Native American Language Grant (NAL@ED)

Native American Language Grant (NAL@ED) is sponsored by U.S. Department of Education (ED). Supports schools using Native American and Alaska Native languages as primary instruction languages and promotes language revitalization.

Native American Language Grant (NAL@ED) | U.S. Department of Education Native American Language Grant (NAL@ED) Office of Elementary and Secondary Education (OESE) Indian Tribes and Tribal Organizations Institutions of Higher Education (IHEs) Local Educational Agencies (LEAs) Tribally Controlled Colleges and Universities (TCCUs) Eligibility & Funding Status Legislation, Regulation and Guidance Technical Assistance Resources Native Language Revitalization and Native Language Immersion Curricula in Tribal Early Childhood Programs On July 18, 2022, the Administration for Children and Families hosted a webinar on approaches to revitalizing Native languages and implementing Native language immersion curricula in Tribal early childhood programs.

The recording, presentation and resources are all available to view/download .

The purposes of the NAL@ED program are to support schools that use Native American and Alaska Native languages as the primary language of instruction; maintain, protect, and promote the rights and freedom of Native Americans and Alaska Natives to use, practice, maintain, and revitalize their languages, as envisioned in the Native American Languages Act of 1990 (25 U.S.C. 2901 et seq.)

; and support the Nation's First Peoples' efforts to maintain and revitalize their languages and cultures, and to improve educational opportunities and student outcomes within Native American and Alaska Native communities.

The absolute funding priorities for the program in FY2024 limit projects to the development and maintenance of new Native American language programs or the expansion and improvement of existing Native American language programs.

Absolute Priority 1: Develop and Maintain New Native American Language Programs To meet this priority, an applicant must propose to develop and maintain a Native American language instructional program that— Will support Native American language education and development for Native American students, as well as provide professional development for teachers and, as appropriate, staff and administrators, to strengthen the overall language and academic goals of the school or schools that will be served by the project; Will take place in a school; and Does not augment or replace a program of identical scope that was active within the last three years at the school(s) to be served.

Absolute Priority 2: Expand and Improve Existing Native American Language Programs To meet this priority, an applicant must propose to improve and expand a Native American language instructional program that— Will improve and expand Native American language education and development for Native American students, as well as provide professional development for teachers and, as appropriate, staff and administrators, to strengthen the overall language and academic goals of the school or schools that will be served by the project; Will continue to take place in a school; and Within the past three years has been offered at the school(s) to be served.

By category: Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Other Organizations and/or Agencies, State Education Agencies (SEAs) Specifically: Indian tribe, Tribal college or university (TCU), Tribal Education Agency (TEA), Local Education Agency (LEA), BIE-funded school, Alaska Native Regional Corporation, a tribal, Alaska Native, Native Hawaiian, or other nonprofit organization, a nontribal for-profit organization may apply.

Common Terms and Definitions Indian Organization (or Tribal organization) means an organ 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 of or by charter from 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.

"Indian" as defined in section 6151(3) of the ESEA ( 20 U.S.C. 7491(3) ), which includes individuals who are Alaska Natives and members of federally recognized or State recognized Tribes; Native American Pacific Islander. (ESEA secs.

6151(3) and 8101(34)) Native American Language means the historical, traditional languages spoken by Native Americans. (ESEA sec. 8101(34)) Tribal college or university means an institution that — Qualifies for funding under the Tribally Controlled Colleges and Universities Assistance Act of 1978 ( 25 U.S.C.

1801 , et seq.) or the Navajo Community College Act ( 25 U.S.C. 640 a note); or Is cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 ( 7 U.S.C.

301 note). (ESEA sec. 6133 and section 316 of the Higher Education Act of 1965, as amended) Tribe means either a federally recognized Tribe or a State-recognized Tribe NAL@Ed 2018 2019 2020 2021 2022 Continuation Award Funding $2,314,281.

00 $2,114,069. 00 $239,429. 00 $2,384,695.

00 $2,363,109. 00 New Award Funding $249,438. 00 NA $2,116,211.

