Tag Archives: Culture

FY 2018 Awards

 

(S356A180013) Sealaska Heritage Institute (AK) $1,015,437
The Sealaska Heritage Institute, in cooperation with the University of Alaska Southeast, in Juneau, proposes the Preparing Indigenous Teachers and Administrators for Alaska Schools (PITAAS VII). This project will provide and support opportunities for the preparation and advancement of Native Teacher education to improve educational opportunity for Alaska Native K-12 students. Four priorities are targeted: supporting Alaska Native students and educators for certificates and/or degrees in Education or Indigenous Language and Culture; providing professional development activities for educators, including PITAAS scholars, and University faculty on issues affecting Alaska Native students; supporting revitalization of Alaska Native Languages and Culture; and providing career preparation activities, including summer internships, for Alaska Native pre-service teachers in the PITAAS program. Proposed outcomes include at least 20 Alaska Native teachers and 20 Alaska educators with advanced degrees or endorsements; eight Alaska Native administrators; five Alaska Native Ph.D. or Ed.D. Candidates; distinction awards and target recognition; professional development opportunities; engaged University faculty; additional language and culture knowledge for Alaska Native students; and internship opportunities.

(S356A180030) Tyonek Tribal Conservation District (AK) $171,867
The Tyonek Tribal Conservation District, working with Tebughna School in Tyonek, seeks to establish a program that increases both interest and motivation in STEM subjects and prepares students for post-secondary education. Proposed goals are to (1) increase student grades 5% annually in STEM performance; (2) increase positive attitudes towards STEM classes, education, and careers by 75%; (3) increase graduation rates by 10%; and (4) increase student motivation and interest towards entering a postsecondary institution, training, or internship in a STEM field by 50%. Thirty-nine students in Tyonek will receive services, with the additional potential to reach 13,072 Alaska Native students statewide in Alaska Native Villages with a Tribal Conservation District’s School Districts.

(S356A180031) Pribilof Islands Aleut Community of St. Paul (AK) $187,118
The Pribilof Islands Aleut Community of St. Paul Island proposes the Early Childhood Unangam Tunuu Immersion Program. This project seeks to develop an early childhood immersion program for children ages infant/ toddler (ages 0-3) to preschool (ages 3-5) by making use of the Unangam Tunuu, the local Alaska Native language. Broadly, the project intends to provide culturally-enriched and intergenerational-based programs that also increase readiness for post-secondary education/ training programs. Head Start and Preschool Programs, as well as local Elders and high school students, will all participate and contribute to the project.

(S356A180029) Sealaska Heritage Institute (AK) $1,057,179
The Sealaska Heritage Institute, in partnership with Harborview Elementary School in the Juneau School District, proposes the Living the Language in the Tlingit Culture, Language and Literacy Program. This project seeks to support Tlingit culture through the following: (1) build a thorough and holistic language immersive program within the Tlingit culture, language and literacy program; (2) increase teacher fluency in Tlingit; and (3) develop Tlingit culture, language and literacy into an autonomous Optional Program in the Juneau School District and a Lab School for future teachers. This project will directly serve 95 Alaska Native students, 140 family members, and 8 teachers. It will also have an impact on more than 25 other educators through professional development, observations, and collaboration and 20 pre-service teachers from the University of Alaska Southeast. This project will directly serve 95 Alaska Native students, 140 family members, and 8 teachers. It will also have an impact on more than 25 other educators through professional development, observations, and collaboration and 20 pre-service teachers from the University of Alaska Southeast.

(S356A180006) Fairbanks Native Association (AK) $210,018
The Fairbanks Native Association, in cooperation with the Fairbanks North Star Borough School District, proposes the JOM Young Learners Project to provide wrap-around social-emotional support and academic intervention services to address the persistent low performance of over 200 Alaska Native students in reading, writing, and/or math. Through this grant, a staff team consisting of a tutor and family services coordinator will provide services for up to 70 students at each of three target elementary schools selected on the basis of greatest need from within the District. Three project goals are proposed: (1) increase academic performance and achievement growth by participating Alaska Native students; (2) improve the social-emotional factors of Alaska Native students served by the program; and (3) improve Parental and Family Involvement.

(S356A180040) Cook Inlet Tribal Council (AK) $828,323
The Cook Inlet Tribal Council (CITC) proposes Grad Tracks to address gaps in services in the Anchorage School District (ASD) which perpetuate educational attainment disparities between Alaska Native (AN) students and the overall student population.  Grad Tracks will serve 410 Alaska Native students in grades 8 through 12.  The project goals are as follows: (1) decrease the percent of Alaska Native students in the ASD at risk of dropping out by failing a core course in the 9th grade; (2) increase the number of Alaska Native students in the ASD who get back on track to graduate from high school after failing classes; (3) increase the number of Alaska Native students in ASD who are academically and socially prepared for college.

