Native Farm to School Grants

Native Farm to School Grants is sponsored by First Nations Development Institute. Provides technical assistance and training to expand farm to school programming and engage new supply chain partners.

Native Farm to School | First Nations Development Institute Native Agriculture and Food Systems Investments Native Farm to School is a food sovereignty project under First Nations’ Nourishing Native Foods & Health program.

We provide educational opportunities and support to program coordinators, school staff, teachers, community and youth organizers, and knowledge keepers of all ages to ensure young tribal leaders can experience traditional foodways inside culturally inclusive school food systems. Scroll down for multiple publications, webinars, a program directory and resources for starting and bolstering Native Farm to School programs.

Native Farm to School Grants With support from the USDA Food and Nutrition Service, First Nations is providing 12 Consulting Project Partners with technical assistance and training that will expand farm to school programming, enhance education curriculum, and engage new supply chain partners. The below partners were awarded grants through a competitive application process.

The two partners noted (Ke Kula ʻO Piʻilani and Native American Community Academy) will receive additional funding and technical assistance to implement First Nations’ Native Farm to School Guide: Connecting Traditional Foods, Stories, Language, and Community , which outlines planning activities, assessment tools, and resources to help Native communities improve, expand, and initiate Native F2S programming.

This additional assistance is made possible thanks to support from Newman’s Own Foundation. 2024 Native Farm to School Grantees Bidii Baby Foods, Gallup, NM Bidii Baby Foods increases the availability of locally grown and traditional foods in schools by providing mentorship, shared farming resources, and Native farm-to-school procurement policies.

Through its annual “Farmer-in- REZidence ” program, the initiative creates accessibility to Indigenous mentorship and supports the development of standardized policies and tools. Participants in the “Farmer-in- REZidence ” program gain access to land, water, and farm-to-school certification to ensure foods are sold to local schools.

These efforts ensure sustainable food systems in tribal schools, enabling them to procure foods from local farmers and incorporate them into school lunch menus. Center for Popular Research, Education and Policy (C-PREP), Wind River, WY Center for Popular Research, Education and Policy develops Indigenous recipes and promotes student engagement in Wind River schools. In collaboration with food service professionals at St.

Stephens Indian School and the Wind River Food Sovereignty Project on the Wind River Reservation, participants focus on incorporating Indigenous foods, conducting taste tests, and promoting food sovereignty education. This program reconnects youth to their history and traditional foods, empowering them to build a stronger future.

Additionally, it supports Native food producers on Wind River by helping them create and expand small food businesses Cheyenne River Sioux Tribe Buffalo Authority Corporation, SD The Cheyenne River Farm to School Program is an ongoing programmatic effort to bring locally sourced buffalo and beef into the five main schools on the Cheyenne River Sioux Tribe Reservation.

Approximately 2,200 K-12 students on Cheyenne River are served daily through the school lunch program. The Farm to School Program leads a Procurement Plan and Education Plan, making it possible to introduce healthy local foods.

Cold Springs Rancheria of Mono Indians, Tollhouse, CA The project works with the Native American Club at Sierra High School in Tollhouse, California , to nourish a Native Garden on the campus and conduct cultural and language lessons and field trips to nearby gathering areas. The project serves Sierra High School students from Big Sandy Rancheria, Table Mountain Rancheria, and other tribes.

Tribal leaders teach harvesting, cultural lessons, and environmental stewardship, integrating hands-on learning in traditional harvesting. Helena Indian Alliance, Helena, MT Helena Indian Alliance project includes the creation of The UNITY Garden that serves Helena area Native Youth from various tribal backgrounds.

The project collaborates with the existing Native Connections program and local Indian Education tutors, providing education that incorporates nutrition, traditional foods, intergenerational knowledge, and language. Through the project, two hoop houses have been created, in which traditional foods are grown and harvested, with elders connecting with Native Youth to teach traditional songs, stories, and teachings.

This approach increases access and education surrounding nutrition and traditional foods to local schools. Ke Kula ʻO Piʻilani, Maui, HI *** Ke Kula ʻO Piʻilani serves Native Hawaiian elementary school students and families and Adult Hawaiian Language Learners, as well as Community Cultural Practitioners of Traditional Hawaiian Arts.