00 NA $1,232,549. 00 Average New Award $249,438. 00 NA $400,000.

00 NA $247,000. 00 # of Continuation Awards 5 6 1 10 11 # of New Awards 1 NA 10 NA 5 Total Number of Awards 6 6 11 10 16 The fiscal year 2024 notice inviting applications for the Native American Language Grant is now closed. No applications are being accepted at this time.

Grantee: Dzilth-Na-O-Dith-HLE Community School PR#: S415B240012 Project Name: The Black Mesa-Dzilth-Na-O-Dith-HLE Native American Language (BM-DZ NAL) Number of Students Served: 188 K- Grade 8 students Tribe(s): Navajo Nation Location: New Mexico Language(s): Diné (central region dialect) Funding Amount: $805,641 Objectives: This project has several primary goals: 1.

1a Increase the number of teachers and other instructional staff certified in Navajo instruction. 1. 1b Increase teacher professional learning around Navajo instruction.

1. 2a Revise and enhance language assessment to accurately assess student language skills. 1.

2b Increase instruction time in Navajo by 20- 30 minutes per day. 1. 2c Increase student proficiency in Navajo.

2 Increase the number of students showing an improvement in Math achievement through instruction provided in Navajo. 3. 1 Increase student motivation and positive engagement in school activities and improve attendance.

3. 2 Provide at least 12 hours of language and culture opportunities for students and their families each academic year, including two or more college and career exploration events for students and families each year.

Primary Activities: Increasing Navajo instructional time daily through a language immersion camp; enhancing assessment tools; providing teacher professional development and language certification; and providing a comprehensive family engagement program. Outcomes: Increase Navajo language proficiency, increase academic achievement, as well as increase student engagement.

Grantee: Lac Courte Oreilles Ojibwa Schools PR#: S415B240018 Project Name: The Ogikendamaawin Anishinaabe Number of Students Served: 369 Students K through Grade 12 Tribe(s): Lac Courte Oreilles Location: Wisconsin Language(s): Ojibwemowin Funding Amount: $1,059,086 Objectives: By the end of the first project year, this project will design curriculum following a scope and sequence through a backward framework for grades Kindergarten through fifth grade, including additional development of pre-and post-assessments, that align with immersion pedagogy and cultural competency.

It will be classroom ready to implement starting year two of the project. There will be at least four staff who will enroll in secondary education Ojibwemowin classes. By the end of the second project year, at least 75 elementary students will take grade-level Ojibwemowin class in 1st through 5th grade, instructed by a licensed 2nd language instructor testing proficient to enter the next years Ojibwemowin course.

The scope and sequence will be designed through a backward framework for grades sixth through twelfth grade including the development of pre-and post-assessments, that aligns with immersion pedagogy and cultural competency that will be classroom ready to implement starting year three of the project.

At least four staff will enroll in secondary education Ojibwemowin classes, at least two staff will continue toward a language certificate/degree.

By the end of the third project year, at least 75 students will be enrolled in grade-level appropriate Ojibwemowin courses in the 6th through 12th grades, instructed by a licensed 2nd language instructor, and they must test proficient to enter the next year’s Ojibwemowin course (12th-grade students enroll in higher education Ojibwemowin courses for dual enrollment).

At least four staff will enroll in secondary education Ojibwemowin classes, and at least two staff will continue toward a language certificate/degree. Primary Activities: Creation of backward frameworks curriculum for kindergarten through 12th grade incorporating immersion pedagogy and cultural competency, which will be ready to implement in year two of the project.

In addition, providing professional development for project staff to increase their own proficiency and cultural competencies for a holistic approach within the school.

Outcomes: a) To give students access to immersion-based language classes in Ojibwemowin as they progress through grade-level curriculum taught by licensed second language teachers to produce high-level proficient speakers, b) Students will develop the skills necessary to be language leaders in the community, go on to secondary school for further education (LCO Ojibwe University), and c) students will understand/develop who they are as Anishinaabeg which in return will help our students and community become stronger and healthier.

