State Tribal Education Partnership (STEP) Program

State Tribal Education Partnership (STEP) Program is sponsored by U.S. Department of Education. This opportunity supports mission-aligned projects and measurable outcomes.

State Tribal Education Partnership (STEP) (84. 415A) | U.S. Department of Education State Tribal Education Partnership (STEP) (84.

415A) Office of Elementary and Secondary Education (OESE) Indian Tribe or Consortia Located on a Reservation Indian Tribes and Tribal Organizations Tribal Education Agencies (TEAs) Estimated Total Grant Funding Expected Number Of Awards 06/11/2026 - 11:59 PM EDT Applicant Info and Eligibility The purposes of this program are to: Promote increased collaboration between tribal education agencies (TEAs) and the State educational agencies (SEAs) and local educational agencies (LEAs) that serve students from the affected tribes; and Build the capacity of TEAs to conduct certain administrative functions under certain Elementary and Secondary Education Act of 1965 (ESEA) formula grant programs for eligible schools, as determined by the TEA, SEA, and LEA.

The absolute funding priorities for the program in FY2020 limit projects to building capacity to administer and coordinate education programs that are designed to do one or more of the following: Recruit or retain educators, including by supplementing efforts to recruit or retain educators employed by the TEA or by a partnering LEA.

Promote the availability of work-based learning experiences (such as internships, apprenticeships, and fellowships) or career exploration opportunities for elementary and secondary students served by the TEA that align with in-demand industry sectors or occupations (as defined in section 3(23) of the Workforce Innovation and Opportunity Act of 2014), without providing direct services.

For a TEA located in a State with a State statute specifically authorizing the establishment of charter schools, build TEA capacity necessary to open a new charter school, including a Tribally authorized charter school, such as by developing the charter school concept; writing a mission statement; defining an educational model; establishing a governance structure; developing a budget; establishing curriculum; choosing a location; developing partnerships with key stakeholders; or developing other materials related to applying for a charter from the appropriate authorizing entity.

Build TEA capacity necessary to convert a BIE-operated school to a BIE-funded Tribally-operated school, such as by developing structures necessary to ensure smooth transition of instruction; ensuring necessary and appropriate facilities; developing processes and procedures for oversight of funds and compliance with statute and regulations; and preparing to hire teachers and staff.

Projects may be carried out by either established TEAs (Absolute Priority 2) or TEAs with limited prior experience (Absolute Priority 3). FY 2026 84. 415A STEP Application Notice and Instructions Thursday, May 14, 2026, 2:00 PM Eastern Time: Register Online Monday, May 18, 2026, 2:00 PM Eastern Time: Register Online An Indian Tribe that receives funds from BIE under section 1140 of the Education Amendments of 1978 (25 U.S.C.

2020) is not eligible to receive funds under this program.

Tribal organization approved by an Indian Tribe Tribal Educational Agency (TEA) A consortium of eligible applicants listed above Common Terms and Definitions Agreement means a signed written agreement between the TEA and one SEA; the TEA and one or more LEAs; or the TEA and both an SEA and one or more LEAs, that documents the commitment of the TEA, SEA, and LEA, as applicable, to work together.

For the purposes of this agreement, a BIE-funded school is considered an LEA. If a TEA operates a BIE-funded school, such agreement must include at least one other LEA not run by the Tribe or an SEA.

The agreement must include: An explanation of how the parties will work collaboratively to directly administer education programs, including ESEA formula grant programs, consistent with State law and under written agreement between the parties; A description of the primary SEA-type functions (as defined in this notice) or LEA-type functions (as defined in this notice) that the TEA will assume; The training and other activities that the SEA or LEA, as appropriate, will provide for the TEA to gain the knowledge and skills needed to administer education programs in areas such as data collection and analysis, grants management and monitoring, fiscal accountability, and other areas as needed; The assistance that the TEA will provide to the SEA or LEA, as appropriate, to facilitate the project, in areas related to Tribal history, language, and culture; and A statement concerning student data that commits the parties to making their best efforts to reach consensus and finalize agreement, within 90 days after the start of the project, on a provision on data sharing that is consistent with FERPA, if data sharing is required by the project design; The goals, objectives, and outcomes to be achieved by the proposed project that are clearly specified and measurable; A timetable for accomplishing each of the objectives and activities that the applicant will undertake to achieve the program outcomes in the program requirements; and An assurance that all relevant parties will participate in each Tribal consultation required under Federal education programs.

Directly administer education programs means conducting SEA-type functions or LEA-type functions for education programs, including ESEA formula grant programs, consistent with State law and under the agreement. Education program means any Federal, State, local, or private education program that supports elementary or secondary students.