The Ke Kula ʻO Piʻilani Native Farm to School project will enable access to agricultural lands and allow students and families to utilize important agricultural land as an outdoor educational space. Through this programming, students and families will have increased access to traditional foodways and retain cultural and spiritual practices tied to having relationship with the land.

The Kids Co-op, Ronan, MT The Nutrition Kitchen program encourages Native youth to work alongside expert mentors to create value-added traditional food items that will be shared with local schools, communities, and Native elders. Led by the Kids Co-op, the program works with multiple tribal departments of the Confederated Salish and Kootenai Tribes, including food sovereignty.

This program integrates with the Montana Co-op, the founding organization of the Kids Co-op, which is currently implementing a USDA Farm to School grant for two school districts on the Flathead Reservation, including a food sovereignty board game used to provide education on food supply chains.

Native American Community Academy (NACA), Albuquerque, NM *** The Native American Community Academy (NACA) Native Farm to School project will serve K-12 students in the Albuquerque Public School district and NACA family and staff through Land Based Healing and Learning (LBHL).

This project will increase student access to fresh produce and local foods, and support community Knowledge Keepers to tend to the campus gardens during the summer to ensure a healthy harvest. Additionally, this program will support outdoor programming to the farm and Wellness Fridays, encouraging students to experience different foods.

Pawnee Seed Preservation Society, Pawnee, OK The Pawnee Seed Preservation Society (PSPS), in collaboration with the Pawnee Nation (PN) Early Children Learning Center (Hukase), offers training, support, cultural language instruction, lesson plans, and classroom activities aimed at enhancing the understanding of traditional Pawnee foods for children.

Additionally, the PN Early Children Learning Center increases access to fresh produce for school meals. PSPS is organizing 12 after-school learning sessions for Pawnee youth and their families, focusing on nutrition, traditional foods, and gardening. Pueblo Resurgents - Center of Southwest Culture, Pueblo of Isleta, NM Pueblo Resurgents advances Indigenous cultural revitalization and sustainable community development.

The program includes the development and implementation of a Native Farm to School Planner and Ketunomics curriculum to support Native food systems and cultural education. To increase language learning, the program facilitates dedicated sessions for Tiwa language instruction.

The program fosters collaboration among tribal leadership, departments, schools, local food growers, community organizations, and youth to strengthen food sovereignty and cultural heritage. Suquamish Indian Tribe, Suquamish, WA The Suquamish First Foods at Chief Kitsap Academy (CKA) project creates First Foods education programs and systems.

Providing needed supplies and infrastructure, it empowers teachers and tribal staff to develop curricula on First Foods, while procuring, harvesting, and delivering traditional foods.

The project increases the number of educational units integrated into curricula, dishes prepared by and for students, and community servings of First Foods, as well as strengthening First Food supply chains and enhancing knowledge, experiential learning, and robust food systems. The project embeds Indigenous knowledge, language, and practices into the education system, nurturing young leaders and bolstering Suquamish Food Sovereignty.

Tagata Moana Hui Foundation, Aiea, HI The ʻĀina Heals Project is dedicated to providing culturally grounded education in traditional farming and agricultural practices to Native Hawaiian and Pacific Islander (NHPI) school-aged youth in the Koʻolauloa region by educating youth on traditional food systems, sustainability, farming techniques, and Pacific-based cultural practices.

At the heart of this initiative lies the Hanohano Huliāmahi Farm, nestled within the Papaʻakoko ahupuaʻa. As stewards of the land, the Hanohano ohana oversee its management from the mountain to the oceanfront, maintaining the traditional agricultural systems that have sustained communities for generations.

Through this project, the foundation empowers younger generations with Indigenous ways of knowing while nurturing deeper connections to their heritage, the land, and the ocean.

Texas Tribal Buffalo Project, Waelder, TX Texas Tribal Buffalo Project (TTBP) develops K-2 curriculum on topics such as food sovereignty, regenerative agriculture, holistic grazing, and Texas Indigenous history with each topic connecting to Indigenous agriculture and Iyane’e (Buffalo). Additionally, the project expands access to buffalo meat in schools’ programs, growing from one to three K-12 school districts.