Grantee: Wounded Knee District School PR#: S415B240004 Project Name: Tokata Wicoicage Lakol Wounspe Number of Students Served: 30 Students K through Grade 8 Tribe(s): Lakota Tribe Location: South Dakota Language(s): Lakota Funding Amount: $1,154,774 Objectives: Objective 1.

By the end of year one, an interactive, survey-based census will be developed and administered to at least 100 adult members of the Lakota-speaking community in the Wounded Knee District School service region to identify 30 speaker-learner pairs to participate in the project to understand the role and use of Lakota within homes. Objective 2.

By the end of year three, two intergenerational Lakota language teachers will have supported 30 speaker-learner pairs in advancing language proficiency in the home. Objective 3. By the end of year three, at least 85% of student participants will demonstrate improvement of at least one level on the Interagency Language Roundtable scale.

Primary Activities: This project includes tailored support and differentiated instruction, resource allocation and accessibility, cultural sensitivity, community engagement, logistical planning, and flexibility. It uses evidence-based best practices to enhance and expand Lakota language education. This instructional approach impacts school, homes, and the community.

Combined, the following actions will provide environments where Lakota is spoken as the primary language of communication, a critical component of language learning: Creation of speaker–learner pairs comprised of adult fluent speakers and students who live in their home and attend Wounded Knee District School; three hours of on-campus Lakota language immersion instruction; and monthly Lakota-language immersion meals and social events.

Outcomes: The outcome of this project’s implementation is the measurable increase in Lakota language speakership among K–8 aged students as measured by an increase in one step of performance on the Interagency Language Roundtable (ILR) scale; the development of companion curriculums will bridge the gap between in-school and at-home instruction and foster instruction between fluent language speakers and new language learners.

Grantee: Douglas Indian Association PR#: S415B240016 Project Name: Sayeik Lingit Yoo X’atangi Deiyi: Tlingit Language Pathway Program Number of Students Served: 40 Alaska Native K-Grade 6 students Tribe(s): Tlingit Tribe Location: Alaska Language(s): Tlingit Funding Amount: $1,200,000 Objectives: Over the period of the project, the grantee will establish an educational cohort to participate in language education workshops monthly and to develop a Tlingit language curriculum framework that supports language instruction with core content at all elementary grade levels.

The project will create 14 language curriculum units per year resulting in 42 elementary units completed by year three (six per grade levels K to 6).

The Tlingit language curricula will be taught at all elementary grade levels within the Sayeik School to serve 40 Alaska Native /Native American students annually increasing fluency each year and will develop accelerated second language acquisition learning support tools, strength-based new language pre- and post-assessments, and administer pre- and post-tests to measure and support fluency growth.

We will implement professional development annually on language curriculum development and teaching methodology to the new cohort of educators, enhance youth and family language learning through monthly language and literacy learning gatherings, and provide summer language immersion gatherings and language resource sharing for youth, families, Juneau School District partner educators, and the community.

Primary Activities: The program serves 40 youth with direct language instruction annually and provides monthly family language instruction to 40 families.

Program serves 8 language mentors and 15 core content partner teachers with professional development: 40 family and community members will benefit from monthly language gatherings and summer language opportunities; 7 additional JSD school sites benefit from language curriculum shared and pre- and post-assessments.

Outcomes: Project Outcomes include 42 Tlingit language and culturally responsive core content curriculum units in the subjects of math, science, language arts and social studies, traditional arts and community engagement; completion of 500 accelerated second language acquisition language resource extensions to accompany curriculum units; completion of 42 pre and posttest assessments per curriculum unit supporting and measuring fluency development.

Grantee: The STAR School PR#: S415B240005 Project Name: Diné Bizaad Bęę Ółt’a Bįyį Hozhó’ó Óh’ho’aah’: Integrating Diné Language into all of our Learning Number of Students Served: 106, K- through 8th Grade Tribe(s): Diné (Navajo) Location: Arizona Language(s): Diné (western region dialect) Funding Amount: $1,044,405 Objectives: Over the period of the project, students served by the project will improve proficiency by at least one level in the Diné language on pre- and post-assessments of Diné language proficiency and will increase annually by 10% the number and percentage of students progressing in learning a Native language through Diné language proficiency assessments.

