `O Nāwahīokalani`ōp`u Iki Public Charter School. The school serves Native Hawaiian children and families residing throughout the island, particularly those from the largest two districts: Hilo and Puna.

(S362A170055) Keiki O Ka Aina Preschool, Inc. (HI) $999,867 Hawaiian STEAM – Hawaiian Science, Technology, Engineering, Art and Math (STEAM) seeks to give at least 7,655 Native Hawaiian children (Pre-K through Grade 4), their parents and their teachers, from predominately Hawaiian communities, the opportunity to participate in classrooms and authentic outdoor environments to experience culturally relevant exploration in STEAM. Young Hawaiian children will participate in Hawaiian STEAM knowledge and skills they will need to be successful in the 21st century workplace through culturally relevant instruction and authentic environments. Hawaiian STEAM will (1) serve 7,655 children, parents and teachers in predominately Native Hawaiian communities through a forked approach. Kalihi Waimanalo Kaneohe Waianae Ewa Palolo Wailuku Kihei Hilo Kona Keiki O Ka Aina Family Learning Centers Hawaiian STEAM 2 Preschools will be able to utilize a rigorous and engaging 32-week curricula for implementation in 8 Pre-K classrooms that embed critical thinking, communication, collaboration, creativity and culturally relevant academic concepts; (2) Develop, coordinate and implement Hawaiian STEAM training and mentorship for Pre K-Grade 3 teachers and to use modules cumulating in authentic fieldtrips at the Cultural Center at Kalei for knowledge and skills to improved student outcomes; (3) Plan, coordinate and implement a 9 session Board and Stone series for parents and teachers associated with the Project. At least 150 individuals will enroll for the Board and Stone series each year for a total of 450. Children will be exposed first hand to culturally-relevant instruction, reciprocal strategies for teaching and learning in Hawaiian STEAM authentic environments; (4) Plan, coordinate and implement two Hawaiian STEAM Days for at least 500 children, teachers and parents culturally relevant exploration of core academic concepts through hands-on activities.

(S362A170048) Mana Maoli (HI) $601,461 Mana Mele K-16 Creative Industries Pipeline Project seeks to deliver culture-based education and creative industry experiences for the purpose of increasing Native Hawaiian educational attainment and employment rates in well paid creative industry fields. The project goal is to create a three-tiered education program to address dire community needs and close achievement and opportunity gaps while guiding youths to achieve success in sustainable career pathways. Project Objectives include: (1) Connecting students from grade K to postsecondary with facilitators and mentors in progressively focused learning experiences in creative industry fields including music, video, and communications; (2) Engaging youth participants in the creation and sharing of authentic multimedia products and performances to build skills, knowledge, and experiences while raising the profile of contributions to Hawai‘i’s creative economy by members of a new generation of NHs. The project will serve 1,830 children, youths, and young adults in grades K-16 at 11 schools, including 3 Hawaiian language medium schools, located in 4 school districts on the islands of O‘ahu and Kaua‘i, and at various colleges and career settings following graduation. Letters of support from all partner schools are included.

(S362A170002) Partners in Development Foundation (HI) $4,727,935 Tutu and Me: Ka Pelika O Na Ohana (Grandparent and me-committed to children and families) seeks to continues the highly effective traveling preschool approach in 24 underserved and predominately Native Hawaiian communities on five islands in the State of Hawaiʻi as follows: Kauaʻi: Kapaʻa, Anahola, Kekaha and Hanapēpē Oʻahu: Waialua, Makakilo, Kahaluʻu, and Papakōlea Molokaʻi: Kaunakakai and Kualapuʻu Maui: Lāhainā, Kīhei, Makawao, and Kahalui Hawaiʻi: Olaʻa, Pāhoa, Waiākea, Panaewa, Pāhala, Nāʻālehu, South Kona, KailuaKona, Waimea and Honokaʻa. Caregivers attend the program with their child and are involved in activities that can easily be replicated in the home. These activities enable caregivers to grow in their understanding of child development while strengthening their bond with their child. In addition, this project will continue its home visiting component in the rural districts of North and South Kohala, Ka‘ū, and will expand to the Hāmākua district which is located along a 50-mile stretch of the east coast of Hawai‘i island. It will also serve the island of Moloka‘i. The goal and expected outcome of the project is that caregivers will understand their role as their child’s first and most important teacher which enable them to prepare Native Hawaiian children to enter school ready to learn and succeed. With a target number of 50 children and 50 caregivers at each community location, and including families served in the home visiting program, in three years’ time, 4,020 children ages birth to 5 years old will be exposed to Tūtū and Me’s traditional Traveling Preschool and Home Visiting program and at least 3,510 caregivers will benefit from resources, and support and guidance modeled by our staff.

