Indian Education - Demonstration Grants for Indian Children

Indian Education - Demonstration Grants for Indian Children is sponsored by U.S. Department of Education. This opportunity supports mission-aligned projects and measurable outcomes.

Demonstration Grants for Indian Children (DEMO) | U.S. Department of Education Demonstration Grants for Indian Children (DEMO) Office of Elementary and Secondary Education (OESE) Indian Tribes and Tribal Organizations Institutions of Higher Education (IHEs) Local Educational Agencies (LEAs) State Educational Agencies (SEAs) Tribally Controlled Colleges and Universities (TCCUs) Estimated Total Grant Funding Expected Number Of Awards 05/08/2025 - 11:59 PM EDT Technical Assistance Resources Legislation, Regulations and Guidance Eligibility and Funding Status Demonstration Grants for Indian Children is a competitive discretionary grant program that supports projects to develop, test and demonstrate the effectiveness of services and programs to improve educational opportunities and achievement of Indian children in preschool, elementary, and secondary school.

Native Youth Community Projects (NYCP) For FY16-18, and FY22 the absolute priority was a Native Youth Community Project (NYCP) that focused on a define local geographic area, centered on the goal of ensuring that Indian students were prepared for college and careers, was informed by evidence, focused on one or more barriers or opportunities with a community-based strategy or strategies and measurable objectives, was designed and implemented through a partnership of various entities, and demonstrated the capacity to improve outcomes that are relevant to the project focus through experience with programs funded through other sources.

Accessing Choices in Education (ACE) For FY20, the absolute priority was Accessing Choices in Education (ACE) where projects must expand educational choice by enabling a Tribe, or the grantee and its Tribal partner, to select a project focus that meets the needs of their students, and enabling parents of Indian students, or the students, to choose education services by selecting the specific service and provider desired.

Native American Teacher Retention Initiative (NATRI) For FY23 the absolute priority is the Native American Teacher Retention Initiative (NATRI) where projects must be designed to ensure that (a) Teachers, principals, other school leaders, and other staff who serve Indian students have the ability to provide culturally appropriate and effective instruction and supports to such students and (b) Indian students gain knowledge and understanding of Native communities, languages, tribal histories, traditions, and cultures.

Proposed projects must focus on one or more of the following priority areas: 1) Activities that recognize and support the unique cultural and educational needs of Indian children and youth and incorporate traditional leaders.

2) Educational services that are not available to such children and youth in sufficient quantity or quality, including remedial instruction, to raise the achievement of Indian children in one or more of the subjects of English, mathematics, science, foreign languages, art, history, and geography. 3) Comprehensive guidance, counseling, and testing services.

4) High-quality professional development of teaching professionals and paraprofessionals. The fiscal year 2025 notice inviting applications for the Native Youth Community Projects Program (NYCP) is now closed. No applications are being accepted at this time.

Have a technical assistance question? Email OIE@seiservices. com For prior event recordings for NYCP please visit the NYCP Playlist .

NYCP Annual Performance Reporting (APR) Webinar 2024 https://youtu. be/69bnNfYMXSI This webinar provides guidance, tools, and resources for completing annual performance reporting for NYCP grantees. NYCP Talking Circle — May 2024 https://youtu.

be/nVuqSKahWkI This Talking Circle featured guest speakers Jason Cummins, Chelsey Pendarivs, and Coach James Kelley. All Program Talking Circle — March 2024 https://youtu. be/91eB7q0bKm8 In this talking circle OIE provided an overview and discussion period of Executive Order 14112.