Students’ language levels will increase by 10% annually and ensure that the average daily attendance of participating students at STAR School exceeds the average daily attendance of all students in a comparison group within the Navajo Nation. Additionally, we will establish a Family Diné Language Program to increase use of Diné language in the home and support their children’s language acquisition.

Primary Activities: This project will increase the percentage of the school day that students spend learning in the Diné language by incorporating content specific Diné language immersion lessons into the core subject classrooms where ELA, math and science are taught. This will be accomplished by hiring a Diné Language Coordinator and two additional Diné Language Teachers.

The STAR School Diné Language Assessment will be used to monitor student progress in Native language acquisition. Outcomes: 90% of STAR students served will improve proficiency by at least one level in the Diné language within the program period. Participating students will increase progress yearly by 10% in learning a Native language, as measured against Yr.

1 baseline data. Participating students will show 10% yearly improvement in academic outcomes as measured against Yr. 1 baseline data.

The average daily attendance of participating students will exceed the average daily attendance of all students attending the Leupp Schools. At least 50% of STAR school families engage and participate in Family Diné Language Program. Grantee: Aleut Community of St.

Paul Island Tribal Government PR#: S415B240021 Project Name: Alaska’s Linguistic Tapestry: Preserving and Promoting Unangam Tunuu Number of Students Served: 40 students, K – 8th Grade Tribe(s): Alaska Native Unangan (Aleut) Location: Alaska Language(s): Unangam Tunuu Funding Amount: $559,363 Objectives: Over the period of the project, the grantee will publish a series of books in Unangam Tunuu to preserve cultural stories, history, and language for future generations in Years 2 and 3.

The project will publish Unangam Tunuu children’s workbooks to engage and educate young learners in Years 2 and 3, and also create a Unangam Tunuu resource portal through https://learn. aleut. com/ to consolidate Unangam Tunuu learning resources by the end of Year 3.

Finally, the project will provide afterschool and summer Unangam Tunuu immersion programs for K-8 grade by the end of Year 1. Primary Activities: This multi-faceted project will include the development of new, engaging, and age appropriate Unangam Tunuu learning materials that can be used within our education programs and at home to engage families in their children’s learning activities.

BSC will publish 8-12 UT books on core concepts (and beyond) in Years 2 and 3 of the projects. Additionally, the project will include the publication of educational workbooks that will facilitate learning by providing hands-on practice and encouraging active participation.

The workbooks will incorporate visual elements as well as various exercises, activities, and assignments designed to make concepts more engaging and accessible for young learners. To overcome barriers of access and allow UT learners in geographically dispersed areas to benefit from this program, the project will incorporate the newly created educational materials into an easy-to-use online portal.

Finally, the design and creation of afterschool and summer Unangam Tunuu immersion programs will create new opportunities for K-8 students to reinforce learning concepts, build upon previous knowledge, and practice what they have learned. Outcomes: Families will report increased access for students to UT language (caregiver survey, caregiver focus groups, quarterly caregiver workgroups).

Families will report use of UT language resources (caregiver survey, caregiver focus groups, quarterly caregiver workgroups). Distribution of UT language resources in the community (program documentation). Participating students make progress in learning a UT (student pre and post- UT language assessment).

Participating students demonstrate age-appropriate proficiency in UT (student pre- and post- UT language assessment).

Grantee: Washoe County School District PR#: S415B240002 Project Name: Young Mustangs – Strong Futures Project Number of Students Served: 130, Pre-K through 5th grades Tribe(s): Pyramid Lake Paiute Tribe and Washoe Tribe of Nevada and California Location: Nevada Language(s): Numu Funding Amount: $1,459,529 Objectives: The project goal is to revitalize the Numu (northern Paiute) language and Indigenous knowledge in northern Nevada for more than 130 PreK through 5th grade students currently enrolled at Natchez Elementary School (Natchez ES) located in Wadsworth, NV.