Established TEA means a TEA that: Previously received a STEP grant in 2012 or 2015; or Has an existing prior relationship with an SEA or LEA as evidenced by a prior written agreement between the TEA and SEA or LEA, and meets two or more of the following criteria: Has an existing Tribal education code. Has administered at least one education program within the past five years.

Has administered at least one Federal, State, local, or private grant within the past five years. Existing capacity means meeting two or more of the following criteria: Has an existing Tribal education code. Has established standard operating procedures related to elementary or secondary education operations.

Has administered at least one education program within the past five years. Has administered at least one Federal, State, local, or private grant within the past five years, which may include a one-year STEP Development grant received in 2019. Indian Tribe means a federally-recognized or a State-recognized Tribe.

LEA-type function means the type of activity that LEAs typically conduct, such as direct provision of educational services to students, grant implementation, school district curriculum development, staff professional development pursuant to State guidelines, and data submissions. Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project.

Evidence may pertain to an individual project component or to a combination of project components ( e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers). Relevant outcome means the student outcome(s) or other outcome(s) the key project component (as defined in this notice) is designed to achieve, consistent with the specific goals of the program.

SEA-type function means the type of activity that SEAs typically conduct, such as overall education policy development, supervision and monitoring of school districts, provision of technical assistance to districts, statewide curriculum development, collecting and analyzing performance data, and evaluating programs.

Tribal educational agency (TEA) means the agency, department, or instrumentality of an eligible Indian tribe that is primarily responsible for supporting tribal students' elementary and secondary education, which may include early learning. Tribal Consultations and Engagement Sessions : View previous and upcoming consultations and engagement sessions, transcripts, recordings, and resources.

Elementary and Secondary Education Act of 1965, as amended, Title VI, Part A, Subpart 3, Sec. 6131(a)(4) ; 20 U.S.C 7451(a)(4).

2023 State Tribal Education Partnership Notice Inviting Applications (May 2, 2023) State Tribal Education Partnership Grants to Tribal Education Agencies Notice Inviting Applicants (June 1, 2020) State Tribal Education Partnership Grants to Tribal Education Agencies Notice Inviting Applications (June 13, 2019) The general administrative provisions that apply to all Education Department grants: EDGAR ; 34 CFR parts 75, 77, 79, 80, 81, 82, 84, 86, 97,98 and 99.

(Note: Part 80 contains the grant requirements for Indian tribal governments, and the regulations in 34 CRF part 79 apply to all applicants except federally recognized Indian tribes. Guidance on allowable costs under Federal grants, see 2 CFR Part 200, Subpart E.

Grantee: Nez Perce Tribe PR#: S415A230002 Project Name: Idaho Tribal Education Agencies (TEA) Consortium STEP Program Number of Students Served: 50+ Tribe(s): Coeur D’Alene, Nez Perce, and Shoshone Bannock Tribes Location: Idaho Grade Level(s): K through 12th Grade Funding Amount: $466,388 Objective: The project’s objectives are to (1) engage in cross-agency coordination and consultation between a consortium of Tribal Education Agencies (TEA) from Idaho Tribes, Idaho State Education Agency (SEA), Idaho State Department of Education (SDE), and targeted Local Education Agencies (LEA); (2) identify and minimize barriers for access to Native American student data through cross-agency data sharing agreements and culturally responsive methods to support Native American student identification; and (3) administer one Indian education program as responsible fiscal agents, previously assumed by the SEA, 5 SDE, or partner LEAs, and expand their responsibilities in implementation of Elementary and Secondary Education Act (ESEA) programs that impact Native American student academic achievement, college readiness, and career pathways preparation Primary Activities : This project will complete the final written agreement and the tribal consultation plan; conduct LEA professional development on tribal history, language, and culture and culturally responsive strategies; conduct monthly TEA-LEA leadership team meetings; and participate in student and community engagement.

Outcomes: Strengthen relationships and meaningful consultation between a consortium of TEAs from Idaho Tribes, the Idaho SEA, the Idaho SDE, and targeted LEAs. The project will serve more than 50 Native American K – 12 students with the critical need for improved academic achievement and accurate identification in student counts.

Grantee: Sac & Fox Nation of Oklahoma PR#: S415A230004 Project Name: Oklahoma STEP Project Number of Students Served: 1,139 Tribe(s): Absentee Shawnee, KIOWA and Sac and Fox Nation Location: Oklahoma Grade Level(s): K through 12th Grade Funding Amount: $502,510 Objective: The OK STEP Project has four goals with associated objectives: (1) to promote Tribal self-determination among the Absentee Shawnee Tribe, Kiowa Tribe, and Sac and Fox Nation to empower participating TEA to shape their education systems and align education programs with cultural values and aspirations; (2) to improve the academic achievement of Native students among the three TEAs to identify evidence-based practices and culturally responsive approaches and document the specific needs of Native students enrolled in participating LEA; (3) to foster coordination/collaboration among the three TEAs, the OK State Department of Education, and nine LEAs will establish effective collaboration and communication channels and create an informed and collaborative educational environment; and (4) to strengthen community engagement among the participating TEAs to involve Tribal parents and stakeholders and foster a sense of ownership and shared responsibility for achieving desired outcomes.