NYCP Talking Circle — August 2023 https://youtu. be/nJhKBv-Jg90 This Talking Circle covered APR Updates, Grant Award Notifications, and discussed preparing for year 2. NYCP Talking Circle — May 2023 https://youtu.

be/OmBNH7tUl-8 In this Talking Circle APRs and budget revisions were discussed, providing grantees and opportunity to review their recently submitted APRs. Grantees also had an opportunity to share program activities with other grantees and discuss what the plan to do next. NYCP Annual Performance Reporting (APR) Webinar 2023 https://youtu.

be/0jTNkskJsNI This webinar provides guidance, tools, and resources for completing annual performance reporting for NYCP grantees. NYCP Talking Circle — January 2023 https://youtu. be/ep_UEhBgybE This NYCP Talking Circle provided grantees an opportunity to share their program and activities.

https://youtu. be/A6o6Ej6soic This workshop was for new NYCP Grantees to discuss managing their grant budgets. NYCP Talking Circle: October 2022 https://youtu.

be/_USskQinvpg This NYCP Talking Circle welcome new grantees and kicked off the new grant year. NYCP Demo Talking Circle: September 2022 https://youtu. be/pjH6QNsIFzk This NYCP Talking Circle focused on NCEs, lessons learned and final performance reports.

NYCP Demo Talking Circle - August 2022 https://youtu. be/vjAueU3-XV8 This NYCP Talking Circle discussed annual performance report feedback, FAQs, APR updates, budget revisions, and program best practices. For prior event recordings for ACE, please visit the ACE Playlist .

ACE Annual Performance Reporting (APR) Webinar 2024 https://youtu. be/dZGBgfol_N8 This webinar provides guidance, tools, and resources for completing annual performance reporting for ACE grantees. Ace Talking Circle — May 2024 https://youtu.

be/v-reoBxTdao? si=B8f-xEMV9PMjnGG4 This Talking Circle featured guest speakers David Sullivan and Derek Tofpi. All Program Talking Circle — March 2024 https://youtu.

be/91eB7q0bKm8 In this talking circle OIE provided an overview and discussion period of Executive Order 14112. ACE Talking Circle — August 2023 https://youtu. be/v32J50mX5L8 This Talking Circle covered APR updates, GANs and Budgets and allowed time for grantees to share about their programs.

ACE Talking Circle — May 2023 https://www. youtube. com/watch?

v=-ZasFlDClMo ACE Talking Circle — August 2023 https://youtu. be/v32J50mX5L8 This Talking Circle covered APR updates, GANs and Budgets and allowed time for grantees to share about their programs. ACE Annual Performance Reporting (APR) Webinar 2023 https://youtu.

be/AkAdOofbZ7g This webinar provides guidance, tools, and resources for completing annual performance reporting for ACE grantees. ACE Talking Circle — January 2023 https://youtu. be/2kU0Xp11MqY This ACE Talking Circle focused on requirements and allowability for ACE grantees and provided a discussion on program services and ways to spend down funds.

ACE Demo Talking Circle: October 2022 https://youtu. be/Hw_5_TqNQyc This ACE Talking Circle focused on APR updates, budget revisions, program services and upcoming events. ACE Demo Talking Circle: September 2022 https://youtu.

be/TLepz5pHGKI This ACE Talking Circle focused on APR updates, budget revisions, and allowed programs to share out progress. ACE Demo Talking Circle - August 2022 https://youtu. be/iCJmJuM4Yro This ACE Talking Circle focused on APR updates, budget revisions, and FAQs, as well as providing time for programs to share how they are kicking off the new school year.

For prior event recordings for NATRI please visit the NATRI Playlist . NATRI Annual Performance Reporting (APR) Webinar 2024 https://youtu. be/ehjZBrvWIVg This webinar provides guidance, tools, and resources for completing annual performance reporting for NATRI grantees.

NATRI Talking Circle — May 2024 https://youtu. be/GDGrCeq8gEU? si=Y3NM85-WV9iKRmrm This Talking Circle featured guest speakers Angelo Ruiz, Peter Cosner, and Julia Guerrero.

Speakers sharing their expertise in Native American sports/games and their connection to academic success. All Program Talking Circle — March 2024 https://youtu. be/91eB7q0bKm8 In this talking circle OIE provided an overview and discussion period of Executive Order 14112.