(S356A180043) Kenaitze Indian Tribe (AK) $1,500,000
Kenaitze Indian Tribe’s project will focus on the construction of an indoor/outdoor playground as part the proposed Early Childhood Center campus (which is supported through outside grant funds), which will house Early Head Start, Head Start, and ANEP afterschool programs. The facility will serve expectant mothers, infants, and children who are Kenaitze tribal members and/or who identify as Alaska
Native/American Indian, residing in Kenai, Soldotna, Sterling, Nikiski, Salamatof, Ridgeway, Cohoe, Kasilof, and Cooper Landing. More specifically, this playground will serve 40 Early Head Start infants and toddlers, in addition to 94 Head Start preschoolers, for a total of 134 children.  Kenaitze’s goal is to create a birth-to-five continuum designed to meet the unique educational needs of Alaska Native children and their parents.  A primary project objective is to increase by 100% the number of Alaska Native/American Indian children who have access to safe, spacious, interactive, and age-appropriate indoor and outdoor play space designed to improve school readiness by the end of the project period.

(S356A180016) Seldovia Village Tribe (AK) $653,338
Seldovia Village Tribe proposes a project titled  Litnaugwiq (meaning ‘a place to learn’) to improve cultural competence, student achievement, and increase graduation rates by providing a cultural, science, technology, engineering and math enrichment camp to 9th grade Alaska Native (AN) youth.  Litnaugwiq camp’s goal is to blend traditional cultural teaching methods and knowledge (such as kayak building and subsistence skills) with experiential activities in natural sciences.  A total of 192 students will participate in the project overall.  The goals for this project are: (1) Alaska Native ninth-grade students will demonstrate increased skills and interest in science and math and related careers as a result of participation in the Litnaugwiq camp; (2) students completing Litnaugwiq camp will demonstrate improved cultural competence and identification of natural history subjects, improved science content knowledge, and ability to use technology to expand upon and record science learning;  and (3) Alaska Native ninth-grade students will learn self-management skills related to academic studies, leadership, and group interaction as a result of participation in the Litnaugwiq camp.

(S356A180039) Bering Strait School District (AK) $659,249
The Bering Strait School District (BSSD) proposes Strengthening Indigenous Learning and Academics (SILA) to build cultural connections through student success; improve mathematics and language arts achievement; and increase positive school behaviors and graduation success.  SILA will serve 15 isolated, rural schools in the western region of Alaska, none of which are connected by roads and some of which are reached only by helicopter.  The project goals are as follows: (1) thirty cultural videos with lesson plans to increase cultural demonstrations for students by thirty percent and staff by one hundred percent; (2) teachers trained in research-based effective learning strategies in the areas of mathematics and language arts; (3) 100% of administrators, teachers, and aides trained in scientifically-based schoolwide and classroom positive behavioral supports.

(S356A180032) Arctic Slope Community Foundation, Inc. (AK) $1,299,822
The Arctic Slope Community Foundation, Inc. (ASCF) in partnership with the Boys & Girls Clubs of Southcentral Alaska (BGCAK) proposes Project Learn: Academic & Cultural Enrichment with Alaska Native Youth, an academic and cultural enrichment program that includes academic goal setting, academic coaching, high-yield literacy activities, and STEM activities in a way that supports the unique cultural and educational needs of Alaska Native students.  Project Learn will serve 605 youth grades 2 – 8 at 18 Boys & Girls Clubs sites, in 13 school districts, across 32 schools.  The project goals are as follows: (1) help students meet individualized goals for specific academic subjects; (2) show gains in confidence with stronger cultural awareness and engagement; and (3) prepare them for successful transition to high school, college and/or career.

(S356A180041) Craig Tribal Association (AK) $516,780
The Craig Tribal Association (CTA) works with three school districts serving Alaska Native students on Prince of Wales Island in southeast Alaska. The school districts involved are Craig City School District, Klawock School District and Hydaburg School District. They represent CTA tribal members’ families in the Tlingit, Haida and Tshimshian Alaska Native groups. The number of Alaska Native students in the three schools is 239 with an additional 93 designated “two or more races”, many of them part Alaska Native. Through this project, counselors will work with all students in grades 8-12 in developing an individual plan that details their course of study in high school and plans for the future. Participation by tribal members in school cultural activities will result in 85% of students reporting increased knowledge of their culture. Anticipated outcomes for Alaska Native students include improved student achievement, decreased dropout rate, increased on-time graduation, increased knowledge about Alaska Native cultures, culturally responsive teaching, and integration of cultural skills into education.  Grant services will include tutoring after school, student academic assessment to provide targeted instruction, blended learning with web-based programs, counseling, college and career readiness workshops and information, family outreach, cultural integration in the curriculum, culturally responsive instruction, cultural arts, credit recovery, career skill training, and college visits.