Primary Activities : This project will enhance the identification of Native students eligible for the Title VI Indian Education Formula Grant Program; develop methods to identify and support under-identified Native students; increase the capacity of early-stage TEAs; and facilitate systemic change in key areas like college readiness, workforce development, and family engagement.

Outcomes: To increase the capacity of early tribal education agencies among three eligible Oklahoma tribes: Absentee Shawnee Tribe, Kiowa Tribe, and Sac and Fox Nation.

Grantee: Red Cliff Band of Lake Superior Chippewa Indians PR#: S415A230006 Project Name: Expanding Capacity of Early TEA and Ojibwe Language Teacher Training Program Number of Students Served: 1,313 Tribe(s): Red Cliff Band of Lake Superior Chippewa Location: Wisconsin Grade Level(s): K through 5th Grade Funding Amount: $500,000 Objective: The goals of this project are to (1) promote learning across generations, acknowledging the value of modern education while honoring the wisdom of our Anishinaabe ancestors so that all Tribal members can walk in two worlds, and (2) increase Ojibwe Language Immersion education opportunities by completing teacher language capacity training programs.

Population Served : K through 5 Native American Students Primary Activities: This project will provide leadership in strengthening existing relationships with the LEA and SEA through formal agreements and implement cohort-based Ojibwe Language Teacher Training programs to ensure that Red Cliff has built the capacity to initiate an Ojibwe Language Immersion School with qualified and proficient language teachers.

Outcomes: To expand the project’s TEA capacity to support community aspirations for a healthy and prosperous community through education/workforce development, language preservation and revitalization.

Grantee: Chugachmiut PR#: S415A230008 Project Name: Expanding Litnaurwik: A “Place of Learning” Number of Students Served: 255 Tribe(s): Nanwalek, Port Graham, Qutekcak Native Tribe (Seward), Tatitlek, Chenega, Native Village of Eyak (Cordova), and Valdez Native Tribe Location: Alaska Grade Level(s): K through 12th Grade Funding Amount: $210,065 Objective: The project’s objectives are to (1) support the staff capacity of Chugachmiut TEA; (2) conduct a community needs assessment survey to identify challenges in the region’s education delivery, gaps in services and opportunities for new programs and initiatives; and (3) establish and enhance partnerships with LEAs, educational nonprofits and Chugachmiut service departments.

Population Served : K – 12 AI/AN Students Primary Activities : The project will: (a) perform a community needs and asset mapping survey; (b) assemble educators and stakeholders at a tribal education summit; (c) offer LEAs training and teaching tools for Suqpiaq language, history, and culture and (d) promote coordination and collaboration with local school districts and other community organizations.

Outcomes: These action items will enable Chugachmiut to establish a robust education department grounded in relevant, timely data and informed by productive and mutually supportive relationships with LEAs throughout the region.

With this expanded capacity, Chugachmiut’s Tribal Education Department will be well situated to strategize a slate of culturally informed programmatic offerings to advance the educational destinies of our region’s youth.

Grantee: Cheyenne and Arapaho Tribes PR#: S415A200012 Project Name: Enhancing Educational Choice for Cheyenne and Arapaho of Oklahoma Number of Students Served: 1,712 Tribe(s): Cheyenne and Arapaho Tribes Location: Oklahoma Grade Level(s): K through 12th Grade Funding Amount: $890,924 Objective: 1) Engage our TEA and tribal leaders to develop a clear and comprehensive understanding of the process of launching a Native charter school; 2) Engage in a thorough and inclusive community planning process to determine key quality components of our school’s design and resources needed for a successful charter school model; and, 3) Build in sustainable practices to ensure funding beyond the STEP program.

Primary Activities: Our knowledge-building and community planning processes for school design will be supported through technical assistance provided by our SEA, as well as collaborative partners to build our capacity for this work. As we undertake the project as an established TEA (Absolute Priority 2), we have in place many of the relationships necessary to work with our partners to maximize the likelihood of the project’s success.

These relationships, along with requested grant resources, will help our tribal community determine culturally responsive school components through sovereign decision making, culminating in a charter school application submitted to our Tribal Council for authorization.