New Grantee Budget Workshop: November 2023 https://youtu. be/4X5OyRraI1w This workshop was provided for all new FY23 grantees to discuss fiscal basics, managing grant budgets, and developing budget revisions. Elementary and Secondary Education Act, as amended, Title VI, Part A, Subpart 2, Sec.

6121 (20 U.S.C. 7441) 2023 Notice Inviting Applications (Demonstration Grants, Native American Teacher Retention Initiative) : https://www. federalregister.

gov/documents/2023/05/23/2023-10901/applications-for-new-awards-demonstration-grants-for-indian-children-and-youth-program-native (Published May 23, 2023) 2022 Notice Inviting Applications (Demonstration Grants, Native Youth Community Projects) : https://www. federalregister.

gov/documents/2022/02/18/2022-03510/applications-for-new-awards-indian-education-discretionary-grant-programs-native-youth-community (Published February 18, 2022) 2020 Final Regulations (Demonstration Grants, Accessing Choices in Education) : https://www. federalregister.

gov/documents/2020/07/17/2020-15543/indian-education-discretionary-grant-programs-demonstration-grants-for-indian-children-and-youth (Published July 17, 2020) 2018 Notice Inviting Applicants Regulations — (Demonstration Grants, Native Youth Community Projects) : https://www. federalregister.

gov/documents/2018/06/26/2018-13728/applications-for-new-awards-special-programs-for-indian-children-demonstration-grants (Published June, 26, 2018) Who May Apply (by category): Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Other Organizations and/or Agencies, State Education Agencies (SEAs).

Who May Apply (specifically): SEAs, LEAs, Indian tribes, Indian organizations, federally supported elementary and secondary schools for Indian students, and Indian institutions, including Indian IHEs, or a consortium of such institutions may apply.

Common Terms and Definitions Educational choice means the opportunity for a child or student (or a family member on their behalf) to create a high-quality personalized path for learning that is consistent with applicable Federal, State, and local laws; is in an educational setting that best meets the child's or student's needs; and, where possible, incorporates evidence-based activities, strategies, or interventions.

Opportunities made available to a student through a grant program are those that supplement what is provided by a child's or student's geographically assigned school or the institution in which he or she is currently enrolled and may include: Public educational programs or courses including those offered by traditional public schools, public charter schools, public magnet schools, public online education providers, or other public education providers; or Private or home-based educational programs or courses including those offered by private schools, private online providers, private tutoring providers, community or faith-based organizations, or other private education providers.

Evidence-based , when used with respect to a State, LEA, or school activity, means an activity, strategy, or intervention that— Demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on— Strong evidence from at least 1 well-designed and well-implemented experimental study; Moderate evidence from at least 1 well-designed and well-implemented quasi-experimental study; or Promising evidence from at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias; or Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes; and Includes ongoing efforts to examine the effects of such activity, strategy, or intervention.

Federally supported elementary or secondary school for Indian students means an elementary or secondary school that is operated or funded, through a contract or grant, by the Bureau of Indian Education.

Indian means an individual who is— A member of an Indian Tribe or band, as membership is defined by the Indian Tribe or band, including any Tribe or band terminated since 1940, and any Tribe or band recognized by the State in which the Tribe or band resides; A descendant of a parent or grandparent who meets the requirements described in paragraph (1) of this definition; Considered by the Secretary of the Interior to be an Indian for any purpose; An Eskimo, Aleut, or other Alaska Native; or A member of an organized Indian group that received a grant under the Indian Education Act of 1988 as it was in effect on October 19, 1994.

Indian organization means an organization that— By Tribal or inter-Tribal charter or in accordance with State or Tribal law; and With appropriate constitution, bylaws, or articles of incorporation; Includes in its purposes the promotion of the education of Indians; Is controlled by a governing board, the majority of which is Indian; If located on an Indian reservation, operates with the sanction or by charter of the governing body of that reservation; Is neither an organization or subdivision of, nor under the direct control of, any institution of higher education or TCU; and Is not an agency of State or local government.