Natchez ES is a WCSD public school located on the sovereign lands of the Pyramid Lake Paiute Tribe (PLPT). A historic agreement executed 40 years ago created an opportunity to leverage the resources of the nation’s 56th largest school district to support a public school on Tribal lands with 98% of the current students federally recognized Tribal members.

In the past, Natchez ES was led by a system that supported learning through dominate cultural practices with the cultural practices of the Numu People on the fringes.

The YMSF project intends to change this dynamic through three objectives: a) Center Numu language and cultural practices in instruction in PreK through 5th grade through multi-disciplinary, culturally relevant instructional units and project-based learning, b) increased student well-being through engagement, love of learning, awareness of cultural and linguistic identity, and c) expand student and family engagement in culture, language and traditional ways of knowing and being.

Primary Activities: To revitalize the Numu (northern Paiute) language and Indigenous knowledge in northern Nevada and to have 100% of students participate in cultural activities in the classroom and community.

Outcomes: Major outcomes of the project include: 1) 100% of students will receive embedded cultural identity and Numu language instruction; 2) 100% of students participate in cultural activities in the classroom and community; and 3) At least 25% of Natchez ES families engage in cultural family activities with a 5% increase each year.

Grantee: Shoshone-Paiute Tribes of the Duck Valley Indian Reservation PR#: S415B240013 Project Name: Shoshone-Paiute Tribes Native Language Project Number of Students Served: 170, Pre-K through 6 grades Tribe(s): Shoshone-Paiute Tribes Location: Nevada Language(s): Northern Paiute and Western Shoshoni Funding Amount: $350,000 Objectives: The proposed project aims to expand the existing Paiute and Shoshoni language program in the following ways: Goal 1: Increase the number and percentage of students who obtain Native language proficiency and who make language learning gains each year.

Goal 2: Expand the Native language program beyond the elementary school to include the junior high and high school. Goal 3: Develop a web-based resource that supports Native language classroom lessons, so students, parents, and community members can practice the language together outside of school hours. Goal 4: Engage public school teachers and administrators more directly in Native language program planning and implementation.

To ensure students’ progress toward grade-level and developmentally appropriate fluency in the Native American language, the Shoshone Paiute Tribes Native Language Program uses the Northwest Indian Language Institute (NILI) Proficiency Benchmarks, which identify what knowledge and skills are most appropriate to focus on at the beginning, intermediate, and advanced stages of learning.

Task-based performance assessments developed over the previous 3 years of the language program will be refined and expanded as part of the proposed project.

Primary Activities: The Shoshone-Paiute Tribes propose to work with its partners, the Owyhee Combined School of the Elko County School District and Boise State University, to improve and expand Native American Language education and provide professional development for Native language teachers, with the goal of strengthening the overall language and academic goals of the school and community. The Shoshone-Paiute Tribes Native Language.

Program has two languages of instruction: Northern Paiute and Western Shoshoni. Over the past 3 years, instruction in these languages has taken place in Owyhee Elementary School during the regular school day, as well as outside of school hours, during after school and summer school programs.

Outcomes: To develop a “push-in” model, where elder Native language teachers visit existing elementary classes to offer lessons in Paiute and Shoshoni. This allows elders from the community, who are not licensed teachers, to teach in the presence of licensed public-school teachers.

Grantee: Cherokee Nation PR#: S415B240032 Project Name: Hadanvtesgesdi Tsalagiha Think Cherokee Number of Students Served: Pre-K through 8th grades Tribe(s): Cherokee Location: Oklahoma Language(s): Cherokee Funding Amount: $1,200,000 Objectives: This project will substantially enhance the quality and effectiveness of Cherokee language education at the Cherokee Immersion Charter School by improving teacher language proficiency and teaching methodologies, ensuring an immersive and culturally rich learning environment for students, and fostering a sustainable model of continuous professional growth among educators over 36 months.