(S356A180033) Yupiit School District (AK) $807,226
The Ilakuyullata Project will bring together students, families, tribal organizations, and schools in Akiak,
Akiachak, and Tuluksak.  This project will infuse the values of the region and establish relevant project-based learning and leadership through improving the outcomes for 450 students and 200 families within the district.  Yupiit School District will partner with the Association of Alaska School Boards Initiative for Community Engagement, Trillium World Bridge Performance Learning, and Parents as Teachers program. The goals are to work towards four outcomes for student success: (1) culturally relevant and real-world learning through project-based learning structures (CR PBL) and relevant learning academies; (2) consistent and culturally responsive Pre K-12 school staff who are competent in project- based learning; (3) student leaders prepared to drive their own education and learning; and (4) develop strong partnerships between families and educators to enhance student learning.  Students will learn the science and engineering skills to solve some of the most challenging issues facing each community and will have an opportunity to participate in learning academies that relate to the needs and interests of families in the region.

(S356A180018)  Arctic Slope Native Association (AK) $623,991
NSBSD is comprised of 11 isolated, rural schools at eight sites in the far northern region of Alaska. The project, entitled SISamat (Four) Strategies for Iñupiaq Success, will focus on four main goals: (1) to infuse Iñupiaq culture and knowledge into school teaching materials and practices; 2) to improve mathematics achievement; (3) increase graduation success through expanded vocational/technical opportunities; and (4)  to enhance youth leadership opportunities. This project will establish Youth Leadership Clubs in four villages served by the NSBSD, and hold local and regional youth leadership camps.

(S356A180036) Central Council Tlingit and Haida Indian Tribes of Alaska (AK) $742,220
The Central Council for the Indian Tribes of Alaska (Central Council) proposes the ASTRIDE (Achieving Success by Respectfully Targeting Individual Developmental Ecology) Project. Central Council has partnered with the Tribal Councils of: Kasaan, Hydaburg, and Klawock; Brightways Learning; and the school districts of Klawock (KCSD), Hydaburg (HCSD), Chatham (CSD), Craig City School District (CCSD) and Southeast Island (SISD) in support of this innovative program for Alaska Native students. The proposed project goals include: (1) increase Adult Anchors (caring and connected adults); (2) increase student achievement; (3) increase graduation rates; and (4) integration of cultural standards in classrooms.

(S356A180011) Saint Mary’s City School District (AK) $694,221
Saint Mary’s School District proposes the Culture, Education and the Environment (CEE) project. St. Mary’s is a bilingual Yup’ik Alaskan Native community, serving 200 students and their families, that maintains a subsistence lifestyle of fishing, hunting, and gathering. The City of Saint Mary’s encompasses the Yup’ik villages of Algaaciq Native Village and Yupiit of Andreafski located within the rural Yukon Delta National Wildlife Preserve There are three project goals: (1) to improve academic achievement; (2) to prepare students for college and career readiness; and (3) to preserve the Yup’ik culture and language through relevant project-based activities supportive of the subsistence lifestyle. Students will participate in project-based science learning activities addressing environmental education, subsistence lifestyle needs, climate change and/or Yup’ik cultural activities and elder participation. The activities include project-based learning, academic support, summer programs, tutoring after school, Yup’ik language instruction, cultural skill development, culturally responsive teaching, credit recovery, place-based education, counseling, family engagement and college and career preparation through counseling, workshops and college visits.

(S356A180025) Goldbelt Heritage Foundation (AK) $812,995
Goldbelt Heritage Foundation in partnership with Douglas Indian Association proposes the Haa Wsineix Haa Yoo X’atangi, Our Language Saved Us grant initiative.  This project will concretely provide culturally-relevant strategies designed to improve the educational and life outcomes for youth, families and educators. Seven overarching goals are proposed: 1) provide native language immersion within early childhood education programs and increase family involvement through a Parents as Teachers model; 2) provide Early Childhood Education and Language Instruction that enhances school readiness for Alaska Native Children; 3) provide Instructional programs that include heritage language and culture resulting in a Family and Youth Language Program for elementary students; 4) provide instruction in heritage language connected to core subjects inclusive of technology supported by Language Educators, Elders and Tradition Bearers; 5) develop a Language Teaching Curriculum, Heritage Language Academic Vocabulary that connects to the Core Curriculum and which preserves and promotes Language and Culture for Youth Achievement in schools and extended learning environments; 6)  increase the number of qualified language teachers by advancing fluency and creating a pathway for language teacher certification; and 7) facilitate an annual language consortium gathering advancing the rich culture of people with the community. The program will serve a minimum of 500 students.