(S362A170039) University of Hawaii (HI) $604,230 Hoomanalowai: STEM Student and Teacher Preparation Program seeks to provide scholarship & academic support to a minimum of 160 undergraduate students at six NH-serving postsecondary institutions: Honolulu Community College, Kapiʻolani Community College, Leeward Community College, University of Hawaiʻi at Mānoa, & Windward Community College on Oahu and the University of Hawaiʻi in Hilo on Hawaiʻi Island; conduct STEM enrichment & pre-college workshops for 180 parents & students with Nā Pua Noʻeau; and advance science & math skills for 120 students via a partnership of joint K-5 STEM teaching activities at Mālama Honua Public Charter School in Waimānalo, Oahu. The target population for this project is the Native Hawaiian (NH) student with an interest in becoming a scientist, engineer, teacher, or other STEM professional and those with an interest in teaching science or mathematics in the NH community. The desired project outcomes for the program are pre-college students proficient, prepared, and motivated in mathematics and science; NHs pursuing college and post-secondary degrees in STEM; an increase in the pipeline of preservice STEM teachers, and NHs proficient, prepared, and motivated to enter the STEM workforce as professionals and teachers.

(S362A170051) Kulaniakea (HI) $323,785 Kumu Ola seeks to develop, pilot test, and implement an illustrated Hawaiian-English children’s book in order to support the whole family literacy development (from age 2 to adulthood). The school will use the book to create and assess a family-based early childhood literacy program. The program will consist of an academic curriculum (40 lesson plans with a teacher’s guidebook) and a parent companion (40 home activities and reading program). Project objectives include: OBJECTIVE 1: 30 students, 2-6 years old, will consistently demonstrate increased levels of Hawaiian and English language literacy and STEM knowledge and OBJECTIVE 2: 60 family members/parents will demonstrate increased levels of Hawaiian and English language literacy and STEM knowledge in order to support their children’s learning. The project activities will be carried out at one location, preschool, in Kaneohe, Hawaii.

(S362A170052) Boys & Girls Club of Hawaii (HI) $685,331 Native Hawaiian Educational Enhancement Initiative (the Initiative) is a first twelfth grade program designed to remediate skill gaps and move students forward academically. Project goals include the following: Goal 1: Reduce the achievement gap between Native Hawaiian students and their peers in Reading, Math and Science; Goal 2: Increase school attendance and engagement of Native Hawaiian students; Goal 3: Increase the academic-to-home connection through parent/guardian involvement. Each year the Initiative will serve 2,025 students in grades 1-12 (43% age 6-10, 23% age 11-12, 24% age 13-15, and 10% age 16 and up). The Initiative will be delivered at 19 Boys & Girls Club sites located on the islands of Oahu, Kauai, Maui and Hawaii (the Big Island): Oahu and Kauai – Cities of Ewa Beach, Waianae, Kailua, Kapaa, Lihue, Waimea and Honolulu; Maui – Cities of Kahului, Haiku, Wailuku, Makawao and Lahaina; The Big Island – Cities of Hilo, Kea’au, Pahala and Pahoa.