Parent includes a legal guardian or other person standing in loco parentis (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child's welfare).

Tribal College or University (TCU) means an accredited college or university within the United States cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994, any other institution that qualifies for funding under the Tribally Controlled College or University Assistance Act of 1978, and the Navajo Community College, authorized in the Navajo Community College Assistance Act of 1978.

DEMONSTRATION GRANTS FOR INDIAN CHILDREN PROGRAM 2017 2018 2020 Continuation Award Funding $23,608,168 23,183,647 $15,000,000 New Award Funding $13,474,661 $26,461,662 $24,100,000 Average New Award $575,000 $1,000,000 $1,000,000 # of Continuation Awards 56 69 81 # of New Awards 25 36 40 Grantee: Stone Child College PR#: S299A230015 Project Name: SCC Demo-NATRI Number of Students Served: 1,028 Tribe(s): Chippewa Cree Tribe Location: Montana Grade Level(s): 1st through 12th Grade Funding Amount: $424,752 Objective: The goal of the SCC Demo-NATRI is "to strengthen the capacity of the Chippewa Cree Tribe, Stone Child College, Rocky Boy School, and Box Elder School to effectively and collaboratively improve the educational opportunities and achievement of Indian students on the Rocky Boy's Indian Reservation."

Population Served: 1,028 students per year. The project will serve children and youth residing on or near the Rocky Boy's Indian Reservation. These youth will be current students of Rocky Boy School and Box Elder School, the two schools serving the reservation youth.

Primary Activities: Develop a Cultural Resource Center where educators will access culturally relevant educational resources to support the unique needs of Indian students on the Rocky Boy's Indian Reservation. Provide high-quality professional development for educators at Box Elder School and Rocky Boy School for the purpose of providing culturally appropriate and effective instruction and support to elementary and secondary students.

Implement an educator retention initiative for the purpose of addressing the shortage of Native American educators through an innovative teacher retention model. Outcomes: 45 cultural resource curriculum boxes created; 45 professional development opportunities provided to teachers; 144 educators participating in professional development activities per year; and 20 student mentor/education innovators hired over the course of the project.

Grantee: National Indian Education Association (NIEA) PR#: S299A230008 Project Name: Native Circles for Learning & Leadership Number of Students Served: N/A - Serves three Tribal education departments and schools Tribe(s): Oglala Sioux Tribe, Sisseton Wahpeton Oyate, and Cheyenne River Sioux Location: South Dakota Grade Level(s): Not specified Funding Amount: $150,251 Objective: The overall goals of the project are two-fold: (1) analyze and address barriers to teacher retention that Tribal education departments and Native educators encounter in three Tribal communities, and (2) utilize those assessments to create effective culturally grounded Professional Learning Communities (PLC) involving educators and a representative from the Tribal education departments.

Population Served: Three Tribal education departments and schools the following communities: the Oglala Sioux Tribe, the Sisseton Wahpeton Oyate Tribe, and the Cheyenne River Sioux Tribe.

Primary Activities: NIEA will build relationships with Tribal education departments to determine focus areas and sites for capacity building, recruit and enroll participants interested in a PLC, and perform assessments to determine how to enhance culturally responsive classroom environments and teaching strategies. NIEA will provide in-classroom observations/assessments of cohort members and multi-year mentoring for educators.

The Native Circles for Learning & Leadership project will officially launch with an in-person convening that brings all three Tribal cohorts together as well as project partners NIEA, Commission for Oceti Sakowin Accreditation (COSA), and a PLC expert consultant.

Outcomes: Educators learn new tools, strategies, and instructional practices, apply them, and then process them in a whole group setting with the guidance of NIEA and their Tribal liaison. Establish positive working relationships between the local schools and Tribal education departments, school leaders, and teacher leaders.