(S356A180003) Sealaska Heritage Institute (AK) $712,580
Sealaska Heritage Institute (SHI) and its partner South East Regional Resource Center (SERRC) proposes Amplifying Our Stories, this project aims to expand and renew the innovative programming that brings performing arts, digital storytelling, and Tlingit language to young students to improve their literacy skills.  This project will directly serve 600 Alaska Native students in grades 4 – 8 in Southeast Alaska elementary and middle schools located in Juneau, Ketchikan, and Yakutat in order to (1) improve student engagement, academic performance in language arts and student approaches toward school and self through the production and public performance of plays based on traditional knowledge and stories; (2) produce digital stories and sets of illustrated storybooks based on traditional knowledge, and a Digital Storytelling Handbook for use in Language Arts classes, K – 8; and (3) train elementary and secondary teachers on strategies to integrate visual and performing arts into classroom instruction on regular basis.

(S356A180008) Hydaburg City School District (AK) $569,368
The Hydaburg City School District (HCSD), sanctioned by and in partnership with the Hydaburg Cooperative Association, proposes the Hydaburg Education And Language (HEAL) program. This project proposes to empower and educate the district’s youngest students by immersing them in their native Haida language, culture, traditions, and values.  This project will serve 60 Haida students from birth to 4th grade in a community of 376 residents. It seeks to implement a Montessori pre-kindergarten/Kindergarten program; develop a curriculum based on Montessori principles for grades 1-4 that also incorporates Haida language, culture, and values; provide coaching and parenting strategies to the community; and encourage local native residents to become Montessori teachers, Alaska state-certified teachers, and Haida language speakers.

(S356A180026) Cook Inlet Tribal Council, Inc. (AK) $500,000
Cook Inlet Tribal Council, Inc. (CITC) proposes La’a Kenu–Learning Our Way, a project that will focus on improving the kindergarten preparedness of Alaska Native children ages 0-5 in Anchorage by intervening with the adults who raise them and care for them. La’a Kenu will: 1) identify and publish traditional child development practices and activities 2) provide families with supportive events, education and information 3) develop and publish children’s books for use by children and families served by the program and other Alaska Native children in the community, and 4) provide training to early learning and care professionals. The project expects to serve 475 children by intervening with 310 adults who care for them at home and in childcare settings.

(S356A180028) Northwest Arctic Borough School District (AK) $952,110
The Northwest Arctic Borough School District (NWABSD) sanctioned by and in partnership with the Native Village of Buckland, proposes the Career and Technical Education (CTE) project. This project focuses on the education of students for successful careers and opportunities after graduation and increasing the graduation rate with related academic improvement. The goals of the project are: (1) to establish and maintain student enrollments in STAR of the Northwest Magnet School programs in coordination with Alaska Technical Center (ATC); (2) to develop and enhance Career and Technical Education (CTE) programs in the domains of Culinary Arts, Education, Process Technology, Health Services, Construction Trades and Business; and (3) to develop, establish and refine the Residency Life Program and coordination with ATC.

Eligibility

Who May Apply: Research organizations, institutions, agencies, institutes of higher education, or partnerships among such entities, or individuals, with the demonstrated ability or capacity to carry out the activities described in this notice, including regional entities that carried out activities under the Educational Research, Development, Dissemination, and Improvement Act of 1994 (as such Act existed on the day before November 5, 2002) and title XIII of the Elementary and Secondary Education Act of 1965 (as such title existed on the day before January 8, 2002).

Awards

Comprehensive Center Grantees (2019-2024)

Regional Comprehensive Centers

Note: Redacted Application Disclaimer: Information within the redacted 2019 Comprehensive Center (CC) applications have been deemed proprietary by the grantee. To ensure a consistent approach to redaction, Comprehensive Centers reviewed their successful 2019 CC applications for information that may be protected under the Freedom of Information Act (FOIA) Exemption 4, which protects from “disclosure of trade secrets and commercial or financial information obtained from a person that is privileged or confidential.” 5 U.S.C. § 552(b)(4). Based on the grantee’s review and requests, specific information within the application was honored and redacted in full, only for the limited purpose of this proactive disclosure.  All CCs were provided the opportunity to object to the agreement to post applications “as-is” or object to the disclosure of information.  