Primary Activities: Think Cherokee will be implemented to provide Cherokee education and development for Cherokee students and customized individual professional development for teachers to strengthen the overall language and academic goals of the Cherokee Immersion Charter School that the project will serve.

Project Staff, including First Language Speakers and Second Language Learners, will work with the students and teachers to identify and address learning gaps and language deficiencies.

Outcomes: This project will lead to several significant outcomes such as enhanced teacher language proficiency, improved teaching methodologies, improved student language acquisition, increased cultural awareness, professional development sustainability, community engagement; improved academic performance, replicable model for language preservation programs; professional growth for teachers; and adaptable education practices.

These outcomes align with the overall goal of strengthening the Cherokee language and the academic achievements at the Cherokee Immersion Charter School while contributing to preserving and revitalizing the Cherokee language. school teachers.

Grantee: Anchorage School District PR#: S415B240011 Project Name: Ciumurulluku Yup’ik Elitnauryaraq (Moving Forward in Yup’ik) Expanding ASD’s Yup’ik Immersion Through Middle School Number of Students Served: 75 Middle School Grades 6-8 Tribe(s): Cook Inlet Tribal Council Location: Alaska Language(s): Yup'ik Funding Amount: $1,141,015 Objectives: The Anchorage School District, an LEA that meets Absolute Priority #1, proposes to create, implement and sustain the district’s first Indigenous middle level language immersion program, in partnership with Cook Inlet Tribal Council (CITC), Cook Inlet Native Head Start (CINHS), and Alaska Native Heritage Center (ANHC).

By the end of grade 6, participating students will attain intermediate-mid in the areas of listening, speaking, reading, and writing on STAMP 4Se assessment. By the end of grade 7, participating students will attain Intermediate-Mid in the areas of listening, speaking, reading, and writing on STAMP WS.

By the end of grade 8, participating students will attain Intermediate-High in the areas of listening, speaking, reading, and writing on STAMP WS. All Yup’ik Immersion Students at Wendler Middle School regularly. All staff at Wendler Middle School will have professional development about Native cultural identity Title VI services will administer community engagement projects at Wendler Middle School.

Students will share their feedback in shaping the parameters of the Yup’ik expansion.

Primary Activities: Main activities will include advanced curriculum development and implementation of the Yup’ik Middle-level immersion program, Yup’ik Elective courses, hiring and training of high-quality staff who speak Yup’ik, utilizing the STAMP 4Se assessment to assess a national standard for Yup’ik proficiency, and providing a summer immersion institute to train staff from all over the state in high-quality immersion pedagogical practices Additionally, they will work to improve and increase family engagement and administer cultural identity and immersion-specific professional development for middle school teachers, administrators, and will work to address the policy focus areas of promoting educational equity, inclusion, and adequacy in resources and opportunity for underserved students by creating a rigorous, engaging, and well-rounded Yup’ik immersion program at Wendler Middle School.

Outcomes: The anticipated outcome of this project includes the successful implementation of a middle-level Yup’ik Immersion program, an increase in the number of students who attain proficiency in a Native language, an increase in attendance rates, and an increase in cultural connectedness at the school.

Contributions to research, policy, and practice for this grant include the development of middle-level curriculum and instructional plans in Yup’ik and annual external assessments of programmatic impact.

Grantee: Navajo Preparatory School PR#: S415B240026 Project Name: Diné Bizaad: Knowledge and Language, Knowledge and Indigenous Societies Number of Students Served: 289 students–9th through 12th grade Tribe(s): Diné (Navajo) Location: New Mexico Language(s): Diné (eastern region dialect) Funding Amount: $852,189 Objectives: This project will expand the study of the Navajo language and culture.

The expectation reflects in-depth understanding of Navajo knowledge and inquiry; to increase the rigor of assessments for language and culture proficiency; and expand student access to language and culture through academic coursework. Primary Activities: The study of knowledge and language/knowledge and Indigenous societies will be integrated into the IB core course Theory of Knowledge and linked into all IB coursework.