(S362A170021) University of Hawaii (HI) $576,251 Literacy Through Digital Media K-3 (LDM K-3) seeks to improve the academic outcomes of Native Hawaiian (NH) children in Hawaii‘s elementary schools. This will be accomplished by 1) introducing culturally relevant technology lessons to grades K-3 and 2) training Hawaii Department of Education (DOE) teachers, Educational Assistants (EAs), and kūpuna to enhance the language arts experience of students by integrating culturally relevant technology lessons into instruction. The lessons developed/selected by the LDM K-3 Project will incorporate Hawaiian language, culture, history and values and adhere to reading and writing DOE Common Core State Standards (CCSS) for grades K-3. Three schools in the Windward and Central Districts are committed to participating: Blanche Pope, He‘eia, and Kipapa Elementary, as well as the DOE Kūpuna and Kahua Teacher Induction Programs. Over the course of the project 900+ K-3 students in the 3 project schools will receive culturally relevant and digitally rich instruction aligned with CCSS. Training of 200+ DOE teachers, EAs, and kūpuna will take place during Years 1-3, resulting in 2,500+ additional students participating in the lessons, with direct support from project-trained teachers, EAs, and kūpuna.

(S362A170053) Hui Malama O Ke Kai Foundation (HI) $598,574 E Kūkulu I Nā Alakaʻi Hawaiʻi (Building Hawaiian Leaders) seeks to effectively address the achievement, economic/employment, and socio-emotional issues that impact Native Hawaiians. The E Kūkulu I Nā Alakaʻi Hawaiʻi (Building Hawaiian Leaders) Project will help support the Hui Mālama O Ke Kai Foundation (HMK) programs as well as implementation of an important organizational capacity building project which will unfold a progressive, culturally competent, three-year educational development and staff training initiative focused on shifting the organization’s focus to a placed-based curriculum. HMK is a vital, evolving, seamlessly integrated system of after-school youth development and leadership, higher education support and professional internship, and family strengthening/community building programs offering research-driven services that incorporate cultural methodology into traditional educational enrichment models. The HMK programs address the well documented socio-emotional, achievement, and health-quality gaps of Native Hawaiian students and their families. HMK programming is based in the underserved “Hawaiian Homestead” community of Waimānalo, Hawaiʻi and on average over twenty-five hours of direct, weekly after-school and weekend/evening services are provided, five-to-six days each week, at no cost to the 200 annual youth program and family/community participants. The project will purposefully and strategically weave core HMK programming into the culturally competent development of HMK’s new eleven acre site while simultaneously building organizational excellence.

(S362A170014) Partners in Development Foundation (HI) $1,659,686 Ka Pa’alana Homeless Family Education Program has served over 5,000 homeless Native Hawaiian families on the Leeward Coast of O‘ahu by providing comprehensive family education programming at all steps of the Department of Housing and Urban Development’s (HUD) Continuum of Care (CoC)—Outreach, Emergency Shelter, Transitional Shelter, Public Housing. The overall goal of Ka Pa‘alana is to break the cycle of generational poverty by implementing an intensive and integrated family education program that is infused with timeless Native Hawaiian culture and values, and that provides an educational support to all four steps of the HUD CoC. Over a period of three years, Ka Pa‘alana will serve approximately 2580 at-risk/homeless Native Hawaiians (by preparing 740 at-risk/homeless children living along the Leeward Coast for formal education and equipping 1,090 at-risk/homeless adults with effective care giving skills through Parent Education and workforce readiness through Adult Education). The Home Visiting Specialists will conduct 750 home visits.