Educators step into a teacher-leader role and lead the school PLC with the intent to integrate culturally relevant practices into their regular classroom practice. Increase the number and types of supports Tribal education departments provide to local schools.

Grantee: Goldbelt Heritage Foundation PR#: S299A230024 Project Name: Has du jeedé gax̱tootée, haa dachx̱ánx̱siteeyi aa Number of Students Served: 1,000 Tribe(s): Tlingit, Haida, and Tsimshian Tribes Location: Southeast Alaska Grade Level(s): Pre-K through 12th Grade Funding Amount: $418,792 Objective: Advance culturally responsive education by (1) designing and implementing sustainable professional development and creating leadership roles for educators in the Chatham and Juneau School Districts of Southeast Alaska; (2) improving academic achievement and social-emotional learning for American Indian and Alaska Native students by fostering a strong network of expert educators, mentor teachers, cultural educators, and master teachers capable of delivering impactful and transformative training sessions; and (3) contributing to the ongoing development and delivery of Haa Shuká Tundatáani, an inclusive and evidence-based Indigenous educational curriculum model providing knowledge and understanding of Native communities, languages, Tribal histories, traditions, and cultures, further strengthening and guiding culturally appropriate education for Alaska Native and American Indian students.

Population Served: 110 educators, 60 teacher mentors, 30 master teachers, 320 educators across pre-K to 12th grade, and culturally responsive education delivery to 1,000 students. Primary Activities: Facilitate evidence-based, collaborative professional development as educator cohorts and in-service training. Provide compensation for leadership roles for educators participating in the cohort while continuing as classroom instructors.

Implement professional development for educators for the delivery of the culturally responsive curriculum model, Haa Shuká Tundatáani. Outcomes: Enhanced skills and knowledge in culturally responsive education among educators. Creation of a supportive and accessible network of expert educators.

Capacity for project replication. Implementation of the Haa Shuká Tundatáani curriculum district-wide in Juneau and Chatham School Districts. Increased competence in culturally responsive teaching.

Improved academic achievement and social-emotional learning for Indigenous students. Advancement of culturally responsive education via sustainable professional development and education leadership roles.

Grantee: Little Wound School Board, Inc. PR#: S299A230005 Project Name: Native American Teacher Development Program at Little Wound School on the Pine Ridge Indian Reservation Number of Students Served: 743 Tribe(s): Oglala Sioux Tribe (not a partner) Location: South Dakota Grade Level(s): Pre-K through 12th Grade Funding Amount: $244,592 Objective: The project's objectives are to (1) increase the number of Native American teachers in the community and (2) increase the retention of teachers.

Population Served: 10 assistant teachers and 30 teacher-leaders. This will impact an estimated 743 students from pre-K through 12th grade. Primary Activities: The project will include mentoring, professional development opportunities, and financial assistance for assistant teachers to assist them in completing the requirements to become full-fledged teachers.

It will also include a 2-year teacher-leadership model to encourage teachers to develop leadership skills.

Outcomes: The expected outcomes of the program are an increased pool of assistant teachers pursuing teacher certification, increased number of certified Native American teachers in the community, enhanced leadership skills and knowledge among participating teachers, and increased participation of teachers in school leadership roles.

Grantee: American Indian Resource Center, Inc. PR#: S299A230021 Project Name: The Path We Lead Number of Students Served: 1,744 Tribe(s): Cherokee Location: Oklahoma Grade Level(s): All grade levels Funding Amount: $471,819 Objective: The objectives of the project are to (1) have 40 Native teachers complete an Indigenous teacher leadership model developed throughout the project period, increasing their knowledge and the Native teacher retention rate; (2) increase the academic achievement of American Indian students through culturally appropriate and academic instruction; and (3) increase the social and emotional learning (SEL) of students by 25%.