This increases youth access to Iyane’e medicine: grass-fed buffalo meat in school meals. This project fosters opportunities for K-12 Texas Indigenous Lineal Descendants to reconnect with their traditional lifeways and foods. ToohBAA is an Indigenous women-led local traditional farmers collective incorporated under the Navajo Nation Corporation Code.

Their farmers collective includes 25 individual farms and approximately 300 acres of farmland. They aggregate and process, package, market, and distribute fresh produce to their partner associations , creating trade networks through an Indigenous Pan American Corn Foods Alliance. This program highlights female leadership in farming and creates agricultural operations to address food insecurity.

Yakama Nation Head Start, Toppenish, WA The Yakama Nation Head Start project integrates first foods, such as salmon, huckleberries, and herbs, roots, and plants that are Indigenous to the area and to the families of the Confederated Tribes and Bands of the Yakama Nation. Additionally, the project engages with the community through outreach events like culture nights and food safety and nutritional education classes.

By introducing traditional foods and cultural practices into events and school meals, the project revitalizes Yakama heritage and language. It also educates students about the meaning behind their traditional foods and incorporates traditional foods into everyday eating patterns.

Native Farm to School Guide: Connecting Traditional Foods, Stories, Language, and Community First Nations recognizes that the deep roots of Native communities in tending and harvesting food have grown into contemporary farming, ranching and other forms of agriculture.

The Native Farm to School Guide: Connecting Traditional Foods, Stories, Language, and Community focuses on what food sovereignty can look like inside community education and school systems. The guide distinguishes Native Farm to School from Farm to School by providing diverse examples from tribal communities across Indian Country and shares key elements that pertain to Native communities.

It provides program planning activities and assessment tools to help improve, expand and initiate Native-centered programming, along with resource lists to support this work.

Native Farm to School Resource Guide Native Farm to School programs have become an important way to: Introduce traditional foods and practices into curriculum Promote Native health, self-reliance and sustainability Help increase knowledge of traditional foods, languages and ceremonies And boost tribal economies, as many locally-produced food items can be purchased and utilized in school lunch programs.

The Native Farm to School Resource Guide is a comprehensive manual for planning and implementing Farm to School programs in Native American communities that was developed by identifying existing Native and non-Native Farm to School programs and analyzing best practices. The guide covers lessons learned, challenges and case studies of programs that achieved high-level impact and long-term sustainability.

Native Farm to School Booklets The Native Farm to School two-page booklets are designed by Native communities and partners for Native Farm to School enthusiasts. They are filled with insights and activities for classroom teachers, school staff and program planners. The booklets were made possible with support from USDA Food and Nutrition Service and EPA Environmental Education.

Each one was designed by Michelle Lowden (Acoma). Native Farm to School Program Planner The Native Farm to School Program Planner provides a flexible visual framework to create a thriving food sovereignty-focused Native Farm to School Program. Consider planning individually or as a group with traditional knowledge, community, land stewardship, language, traditional foods, and traditional foodways in mind.

Contributor: Richard Elm-Hill (Oneida), First Nations Development Institute Healthy Soils, Healthy Native Communities Why is soil health important? Soil is one of the utmost important living entities that has essential components for supporting the plant life cycle, and it is vital to the ecosystem. The Pueblo of Zia has identified the need to produce a healthy harvest for schools and communities, and that begins with the soil.

Contributor: Yvonne Benton, Agriculture Manager, Pueblo of Zia Healthy soil itself is full of life! The Joy of Soil Health is based on the five soil health principles: Keeping the soil covered, Minimizing soil disturbance on cropland and in external inputs, Maximizing biodiversity, Maintaining living roots, and Integrating animals.

These principles showcase the multiple and important benefits of healthy soils and reconnect students to mother earth. Contributor: Isabelle Jenniches, Co-founder, New Mexico Healthy Soil Working Group Seed Saving & Crop Profiles Indigenous peoples have saved seeds as a way of preserving traditional and ancestral foodways. Our relationship with seeds is a bond that culturally ties us to our responsibilities as stewards.