(S362A170022) Friends of the Future (HI) $798,625 ALOHA MAP – Meritorious Achievement Program aims to serve up to 1,226 high-needs Native Hawaiian students enrolled in eight Kealakehe Complex schools along the Kona Coast of Hawai‘i Island. Implementation of ALOHA MAP will provide partners with the opportunity to develop, test, refine, improve and sustain a cultural learning model that promises to have lasting, positive impacts on Native Hawaiian students. ALOHA MAP Native Hawaiian learning strategies – Layer 1: Summer Learning; Layer 2: School Year Learning; Layer 3: Hawaiian Language / Cultural Enrichment; Layer 4: College and Career Readiness – will demonstrate the effectiveness of combining academic and native language/culture study as a strategy to increase student engagement in learning and readiness for academic success. Refinement of a successful pilot during the grant period will allow the program to best integrate culture studies and academic content into a diverse, multi-grade level, year-round learning experience that reduces summer learning loss, strengthens student awareness of native cultural traditions (arts/history/language), expands student and family access to college and career planning resources and builds early literacy skills to accelerate early academic growth.

(S362A170037) Kanu o ka Aina Learning Ohana (HI) $371,736 Ke Ala `Ike (the way to knowledge) seeks to address the issue of underemployment in teaching careers through a teacher training/licensure program which will make significant economic impact. In addition to this direct job and economic impact, underserved at risk Hawaiian students in the schools and communities employing our program graduates will benefit as they will be instructed by qualified culturally competent ELL early literacy trained teachers, a shortage of which currently exists in Hawai’i. Activities will target pre-service teacher candidates who will work at 17 high need target charter schools throughout the state of Hawai‘i. Key Outcomes are 30 students will complete a pre-service certificate program; 30 of the preservice completers will be licensed in the State of Hawai‘i; and KALO will be accredited by the Distance Education Accreditation Council as a degree granting organization. Through the 30 newly licensed teachers this project will indirectly serve 1,500 students, the majority being at-risk.

(S362A170034) University of Hawaii (HI) $531,154 Ka Waihona o Na’auao (KWON) Whole School (WS) Place-based Learning and Community Engagement in School (PLACES) seeks to focus on serving all 680 students grades Kindergarten through 8th grade and their 48 teachers and coaches at KWON. The overarching goal of this project is to support the academic achievement and aspirations of KWON students. This goal will be realized through four primary objectives. The objectives are: 1) to support students’ academic achievement by using community resources as a springboard for learning and for nurturing students’ developmental assets; 2) to transform teacher pedagogy by increasing understanding of and skills in teaching Place-based Cultural Projects (PBCP) curricular approach; 3) to increase student engagement by exposing them to rigorous curriculum that is connected to their communities; and 4) nurturing community participation in school. KWON WS PLACES is designed as a series of overlapping support systems, which wrap around children and offer multiple opportunities for support and learning. Support systems include place-based opportunities for teaching and learning, student mentoring across grade levels, multiple connections to institutions of higher education, and multiple connections to the arts. It will improve overall student achievement by integrating in-school and out-of-school supports, providing quality professional development, and inviting significant community development.

(S362A170036) Keiki O Ka Aina Preschool, Inc. (HI) $1,836,123 Pūpūkāhi i Holomua (Move Together to Unite) project seeks to serve a total of 4,950 individuals and is dedicated to the teaching and learning of young Hawaiian children through family engagement and dual language preschools and services. The Project Goal is to increase the number of Native Hawaiian children who enter school ready to learn and to amplify family engagement in children’s education for success. The Pūpūkāhi i Holomua Project will address the problem as follows: 1) establish and coordinate 7 Family Learning Centers (FLC), 2 preschools, one with an Infant Toddler Center for 3,790 Hawaiian children, to provide a seamless system of services on 3 islands (O’ahu, Maui and Hawai’i) for 10 Native Hawaiian communities in Hawai‘i. Kalihi Waimanalo Kaneohe Waianae Ewa Palolo Wailuku Kihei Hilo Kona; 2) increase the quality of parent strengths and skills through participation focused on child development, cultural connectedness and positive family interaction; 3) increase the identification, timely referrals and services for children with special needs; and 4) support the unique cultural and educational needs of Hawaiian families by replicating a family engagement culture.