Population Served: 47+ Native teachers and 1,744 students. Primary Activities: The project will include the creation of an advisory group to guide the development of the Native Teacher Leadership Model for Native teachers and the recruitment of Native teachers to participate in the leadership model. Under the project, tutors will be hired to increase academic levels.

A community needs assessment will be conducted for parent input, and a new curriculum centered around Native origins will be designed. Outcomes: The expected outcomes are the development of a Native Teacher Leadership Model, increased retention and cultural competency of Native teachers in the classroom, increased grades of Native students in two core subjects by 0.

5% as well as students' SEL by 25%, and the development of a Cultural Resources Guide.

Grantee: Sitting Bull College PR#: S299A230007 Project Name: Sitting Bull College Teacher Retention Initiative Number of Students Served: N/A Tribe(s): Lakota/Dakota Location: North and South Dakota Grade Level(s): 3rd through 5th Grade Funding Amount: $430,447 Objective: The objectives of the project are to provide professional development services to teachers, staff, and Tribal community members by creating elementary math modules that are culturally relevant and to create a culturally relevant mentoring program based upon current mentoring research.

Population Served: Teachers and students across the Standing Rock Nation. Primary Activities: The program will recruit participants each year for professional development and mentoring programs who will create elementary math modules.

Listening sessions will be held with all nine communities in Standing Rock to create the mentor program, and surveys and interviews will be conducted to provide feedback on the professional development mentoring program.

Outcomes: The anticipated outcomes are higher student engagement and proficiency in math courses and school; high-quality teacher instruction; the creation of a culturally relevant mentor program; and high-quality, culturally relevant math modules and mentoring programs that can be used by other Native American schools and communities.

Grantee: Arlee Joint School District #8 PR#: S299A230019 Project Name: Arlee CRC (Culture, Reading, and Counseling) Project Number of Students Served: 420 Tribe(s): Salish, Kootenai Location: Arlee, MT Grade Level(s): All grade levels Funding Amount: $382,151 Objective: This project will address three priority areas of need: (1) Culture: Native American educators will serve on a team representing different grade levels and will be responsible for collecting information to increase Native American educator involvement in the district, increase student engagement, reduce staff turnover, and build community relations; (2) Reading: the Arlee CRC Project will provide reading intervention teachers that support students at all grade levels, and the District will hire Side-by-Side Educational Consulting to train and develop an action plan based on the Science of Reading; and (3) Mental Health Services: the Arlee CRC Project will fund one mental health counselor to help students experiencing trauma.

This mental health counselor will be a licensed clinical social worker and/or behavioral therapist and will provide small group and individual counseling sessions for students in grades K — 6. Traditional Native American, mostly the Salish culture, healing techniques will be integrated into the counseling sessions when appropriate. Population Served: 420 students in the school district.

Primary Activities: This project will include professional development opportunities for all staff with mentoring for anyone interested in becoming a Native American educator. For Strand 2, Side-by-Side Educational Consulting will work with the district to train staff and develop an action plan based on the Science of Reading.

Interventionists will provide direct instruction to students individually or in small groups based on the students' tier placement. For Strand 3, staff will receive training on strategies to support students experiencing trauma.

Outcomes: The intended outcomes of this project will be to increase: (1) Native American educator retainment, create a sense of place for students and therefore increase attendance, and provide professional development to all educators; (2) each school's reading proficiency rate by 5% each year; and (3) student engagement by increasing the attendance rate of students in all schools by 5% each year.