Seeds are a gift from Mother Earth and the seeds carry a story. Seed Saving & Crop Profiles distinguishes the varieties of the Three Sisters, their planting seasons, when to harvest, and seed saving methods. Contributor: Conservation Legacy – Ancestral Lands Program Coordinator, Aaron Lowden (Pueblo of Acoma).

Environmental Education Resources The Environmental Protection Agency’s Environmental Education Resources is dynamic and interactive, and focuses on engaging students with a combination of activity books, lesson plans, online games, videos, and much more.

The booklet is also great for schools with a hybrid learning model in which students are tuning in via distance learning, attending classes in-person, and navigating a combination of both. Contributor: US Environmental Protection Agency The Native American Community Academy uses a Wellness Wheel as a tool for students, staff, and the community to articulate their perceptions, goals, and assessments surrounding health.

People can use the Wellness Wheel to visually record their Intellectual, Physical, Community, and Social/Emotional health. This is a holistic approach that is centered on respect for Indigenous knowledge.

Contributor: Native American Community Academy The Garden Lessons booklet features hands-on, experiential activities that guide students’ interest in reconnecting with the environment by learning the importance of soil, seeding to growing, harvesting, cooking, and eating healthy foods. The lessons set the tone for engaging students to explore their senses, social and emotional learning, and creativity.

This presents an example of building producer capacity to better prepare and engage young Native producers. Contributor: Mark Sorensen, CEO and Board President of STAR School (Navajo Nation) How to Plant a Three Sisters Garden The Passamaquoddy people have traditionally planted the Three Sisters, feeding communities for generations.

This booklet covers Passamaquoddy planting methods, the importance of pollination, and processes for maintaining and caring for the plants, harvesting, and storage. The booklet highlights the connection of community, reclaiming Indigenous food systems, and honoring traditional knowledge.

Contributor: Brian Giles, Special Education Teacher, Indian Township School (Passamaquoddy), Cornell University College of Agriculture and Life Science Community Needs Assessment Tool The Community Needs Assessment Tool analyzes and identifies the strengths and resources available to communities. The tool empowers youth, parents, and families in meaningful, hands-on learning activities that strengthen Native Farm to School programming.

Contributor: August Ahlm, Instructor – Newcomb School Agriculture Program (Navajo Nation) Native Farm to School Evaluations Design and evaluation framework must fit the community’s needs and Native Farm to School model with programming that is led by the community. The School Evaluations booklet incorporates approach, process, and outcomes that include components, methods, stakeholders, and benefits.

Contributor: John Hendrix, Director of Economic Development, Mississippi Band of Choctaw Indians Watering Methods of the Southwest Agriculture is vital to the Pueblo people located in what is known today as New Mexico. The Pueblo people developed a number of farming techniques that conserve water such as dry farming, waffle gardens, and water irrigation systems.

Contributor: George Toya, Farm Manager – Farm to Community, Pueblo of Nambe Kitchen and Meal Planning For Native communities, it is important to ensure students’ diets and traditions are incorporated in kitchen and meal planning.

Tips in this booklet include: Consider incorporating a few traditional foods in a student or staff taste test; Work to build stronger relationships with food service staff, Native producers, and the wider community; and Envision what your school’s cafeteria can offer.

Contributor: Leiloni Begay (Navajo), First Nations Development Institute Presentations and Webinars Native Farm to School Webinar Series Designing for Food Sovereignty in Native Farm to School Program Planning Learn how Native Farm to School partners are designing community-driven programs that center traditional foods, language, land stewardship, and youth engagement.

View Webinar Recording – Passcode:1&^X6gCq View Webinar Presentation Native Farm to School Policy Report — Leveraging Policy for Native Food Sovereignty, Education, and Empowerment Native foodways are a source of strength and sovereignty that ensures cultural continuity and community resilience.

While federal policies imposed upon Native communities have historically undermined Indigenous foodways and exacerbated health disparities, recent community-led achievements have underscored the potential use of policy to advance Native food sovereignty. This webinar explores the history of federal Indian policy to better understand how we got here, and highlights policy pathways to address harm and rebuild traditional food systems.