Region 1: Massachusetts, Maine, New Hampshire, Vermont
American Institutes for Research
Waltham, MA
Susan Therriault, Co-Director
Ellen Cushing, Director
Phone: (202) 403-5524
Region 1: 2019 CC Winning Grant Application – Redacted

Region 2: Connecticut, New York, Rhode Island
WestEd
Brooklyn, NY
Sarah Barzee , Director
Phone: (860) 638-8461
Region 2: 2019 CC Grant Winning Application – Redacted

Region 3: Puerto Rico, Virgin Islands
Educational Testing Services
Hato Rey, PR
John Lockwood, Director
Phone: (813) 957-0089
Region 3: 2019 CC Winning Grant Application

Region 4: Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania
Policy Study Associates, Inc
Washington, DC
Jeanine Hildreth, Director
Phone: (202) 939-5324
Region 4: 2019 CC Winning Grant Application -Redacted

Region 5: Kentucky, Tennessee, Virginia, West Virginia
Westat, Inc.
Charleston, WV
Kimberly Hambrick, Director
Phone: (304) 206-6819
Region 5: 2019 CC Winning Grant Application -Redacted

Region 6: Georgia, North Carolina, South Carolina
The University of North Carolina at Greensboro
Browns Summit, NC
George Hancock, Director
Phone: (336) 315-7435
Region 6: 2019 CC Winning Grant Application -Redacted

Region 7: Alabama, Florida, Mississippi
RMC Research Corporation
Tampa, FL
Robin Jarvis, Director
Phone: (813) 915-0010
Region 7: 2019 CC Winning Grant Application

Region 8: Indiana, Michigan, Ohio
ICF Incorporated LLC
Ann Arbor, MI
Caitlin Howley, Co-Director
Thomas “T.J.” Horwood, Co-Director
Phone: (734) 926-0949
Region 8: 2019 CC Winning Grant Application

Region 9: Illinois, Iowa
American Institutes for Research
Chicago, IL
Aaron Butler, Director
Phone: (312) 288-7612
Region 9: 2019 CC Winning Grant Application -Redacted

Region 10: Minnesota, Wisconsin
The Board of Regents of the University of Wisconsin System
Madison, WI<br
Kim Gibbons, Co-Director
Phone: (612) 625-9751
Alisia Moutry, Co-Director
Phone: (608) 261-1938
Region 10: 2019 CC Winning Grant Application

Region 11: Nebraska, North Dakota, South Dakota, Wyoming
McREL International
Cheyenne, WY
Joseph Simpson, Co-Director
Susan Shebby, Co-Director
Phone: (307) 222-5261
Region 11: 2019 CC Winning Grant Application -Redacted

Region 12: Colorado, Kansas, Missouri
McREL International
Denver, CO
Dale Lewis, Director
Phone: (303) 632-5522
Region 12: 2019 CC Winning Grant Application -Redacted

Region 13: Bureau of Indian Education, New Mexico, Oklahoma
WestEd
Santa Fe, NM
Marie Mancuso, Director
Phone (602) 549-3955
Region 13: 2019 CC Winning Grant Application -Redacted

Region 14: Arkansas, Louisiana, Texas
Westat, Inc.
Austin, TX
Kristen Nafziger, Director
Phone: (512) 893-4503
Region 14: 2019 CC Winning Grant Application -Redacted

Region 15: Arizona, California, Nevada, Utah
WestEd
Sacramento, CA
Kandace Jones, Co-Director
Kate Wright, Co-Director
Phone: (916) 492-4073
Region 15: 2019 CC Winning Grant Application -Redacted

Region 16: Alaska, Oregon, Washington
SERRC (Southeast Regional Resource Center)
Juneau, AK
Bernie Sorenson, Director
Phone: (907) 586-6806
Region 16: 2019 CC Winning Grant Application -Redacted

Region 17: Idaho, Montana
Education Northwest
Boise, ID
Jennifer Esswein, Director
Phone: (503) 275-9636
Region 17: 2019 CC Winning Grant Application -Redacted

Region 18: Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Palau
Pacific Resources for Education and Learning (PREL)
Pohnpei, FSM
Emerson Odango, Director
Phone: (808) 441-1300
Region 18: 2019 CC Winning Grant Application -Redacted

Region 19: American Samoa, Hawaii, Republic of the Marshall Islands
Pacific Resources for Education and Learning (PREL)
Honolulu, HI
Melly Wilson, Director
Phone: (808) 441-1354
Region 19: 2019 CC Winning Grant Application -Redacted

National Comprehensive Center

National Comprehensive Center
Westat, Inc.
Rockville, MD
Allison Crean Davis, Director
Jill Lammert, Co-Director
Phone: (240) 314-2418
National Comprehensive Center: 2019 CC Winning Grant Application -Redacted

For more information about each Center, visit: https://compcenternetwork.org/meet-centers

Applicant Information

Notice Inviting Applications for Comprehensive Center Programs

2021 National Comprehensive Center on Improving Literacy for Students with Disabilities

In Fiscal Year (FY) 2021 the Department made a new 5-year grant award for the National Comprehensive Center on Improving Literacy for Students with Disabilities under the authority provided in section 2244 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015. The 5-year grant award is a cooperative agreement for a comprehensive center designed to improve literacy skills for students at risk of not attaining full literacy skills due to a disability, including dyslexia, and ultimately better prepare these students to compete in a global economy. This grant is jointly administered by OESE and the Office of Special Education and Rehabilitative Services (OSERS). On March 12, 2021, the Department published a Notice of Proposed Priority, Requirement, and Definitions for this grant competition in the Federal Register for public comment. On July 13, the Department published a Notice of Final Priorities, Requirements, Definitions, and Performance Measures and a Notice Inviting Applications. The deadline for Transmittal of Applications was Wednesday, September 1, 2021.