Grantee: Mashpee Wampanoag Tribe PR#: S299A230016 Project Name: Mashpee Wampanoag Tribe (MWT) Native Teacher Retention Grant Number of Students Served: 491 Tribe(s): Mashpee Wampanoag Tribe Location: Mashpee, Massachusetts Grade Level(s): 11th — 12th Grades Funding Amount: $469,411 Objective: (1) recruit no less than four Native students or other individuals per year to enter a postsecondary institution; (2) a minimum of four students per year will focus on preservice workshops for cultural competency and educational supports such as tutoring; (3) all Native recruits to the project will be required to participate and finally complete professionally designed workshops and seminars; and (4) a minimum of four recruits per year will agree, in writing, to apply to the seven districts with higher Native student enrollment and, as a part of the retention, will agree to continue in-service training, implement strategies for Native student instruction, and support colleagues.

Population Served: There are 491 Native students in the seven school districts that partnered with the Tribal education department in the context of this project.

Outcomes: The expected outcomes for this project will be: (1) to recruit 20 Native teacher candidates per documented data; (2) to matriculate Native students and prospective teachers for the next semester and retain them as education majors through graduation; (3) that all recruits will further acquire a sense of historical and contemporary knowledge, strengthen self-identity, and support expertise and self-confidence in applying "best practices" for teaching Native students as well as educating colleagues; and (4) that the number of Native teachers will increase at one or more of the seven districts.

Grantee: Pala Band of Mission Indians PR#: S299A230020 Project Name: Native Education Resilience Initiative (NERI) Number of Students Served: N/A Tribe(s): Pala Tribe Location: Pala, CA Grade Level(s): Not specified Funding Amount: $601,225 Objective: The goals of the NERI project are to help our teacher retention initiative by providing staff with increased leadership opportunities; providing additional supports staff to serve students with disabilities, English learners, and students who are linguistically, racially, and culturally diverse, economically disadvantaged, or historically underrepresented to increase their academic achievement or social and emotional learning; and further supporting students' academic achievement and social and emotional learning through the use of customized lesson plans, materials, and instructional resources that meet the unique needs of students.

Population Served: Students, teachers, and families of Pala, California. Primary Activities: Activities include increasing peer mentoring and tutoring opportunities, hiring an occupational therapist and speech-language pathologist, establishing a community-led Native Curriculum Development Task Force, and using customized lesson plans, materials, and instructional resources to meet unique cultural needs.

Outcomes: Support teacher retention for Native American teachers so that youth and families can benefit from seeing educators just like them in all learning environments.

Grantee: Cook Inlet Tribal Council, Inc (CITC) PR#: S299A230002 Project Name: Innovating Teacher Retention Alaska (I-TRAK) Number of Students Served: N/A Tribe(s): Athabascan, Tlingit, Tsimshian, Eyak, Haida, Inupiat, Yup'ik, Aleut, and Alutiiq Tribes Location: Anchorage, AK Grade Level(s): K through 8th Grade Funding Amount: $500,000 Objective: I-TRAK's goals include improving teacher capacity to implement culturally informed fabrication-based activities in schools that serve Alaska Native/American Indian students in Alaska and improving teacher retention rates in schools serving Alaska Native/American Indian students in Alaska.

Population Served: K — 8 teachers who serve Alaska Native/American Indian students in Alaska. Primary Activities: CITC will increase educator capacity to deliver and develop culturally informed STEM instruction in Alaska through 150 educator enrollments in ongoing, job-embedded professional development provided through CITC's Denelchin Lab, a digital fabrication resource center.

Activities will support teachers in adapting materials to fit the distinct linguistic and cultural heritages—and specific curricular needs—of the schools they serve. I-TRAK will provide teacher stipends and reimbursement for continuing education credits to address identified areas where working conditions can be improved to increase educator retention.

Outcomes: Annually, train 30 K — 8 educators who serve Alaska Native/American Indian students to use, customize, or develop fabrication-based, culturally informed instructional units. Annually implement at least four activities designed to reach and recruit Native American teachers and paraprofessionals for enrollment in I-TRAK.