This groundbreaking approach to indigenous language and culture integration will yield a better understanding among students and teachers of the parameters of language, how the Navajo language reconnects them with their identities, how knowledge promotes meaningful Diné dialogue, and how integrating language with core academic learning erases artificial lines separating knowledge gained.

The project will help students to develop critical thinking skills in a transdisciplinary context while prioritizing Diné language and culture. Outcomes: All students in grades 9 to 12 are enrolled in Navajo language curriculum. Students and teachers develop a strong understanding of Navajo language and culture.

80% of students demonstrate higher thinking through critical examination of knowledge questions of Navajo language and culture. All students identify links between knowledge and the Navajo culture and world. All teachers report greater understanding of the Navajo language and culture as a holistic approach to academic learning.

Grantee: Epic Charter Schools PR#: S415B240024 Project Name: Epic Native American Language Revitalization Project Number of Students Served: Grades 9 through 12 Tribe(s): The Seminole Nation of Oklahoma Location: Oklahoma Language(s): Maskoke Seminole Funding Amount: $1,184,083 Objectives: This project will provide a comprehensive Native American Languages program to facilitate language acquisition and proficiency for students, 2) increase student academic performance, 3) collaborate with Tribes to create and provide a comprehensive digital language curriculum that supports preservation/revitalization efforts.

Primary Activities: Teachers will contact parents/guardians upon student enrollment providing program and contact information and will continue direct contact once per month throughout the course. Teachers and staff will hold quarterly student/ parent/ teacher virtual round tables to discuss the courses, and student progress, and provide a time for Native language interaction.

The Native language program will hold a virtual cultural summit each semester where students will have the opportunity to demonstrate the language and culture they have been learning with parents and family members invited to the presentations.

Once per quarter, a reflection narrative will be administered to students and families to gain further insight into the curriculum, learning process, level of involvement, etc. The feedback will provide direction in the design and delivery of content. The Native language program will collaborate closely with the Title VI Indian Education program at Epic.

Students and families will be encouraged to get involved in the many cultural activities (dances, beading, storytelling, etc.) provided to further enhance the cultural component of learning a Native language as well as the academic support offered. A monthly newsletter highlighting the cultural opportunities will be shared.

Outcomes: Anticipated outcome is a two-year course in Maskoke Seminole that meets Oklahoma Academic Standards for World Languages completed and offered to students based on the implementation timeline but no later than the end of the grant. By the end of the grant period, a two-year language course template that can be utilized with other Native American languages will be complete.

They will increase the number of students enrolling in Native languages courses for credit each semester and increase the number of students completing Native language courses with novice mid/high proficiency. Grantee: Lawton Public School PR#: S415B230001 Project Name: Speak Up!

Revitalizing the Comanche and Kiowa Languages for High School Students Number of Students Served: 594 Comanche and 145 Kiowa students, Grades 9 - 12 Tribe(s): Comanche, Kiowa Location: Oklahoma Language(s): Comanche, Kiowa Funding Amount: $32,952 Lawton Public Schools project is designed to implement courses in the Comanche and Kiowa Languages for 594 Comanche and 145 Kiowa students.

This project aligns with the grant guidance as the first priority in developing a new language program in schools. These courses would support ongoing efforts of the tribes to revitalize their language and culture in the region. The district will administer pre-and post-instruction assessments to measure growth in Native American language proficiency.

In addition, the instructors perform ongoing assessments of progress made throughout the courses. The district's assessments have been developed by language resource specialists who are recognized and employed by the tribes to develop and/or revitalize language and culture.

To guide instruction and assessment, we will use American Council on the Teaching of Foreign Languages (ACTFL) assessed proficiency levels with the targets for instruction with Novice Low student proficiency attained in August 2022 Novice Mid proficiency expected by December 2022 and students approaching the Novice High proficiency level in May 2023 at the end of the first year of instruction.

The second year of Comanche and Kiowa instruction would follow the same general timeframe expectations with an Intermediate Low to High trajectory replacing the first-year Novice Low to High expectations. The district's expected outcome is to enable students to complete three sections