It also offers a preview of a forthcoming policy report that calls upon Native Farm to School stakeholders to prioritize policy as a powerful tool to drive change. View Webinar Recording – Passcode:ETzT9r8! View Webinar Presentation Cultivating Healthy Soils for Native Communities The Pueblo of Zia has a long tradition of agriculture, and the practice is still very much part of the culture.

This webinar features “Showcasing New Mexico Environmental Education Project: Zia Pueblo,” a presentation by Pueblo of Zia, Department of Agriculture, which focuses on soil sampling, soil analysis, and soil amendments that incorporate the larger community of farmers and elementary to high school students, and teaches how healthy soils can increase growth potential.

From there, the webinar takes a deeper dive with New Mexico Healthy Soil Working Group’s presentation “Joy of Soil Health,” which highlights water benefits, nutrition, and environmental health.

View Webinar Presentation Nurturing Indigenous Youth and Families in and Beyond the Classroom Elementary through high school students are learning from awareness and exposure to application, through land-based pedagogy practices and by working with and learning about the land.

The webinar features the Native American Community Academy’s presentation “Showcasing New Mexico Environmental Education Project: Native American Community Academy,” which aims to help both teachers and students explore, implement, and practice environmental awareness, challenges, and resolutions.

The webinar also features Newcomb Schools’ presentation “Engaging Youth and Families in Native Farm to School Programs,” which highlights youth engagement strategies, innovative ways to engage families in Farm to School activities, and parent and family engagement in Farm to School programs.

View Webinar Presentation Harvesting and Collaborating with Native Community Partners In the Pueblo of Acoma, the Acoma Ancestral Lands Farm Corps is connecting traditional culture by continuing ancient agricultural traditions and providing healthy food for the community.

The webinar features Acoma Ancestral Lands Farm Corps’ presentation “Showcasing New Mexico Environmental Education Project: Acoma Ancestral Lands Farm Corps,” which focuses on restoring the knowledge of Haak’ume’ food systems that incorporate experiential learning opportunities in the Haak’u Community Academy.

Webinar presenters then move to the East Coast with Native community partners from Indian Township at Peter Dana Point, Maine, on the ancestral lands of the Passamaquoddy people.

The Indian Township’s presentation, “Building Partnerships in Native Farm to School Programs,” highlights the connections of community-based initiatives toward building and reclaiming Indigenous food systems in Native Farm to School programs through partnership building.

View Webinar Presentation Mastering Strategies to Accelerate Native Farm to School Efforts: Evaluations and Grants In this webinar, participants learn about Farm to School evaluation requirements and expectations for grant recipients, as well as how to communicate success stories and accelerate Native Farm to School efforts from Andrea Alma, USDA Farm to School Regional Lead for the Mountains Plain Region.

John Hendrix, Director of Economic Development for the Mississippi Band of Choctaw Indians, presents “Evaluating Farm to School Programs: Assessment Tools and Strategies. ” This presentation shares how Choctaw Fresh Produce focuses on evaluation effectiveness, assessment tools, and strategies for how to address social impact and how students, teachers, and stakeholders can all collect data as a best practice.

View Webinar Presentation Exploring Strategies and Best Practices: Lessons from the Southwest Nambe Pueblo has a long history of farming in the Southwest that ties in with their traditional Pueblo lifestyle. Traditional farming strengthens and bonds the community, and Native farmers integrate cultural values into growing foods.

The webinar features a presentation by Mark Sorensen, “Native Farm to School Marketing and Communication,” which provides practices and strategies implemented by the STAR (Service to All Relations) School on how to build a strong program and engage Native producers in Farm to School efforts. George Toya (Jemez Pueblo) is the Manager at Nambe Pueblo Community Farm.

He presents “Integrating Native Producers into Your Farm to School Program,” a presentation about building producer capacity so schools and organizations are better prepared for Farm to School opportunities, as well as strategies on how to overcome or address potential issues and challenges in engaging Native producers.

View Webinar Presentation In this webinar, the First Nations’ Farm to School team presents an “Overview of Native Farm to School Programs,” which serves to build and strengthen a Native network to collectively improve Farm to School opportunities for Native students. View Webinar Presentation Indigenous Seed Saving Virtual Workshop Seeds are the essence of life and how life is renewed.