Grantee: American Indian Science and Engineering Society PR#: S299A230010 Project Name: Indigenous Knowledge to Grow Successful STEM Teachers (IKGSST) Number of Students Served: N/A Tribe(s): Not specified Location: Albuquerque, NM Grade Level(s): Not specified Funding Amount: $134,423 Objective: IKGSST maintains three goals: (1) to increase STEM teacher retention at Indigenous-serving schools; (2) to expand the impact STEM teachers have on the educational equity of Indigenous students; and (3) to improve Indigenous student success through an academic model aimed at increasing proficiency in STEM by centering Indigenous knowledge and values and emphasizing interconnection, inquiry-based learning, and place-based pedagogy.

Population Served: 40 Indigenous STEM educators at primarily Indigenous-serving U.S. schools. Primary Activities: The graduate-level course focuses on best practices for teaching STEM by centering Indigenous knowledge while also incorporating Indigenous pedagogical knowledge. It is administered through partner school Fort Lewis College — School of Education (a Native American-Serving Non-Tribal Institution, or NASNTI).

Outcomes: Each academic year, 75% of participating educators will increase engagement, interest, and competency in STEM teaching as they receive culture-based education centering on Indigenous knowledge as a foundational framework to build STEM teaching skills.

Each academic year, 75% of Indigenous students taught by a cohort participant educator will increase engagement, interest, and competency in STEM learning based on qualitative stories and quantitative survey data.

Grantee: Dzilth-Na-O-Dith-Hle School Board of Education, Inc. PR#: S299A230013 Project Name: DGSA Teacher Recruitment and Retention Project Number of Students Served: 567 Tribe(s): Navajo Location: Bloomfield, NM Grade Level(s): K through 12th Grade Funding Amount: $488,299 Objective: The goal of the project is to increase the recruitment and retention of certified teachers, improve teacher outlooks by improving capacity and peer support, and improve student academic achievement.

Population Served: 567 students and 65 teachers across six schools located in the Navajo Nation: Black Mesa Community School, Dzilth-Na-O-Dith-Hle Community School, Na' Neelzhiin Ji Olta', Greyhills Academy High School, Pinon Community School, and Little Singer Community School. Primary Activities: Recruit and retain teachers; includes a rigorous professional development program and recruitment and retention stipends.

Professional development activities will be to: (1) provide intensive job-embedded support through instructional leaders, (2) create communities of practice, and (3) provide cultural relevancy training (Absolute Priority). Recruitment and retention stipends will recruit and retain teachers to project schools, help close gaps in salaries, and demonstrate commitment to teachers.

Outcomes: Anticipated outcomes include reducing teacher vacancies by two positions per year; increasing the number of certified teachers; increasing teacher job satisfaction; increasing teacher capacity; and implementing professional development frameworks that endure beyond the project period.

Grantee: Cherokee Nation PR#: S299A230017 Project Name: Cherokee Lifeways - Culture to Classroom Number of Students Served: N/A Tribe(s): Cherokee Nation Location: Oklahoma Grade Level(s): Pre-K - 3rd, 4th - 8th, 9th - 12th Grade Funding Amount: $392,514 Objective: Through the Native American Teacher Retention Initiative (NATRI), this project will focus on increased leadership and community building to increase the retention of highly skilled Cherokee educators.

The project will provide culturally relevant materials for Cherokee educators to ensure our students have the opportunity to gain knowledge and understanding of Cherokee culture. Population Served: Cherokee educators.

Primary Activities: Through community building, team training, and reinforcing leadership and professional development among our educators, the project will lead to the creation of a 12-person Cultural Curriculum Team to design and develop enhanced cultural curriculum. This team will be inclusive of current Cherokee educators from various grade levels broken down as pre-K — 3rd (3), 4th — 8th (3), 9th — 12th (3) grade teachers.

The project will also assign a curriculum specialists (3) to each group who will assist the teachers in the creation of a Cherokee Lifeways curriculum and enhanced cultural leadership and professional development to increase a sense of value and strengthen confidence within our Native educators in their ability to actively and