Note: The Department reopened this competition for a limited period of time for eligible applicants in jurisdictions identified by FEMA under declarations DR-4611-LA and EM-3569-MS in which assistance to individuals or public assistance has been authorized.  To determine if applicants were affected, the following Emergency Declarations were available at: https://www.fema.gov/disaster/4611, https://www.fema.gov/disaster/4611/designated-areas, https://www.fema.gov/disaster/3569, and https://www.fema.gov/disaster/3569/designated-areas. Reopening this competition will allow affected applicants more time to prepare and to submit their applications. A notice reopening the competition for affected applicants was published in the Federal Register soon.

Notice Reopening the Fiscal Year (FY) 2021 Competition for Certain Eligible Applicants
https://www.federalregister.gov/d/2021-19876

Notice Inviting Applications: 

https://www.federalregister.gov/documents/2021/07/13/2021-14864/applications-for-new-awards-national-comprehensive-center-on-improving-literacy-for-students-with

Notice of Final Priorities, Requirements, Definitions, and Performance Measures: 

https://www.federalregister.gov/documents/2021/07/13/2021-14865/final-priority-requirement-and-definitions-national-comprehensive-center-on-improving-literacy-for

Webinars for Interested Applicants:

The Department provided resources, including a recorded webinar, for interested applicants. Access these resources, below:

PowerPoint Presentation

2019-2024 Comprehensive Centers

The Notice Inviting Applications for the 2019-2024 Comprehensive Centers was published on April 4, 2019. Applications were due by May 24, 2019. Twenty 5-year grant awards were made by the end of FY 2019. The grant awards are made as cooperative agreements to operate one of 19 Regional Comprehensive Centers and one National Comprehensive Center.

Notice Inviting Applications:
https://www.federalregister.gov/documents/2019/04/04/2019-06582/applications-for-new-awards-comprehensive-centers-program

Notice of Final Priorities, Requirements, Definitions, and Performance Measures:
https://www.federalregister.gov/documents/2019/04/04/2019-06583/final-priorities-requirements-definitions-and-performance-measures-comprehensive-centers-program

Webinars for Interested Applicants:

The Department conducted webinars for prospective applicants on April 11, 2019, from 3:00 – 4:00 PM and April 17, 2019, from 1:30 -3:30 PM Eastern Time. Access resources associated with the webinars, including responses to questions received during the webinars, below:

For more information about the Comprehensive Centers Program click here. For information on the work of Comprehensive Centers, visit https://compcenternetwork.org/.

Performance

Performance Reports

All current ANEP grantees are required to submit Annual Performance Reports (APRs) that detail their project’s progress and results. More information regarding the specific APR requirements for your cohort will be provided closer to the APR due date (usually in late June).

All grantees whose grants are ending in the current fiscal year are required to submit a Final Performance Report (FPR). Further details regarding the submission of the FPR will be e-mailed to project directors closer to the FPR deadline.

If you have questions concerning the APR or FPR, need additional guidance for preparing your APR/FPR, or need instructions on submitting a paper copy of the APR/FPR, please contact the ANE Program Office at OESE.ASKANEP@ed.gov.

ED 524-B Form – Grant Performance Report (Part 1 – Cover Sheet and Summary)  PDF Word
ED 524-B Form (Part 2 – Project Status)  Fillable PDF PDF Word
ED- 524-B Form (Part 3- Instructions)  PDF Word

Government Performance Results Act

The Government Performance Results Act of 1993 (GPRA) is designed to be used by both Federal Program Managers (to improve program effectiveness) and Congress (to ensure spending decisions and oversight are informed about program performance). All grantees must choose at least one GPRA measure by which to measure the efficacy of their project. This measure should be explicitly included in your application. Grantees are required to report on progress with their assigned GPRA measures in the Annual Performance Report and Final Performance Report.