(S362A170025) Kamalani Academy (HI) $ 469,998 Ma ka hana ka ike (In working one learns) seeks to support the faculty, leadership, students, and families of Kamalani Academy (KA), a new arts-integration, Hawaiian focused charter school. Project goals are: (1) provide research-based PD activities in literacy instruction and Hawaiian culture-based and place-based instruction through art integration; (2) use innovative technology and develop high-quality digital tools for use in early literacy instruction; (3) measure levels of competencies in English Language Arts using by the Developmental Reading Assessment (DRA); (4) integrate professional development strategies that support at-risk youth; (5) expose students to a multitude of career profiles and post-secondary pathways; and (6) provide Hawaiian language and cultural workshops.  The project will serve 350 students, 15 teachers, and 6 administrators and teacher leaders.

(S362A170060) Educational Services Hawaii Foundation (HI) $ 432,723 `Imi `Ike Learning Centers will seek to implement an engaging academic and socio-emotional learning program that includes differentiated direct instruction and culture-based pedagogical components, meeting multiple needs of Native Hawaiian foster or kinship care youth and adult learners beginning at age 4 at outreach learning centers that are strategically designed to work with this group.  The objectives of the Imi Ike Learning Centers are: 1) 100% of students who attend a minimum of 2 hours per week of direct instruction consistently, will show improvement in reading and math performance by at least the expected growth rate as measured by NWEA normed data; 2) 100% of students who consistently attend a minimum of 2 hours per week of either direct instruction or supplemental program services or a combination of services, will show improvement in their attitude toward school and learning; 3) Parents/Caregivers will show improvement in perception of parental support and involvement; and 4) 100% of students who consistently (with an attendance rate of 90% or better) attend a minimum of 2 hours per week of either direct instruction or supplemental program services (enrichments) or a combination of services, will show improvement in their sense of identity as Native Hawaiians.

(S362A170050) Keiki O Ka Aina Preschool, Inc. (HI) $ 997,237 Support Parents, Educators and Keiki (SPEAK) Hawaiian Language seeks to give children the opportunity to hear, respond to, and speak the Hawaiian language in the two places they spend the most time, in their preschools, and in their homes. SPEAK Hawaiian is dedicated to the dissemination, preservation and public integration of the Hawaii language, as one of the two official languages of Hawaii. We will also assist and mentor a total of 12 individuals, who are primarily Hawaiian speakers having learned the language in school, in getting their Child Development Associate (CDA) to become preschool teachers. The communities they will serve are as follows: Kalihi Waimanalo Kaneohe Waianae Ewa Palolo Wailuku Kihei Hilo Kona.  SPEAK Hawaiian will work with teachers initiating young children through a bilingual dual language curriculum that correlates with increased cognitive development and abilities, intelligence, memory skills, problem solving, and improved verbal and spatial abilities. A total of 18,000 people will be served over the 3 years through this project.  The Project will affect changes in school and family use of Hawaiian language and in the long term, positively redirect the trajectory the Hawaiian education. As our children are equipped with these solid skills and abilities in early childhood, studies suggest they will be more successful throughout their academic career.

(S362A170057) University of Hawaii (HI) $320,313 Mohali I Ke Ao (MIKA) is a culturally-responsive, multi-tiered beginning reading support system for schools and communities with diverse learners. Project MIKA meets critical needs in 12 elementary schools in the state of Hawai’i and will seek to provide multi-tiered literacy supports in these schools that have high proportions of Native Hawaiian students and notably high levels of poverty. The 12 schools, located across four islands (Hawai‘i Island, Maui, Moloka‘i, and O‘ahu) in the state and situated across six school complex areas, comprise 5,661 students and 346 teachers. The project will engage with project site leaders and teachers to establish a prevention and intervention model supported by sustained high-quality professional development designed to improve kindergarten through Grade 3 students’ application of foundational research-based early-reading domains that mediate the transition to higher levels of reading competence.  MIKA’s project elements combine training, translating research into practice, need based improvement planning, evaluation, and continuous support from local and national literacy experts as a means to developing a successful and scalable culturally-responsive, multi-tiered beginning reading support system.