Since our beginnings, our Indigenous nations and communities have guided and cultivated hundreds of varieties of plant relatives and seeds adapted to our climates and bioregions. Today much of those ancient arid adapted cultivars have dwindled or have been lost entirely. Seed saving safeguards the life-affirming and healthy future of our communities and ensures our continued capacity for self-sustenance.

Through this workshop, you will learn from Ancestral Lands Program Coordinator, Aaron Lowden (Pueblo of Acoma) about the basics of growing specifically for seed cultivation, seed saving, and short- and long-term caretaking of seed through an ethical southwest Indigenous food system framework.

Native Farm to School Program Directory This growing directory includes Native Farm to School programs and supporting organizations regionally across Indian Country. Many of the groups listed have had success implementing the Farm to School grant or food sovereignty project that aims to support the Native youth.

If your program or organization would like to be included in the directory please complete the Native Farm to School Directory Form . Akwesasne Freedom School , Mohawk – NY Cherokee Central Schools , Cherokee – NC Indian Township School , Passamaquoddy – ME Choctaw Tribal Schools , Choctaw – MS Fond du Lac Ojibwe School , Fond du Lac Band of Lake Superior Chippewa – MN Lac Courte Oreilles Ojibwe School , Ojibwe – WI Mashkiiziibii.

The Bad River Band of Lake Superior Chippewa , Ojibwe – WI Menominee Tribal School , Menominee – WI Nawayee Center School , Ojibwe, Dakota – MN Oneida Nation School System , Oneida – WI Oshki Ogimaag Charter School , Gichi-Onigamng Grand Portage Band of Lake Superior Chippewa – MN Pine Point Farm to School Program , Ojibwe – MN White Earth Land Recovery Project , Ojibwe – MN Circle of Nations School , Sisseton Wahpeton Oyate – ND Hardin School District , Crow – MT Intertribal Agriculture Council – MT InterTribal Buffalo Council – SD Isna Wica Owayawa – Loneman Day School , Oglala – SD Lame Deer Public Schools , Northern Cheyenne – MT Montezuma School to Farm , serves Navajo, Ute Mountain Ute, and Pueblo Tribes – CO Thunder Valley CDC , Oglala Lakota – SD Tribal Nations Research Group , Turtle Mountain Band of Chippewa Indians – ND Ute Mountain Ute Tribe – Nuchiu Co-op Project , Ute Mountain Ute – CO Ancestral Lands , Acoma Pueblo – NM Bernalillo Public Schools , Pueblo – NM Native American Community Academy – NM Natwani Coalition – Hopi Natwani for Youth Project , Hopi – AZ Ndee Bikiyaa / The People’s Farm , White Mountain Apache Tribe – AZ Newcomb High School , Navajo – NM North Leupp Family Farms , Diné – AZ Ramah Navajo School Board Pine Hill School , Navajo – NM Red Willow Center , Taos Pueblo – NM Sanostee Day School , Navajo – NM The Pueblo of Zia , Zia Pueblo – NM The STAR School , Navajo- AZ Tohono O’odham Community Action , Tohono O’odham – AZ Zuni Public Schools , Zuni Pueblo – NM Zuni Youth Enrichment Project , Zuni Pueblo – NM Bishop Paiute Tribe , Bishop Paiute – CA Hydaburg City School , Haida – AK Mala`ai Kula: Kaua`i , Native Hawaiian – HI Malama Honua Charter School , Native Hawaiian – HI Northwest Indian College – Early Education Initiatives , Lummi – WA Pikyav Field Institute , Karuk – CA Sitka School District , Sitka – AK Sust ʻāina ble Molokai , Native Hawaiian – HI Warm Spring Academy , Warm Springs, Wasco, Paiute – OR Helpful Resources for Native Farm to School Albuquerque Public Schools Albuquerque Public School District has over 84 school gardens.

Their website shares video recordings of lessons, workshops, and garden school activities. Check out the APS School Gardens Team handbook , Growing the Outdoor Classroom , which includes information on the outdoor classroom, planning a school garden, growing basics for plants, and a school garden resource list. California Farm to School Program California Farm to School program integrates multiple core programming: 1.