The GPRA measures for the Alaska Native Education program are:

  • The number of grantees who attain or exceed targets for the outcome indicators for their projects that have been approved by the Secretary.
    • The percentage of program participants who demonstrated substantial progress on outcomes outlined in a grantee-developed, Department-approved Logic Model. (Logic Model Measure) Grantees will report on their GPRA measures in Part 2 of the Annual Performance Report, which can be found above.
  • The percentage of Alaska Native children participating in early education programs who consistently demonstrate school readiness in literacy as measured by the Revised Alaska Developmental Profile (ADP). (Early Childhood Measure)
  • The percentage of students in schools served by the program who graduate from high school with a high school diploma in four years. (Retention Measure)
  • The number of Alaska Native programs that primarily focus on Alaska Culture and Language. (Language/Culture Measure)

Legislation, Regulations and Guidance

Legislation

The Alaska Native Education Program is authorized by Title VI, Part C of the ESEA, as amended by the Every Student Succeeds Act (20 U.S.C. 7515 7511-7546). The authorizing legislation can be found here (see pages 341 through 346 of the legislation).

Regulations

The Alaska Native Education is regulated by the Education Department General Administrative Regulations (EDGAR). The full text of EDGAR can be found here.

 

Funding Status

2021

Appropriation: $36,453,000 (Regular ANE Appropriation); $85,000,000 (American Rescue Plan)
Number of New Awards: 33
Average New Award: $3,042, 545
Range of Awards: $1,216,277 – $6,709,966
Number of Continuation Awards: 18
Average Continuations Award: $1,042,940
Range of Continuation Awards:
$399,691 – $2,762,003

2020

Appropriation: $35,953,000
Number of New Awards Anticipated: 0
Average New Award: N/A
Range of Awards: N/A
Number of Continuation Awards: 38
Average Continuations Award: $912,087
Range of Continuation Awards: $392,792 – $3,299,565

2019

Appropriation: $35,453,000
Number of New Awards Anticipated:
40
Average New Award:
$1,030,000
Range of Awards:
$300,000 – $1,500,000
Number of Continuation Awards:
36
Average Continuations Award:
$431,000
Range of Continuation Awards:
$171,000 – $1,299,000

2018

Appropriation: $35,453,000
Number of New Awards Anticipated: 20
Average New Award: $727,000
Range of Awards: $171,000 – $1,500,000
Number of Continuation Awards: 21
Average Continuations Award: $649,000
Range of Continuation Awards: $309,000 – $1,055,000

2017

Appropriation: $32,453,000
Number of New Awards Anticipated: 28
Average New Award: $370,000
Range of Awards: $300,000 – $1,500,000
Number of Continuation Awards: 33
Average Continuations Award: $648,000
Range of Continuation Awards: $166,000 – $2,499,000

2016

Appropriation: $32,453,000
Number of New Awards Anticipated: 5
Average New Award: $500,000
Range of Awards: $241,000 – $953,000
Number of Continuation Awards: 48
Average Continuations Award: $609,000
Range of Continuation Awards: $227,000 – $953,000

2015

Predicted Appropriation: $31,453,000
Number of New Awards Anticipated: 33
Average New Award: $500,000
Range of Awards: $500,000 – $1,200,000
Number of Continuation Awards: 21
Average Continuations Award: $500,000
Range of Continuation Awards: $201,000 – $700,000

2014

Predicted Appropriation: $31,453,000
Number of New Awards Anticipated: 20
Average New Award: $500,000
Range of Awards: $500,000 – $1,200,000
Number of Continuation Awards: 36
Average Continuations Award: $500,000
Range of Continuation Awards: $201,000 – $700,000

2013

Predicted Appropriation: $31,345,135
Number of New Awards Anticipated: 1
Average New Award: $1,043,078
Range of Awards: $500,000 – $1,044,000
Number of Continuation Awards: 56
Average Continuations Award: $500,000
Range of Continuation Awards: $223,000 – $1,265,000

2012

Predicted Appropriation: $33,185,161
Number of New Awards Anticipated: 44
Average New Award: $500,000
Range of Awards: $300,000 – $700,000
Number of Continuation Awards: 17
Average Continuation Award: $500,000
Range of Continuation Awards: $200,000 – $1,229,000

2011

Predicted Appropriation: $33,315,000
Number of New Awards Anticipated: 19
Average New Award: $500,000
Range of Awards: $300,000 – $700,000
Number of Continuation Awards: 31
Average Continuation Award: $500,000
Range of Continuation Awards: $200,000 – $1,000,000

2010

Appropriation: $33,315,000
Number of New Awards: 2
Average New Award: $500,000
Range of Awards: $400,000 – $500,000
Number of Continuation Awards: 45
Average Continuation Award: $500,000
Range of Continuation Awards: $200,000 – $1,300,000

2009

Appropriation: $33,315,000
Number of New Awards: 30
Average New Award: $500,000
Range of Awards: $200,000 – $1,300,000
Number of Continuation Awards: 22
Average Continuation Award: $500,000
Range of Continuation Awards: $200,000 – $1,000,000

2008

Appropriation: $33,314,645
Number of New Awards Anticipated: 11-18
Average New Award: $500,000
Range of Awards: $300,000 – $700,000
Number of Continuation Awards: 39
Average Continuation Award: $500,000
Range of Continuation Awards: $200,00 – $1,000,000

2007

Appropriation: $33,907,500
Number of New Awards Anticipated: 5-8
Average New Award: $450,000
Range of Awards: $300,000 – $600,000
Number of Continuation Awards: 45-50
Average Continuation Award: $500,000
Range of Continuation Awards: $200,00 – $1,000,000

2006

Appropriation: $33,907,500
Number of New Awards Anticipated: 32
Average New Award: $500,000
Range of Awards: $200,000 – $900,000
Number of Continuation Awards: 35 – 40
Average Continuation Award: $500,000,
Range of Continuation Awards: $200,000 – $800,000

2005

Appropriation: $34,224,000
Average New Award: $400,000
Range of Awards: $315,000 – $630,000
Number of Continuation Awards: 35 – 40
Average Continuation Award: $500,000
Range of Continuation Awards: $200,00 – $800,000

2004

Appropriation: $33,302,350
Amount Available for Awards: $2,208,048
Estimated Number of Awards: 5

2003

Amount Available for Awards: $30,742,000
Estimated Number of Awards: 32
Average Award: $500,000
Range of Awards: $500,000 – $2,000,000

2002

Appropriation: $24,000,000

Awards

Comprehensive Centers Program

The Comprehensive Centers program supports the establishment of not less than 20 Comprehensive Centers (CCs) to provide capacity-building services to State educational agencies (SEAs), regional educational agencies (REAs), local educational agencies (LEAs), and schools that improve educational outcomes for all students, close achievement gaps, and improve the quality of instruction.

By statute, the Department is required to establish at least one center in each of the 10 geographic regions served by the Department’s Regional Educational Laboratories (RELs).

The 2019 cohort of Comprehensive Centers, which received initial awards in 2019, includes 19 Regional Centers and 1 National Center. An additional content center, funded in response to 2016 appropriations language and a new authority in the Elementary and Secondary Education Act (ESEA), as reauthorized by the Every Student Succeeds Act (ESSA), focuses on students at risk of not attaining full literacy skills due to a disability.

Each Comprehensive Center must develop a 5-year plan for carrying out authorized activities. The plan of each center is developed to address the needs of SEAs in meeting ESEA student achievement goals, as well as priorities established by the Department and the States. Each center has an advisory board, with representation from SEAs, LEAs, institutions of higher education, educators, administrators, policymakers, researchers, and business representatives, that advises the center on: (1) allocation of resources, (2) strategies for monitoring and addressing the region’s educational needs (or the regional centers’ needs in the case of the content centers), (3) maintaining a high standard of quality in the performance of its activities, and (4) carrying out the center’s activities in a manner that promotes progress toward improving student academic achievement.

Types of Projects

Centers develop annual service plans for carrying out authorized activities that address State and regional needs.

Regional Centers provide high-quality intensive capacity-building services to State clients and recipients to identify, implement, and sustain effective evidence-based practices that support improved educator and student outcomes. These services include:

    1. Carrying out approved Consolidated State Plans under the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of 2015 (ESEA)
    2. Implementing and scaling-up evidence-based programs, practices, and interventions that address the unique educational obstacles faced by rural populations
    3. Identifying and carrying out capacity-building services to clients that help States address corrective actions or results from audit findings and monitoring, conducted by the Department, that are programmatic in nature, at the request of the client
    4. Working with the National Center to identify trends and best practices, and develop cost-effective strategies to make their work available to as many REAs, LEAs, and schools in need of support as possible

The National Comprehensive Center provides high-quality universal and targeted capacity-building services to address common high-leverage problems, services to address programmatic monitoring reports and audit findings, implementation challenges, and emerging national education trends. Services include:

    1. Implementing approved ESEA Consolidated State Plans
    2. Implementing and scaling evidence-based programs, practices, and interventions that directly benefit entities that have high percentages or numbers of students from low-income families as referenced in Title I, Part A of the ESEA (ESEA sec. 1113(a)(5) and 1111(d)) and recipients that are implementing comprehensive support and improvement activities or targeted support and improvement activities as referenced in Title I, Part A of the ESEA (ESEA sec. 1111(d))
    3. Implementing and scaling-up of evidence-based programs, practices, and interventions that address the unique educational obstacles faced by rural populations
    4. Implementing effective strategies for reaching and supporting as many SEAs, REAs, LEAs, and schools in need of services as possible

For information about current Comprehensive Center projects, visit https://compcenternetwork.org/states.