Support for local producers through California grown and food procurement , 2. Integrated nutrition education, and 3. A dditional opportunities such as grants, the Budget Act of 2020 and core partnerships.

Edible Schoolyard Project The Edible Schoolyard Project focuses on hands-on experiential and educational learning for students by nourishing the relationship to the garden, cafeteria and access to foods. Farm to School Alaska provides information for schools that includes curriculum for educators ; support for local producers to access fresh and healthy foods; and resources and opportunities for incorporating Farm to School programs.

Fueling Georgia’s Future is an important and integral part of Georgia’s Farm to School program. The program supports communities and students by providing educational hands-on learning, taste testing, curriculum, fields trips, and connections to local producers and entities.

Indigenous Education Tools Indigenous Education Tools is part of the Building Capacity & Cultivating Innovation: Learning Agendas in Native Education (BCCI) project. BCCI is designed to develop resources and practices that will have exponential impacts on efforts to improve Native student success across a variety of sectors (e.g. tribal, public education, private, non-profit, higher education).

Indigenous Food and Agriculture Initiative: Beyond Farm to School – It’s a New Market and Analyzing Opportunities to Sell Food to Institutional Settings This presentation is part of the University of Arkansas’ Indigenous Food and Agriculture Initiative series PROFIT: Farm to School and Beyond by Pam Kingfisher (Cherokee/OK), Farm to School Specialist/Consultant, and Analyzing Opportunities to Sell Food to Institutional Settings by Janie Simms Hipp, JD, LLM (Chickasaw), former Director, Indigenous Food & Agriculture Initiative.

The ISTEAM collaborative is supporting Indigenous resurgence through (re)making relations with lands, waters, and each other toward just, sustainable, and culturally thriving futures. Their website has beautiful learning activities, tools, and resources.

Kohala Center: Hawai’i Island School Garden Network The Montana Beef to School Project explores how to make beef to school programs successful and encourages the use of local beef in every Montana school. The Montana Beef to School Project is a collaboration with the Montana Beef to School Coalition that is represented by producers, processors and schools.

National Farm to School Network: Farm to School in Native Communities The National Farm to School Network is an informational, advocacy and networking hub for communities. Farm to School in Native Communities explores opportunities for expanding new and existing farm to school by developing school menus, gardening, and access to traditional foods.

New Mexico State University: Community and School Gardens Extension Resources The New Mexico State University assists communities with community and school gardens throughout New Mexico. The local extension agents provide resources, tips and best practices in all growing zones.

Northwest Indian College: Creating Community Gardens The Northwest Indian College created a multi-step resource guide that helps communities plan, design, and engage community members through hands-on learning in the garden.

School Gardens Resources for New Mexico: Teaching Resources This includes an online archive of curriculum, lesson plans and instructional videos compiled by a partnership of garden and community leaders across Albuquerque.

The School Garden Resource Binder includes t opics related to gardening, agriculture, ecology, STEAM, art, & culture; l ocal, national and international resources searchable by tab; w here to get materials for gardens in Albuquerque; p rofessional development opportunities; places to visit in ABQ and local presenters to invite to your school; new outdoor classrooms and COVID resources.

Sitka Conservation Society: A Guide to Serving Local Fish in School Cafeterias Serving wild Alaskan seafood in the school lunch program is a recent development for Sitka and the entire state of Alaska. Fish to Schools, a term coined in Sitka, is an effort to get local fish into school lunches.

The goal is to connect youth to their local food system in order for them to understand the impact of their food choices on their health, the economy, and environment. United Indian Health Services, Inc. The United Indian Health Services, Inc., has created a sustainable garden program that is committed to the health and overall well-being of the bo dy.

In 1999, the Community Nutrition Program (CNP) and Potawot Community Food Garden were established within the Community Health and Wellness Division. The garden has donated thousands of pounds of produce annually to local food banks, tribal youth events, tribal community events, and cultural activities.

University of Minnesota Morris: Eating with the Seasons, Anishinaabeg , Great Lakes Region Eating with Seasons, Anishinaabeg , Great Lakes Region is filled with recipes that are tie d to a specific month . E ngagement activities like learning numbers, introducing yourself , and exploring seasons, plants and animals are presented in Anishinaabemowin . USDA