------------------------------------------------------------------------------------------------------------- Grantee: Blue Lake Rancheria PR#: S415A200008 Project Name: Blue Lake Rancheria Tribal Education Agency Career Readiness Education Program Number of Students Served: 460 Tribe(s): Multiple Location: California Grade Level(s): 9th through 12th Grade Funding Amount: $121,413 Objectives: (1) to recruit, retrain, and retain educators employed by the Blue Lake Rancheria Tribal Education Agency (TEA) or by the partnering local education agency; and (2) the promotion of experiential learning experiences for secondary students.

The TEA will not provide direct services to students with STEP grant funds. As part of achieving both priorities, the TEA will create two complimentary programs: (1) Recruit, Retrain & Retain Educators (R3E); and (2) Modern Youth Apprenticeship Academies (MYAA), keystone secondary-level programs under the Career Readiness Education Program offerings.

Information on how potential beneficiaries of the Tribe’s Career Readiness Education programming may fully participate in the R3E or MYAA design and implementation process will be provided during and after grant implementation. Primary Activities: Recruit/retain teachers; Work-based learning experiences.

Grantee: Knik Tribe PR#: S415A200002 Project Name: Knik Tribe Education Agency Number of Students Served: 150 Tribe(s): Knik Tribe Location: Alaska Grade Level(s): K through 12th Grade Funding Amount: $357,778 Knik Tribe seeks to develop its Tribal Education Agency.

The recent adoption of a code of ordinances establishing the Knik Tribal Educational Agency, and a memorandum of agreement with the state and local education agencies, puts the Tribe in an excellent position to serve our American Indian/Alaska Native (AI/AN) students.

The Tribe remains focused on improving educational opportunities for the AI/AN population by building capacity among teachers and staff to further operationalize our recently created work-based learning program framework and partnerships.

The Tribe aims to increase the availability of work-based learning experiences by developing additional job shadowing opportunities and developing new career exploration opportunities such as pre-apprenticeships and internships in high-demand industry occupations for the secondary students we serve. Additionally, the Tribe is ready to develop a Tribally operated charter school.

Knik Tribe will conduct administrative planning, development and coordination required to complete and submit the state’s first charter school application from a federally recognized Tribe.

In the third year of the grant, the Tribe will open a new charter school with the goal of promoting culturally relevant curriculum and pedagogy to better address the academic aspirations and career and technical course opportunities of AI/AN students.

Grantee: Mashpee Wampanoag Tribe PR#: S415A200011 Project Name: MWT STEP Grant Application Number of Students Served: 235 Tribe(s): Mashpee Wampanoag Tribe Location: Massachusetts Grade Level(s): K through 12th Grade Funding Amount: $362,133 Primary Activities: Recruit/retain teachers; Work-based learning experiences The Mashpee Wampanoag Tribal Education Agency (TEA), in partnership with the Mashpee School District (LEA) and Massachusetts Department of Elementary and Secondary Education (SEA), seeks to significantly improve the academic achievement of American Indian/Alaska Native (AI/AN) students through increased collaboration, capacity building and culturally responsive strategies.

In meeting this objective, the TEA will collaborate with the LEA on the monitoring of selected SEA grant programs in Title I and Title II. Data-sharing agreements between the LEA and the TEA, with parent permission, will be a tool used to monitor the success of students and the impact of supplemental academic services offered by the TEA.

Professional development opportunities designed to increase cultural competency of LEA and SEA staff will be delivered across the three-year project period, as will resources for improving student understanding of Native history and culture in the school district curriculum.

The TEA will work toward expanding partnerships to offer more STEM-based internships and career building opportunities to Native students, along with supplemental academic support in reading and math, and afterschool programming to help students achieve their academic and post academic goals. The TEA will also attend technical assistance opportunities offered by the LEA and SEA to build its own capacity to better serve students.

Lastly, this project will fund two language professionals at the Mashpee Middle and High School to offer two additional Wôpanâak Language courses in all three years.

Grantee: Virginia Tribal Education Consortium PR#: S415A200010 Project Name: Virginia STEP Capacity-Building Project Number of Students Served: 40 Tribe(s): Chickahominy Indian Tribe, Chickahominy Indian Tribe – Eastern Division, Monacan Indian Nation, Upper Mattaponi Tribe, Pamunkey Indian Tribe, Nansemond Indian Tribe, and the Rappahannock Tribe, Inc. Location: Virginia Grade Level(s): Pre-K through Adults Funding Amount: $494,630 Primary Activities: Recruit/retain teachers; Work-based learning experiences.

Objectives: The two goals of this three-year Virginia STEP Capacity-Building Project are to administer and coordinate education programs to (1) recruit/retain educators equipped to meet the needs of Virginia Native students, and (2) promote the availability of work-based learning experiences for Virginia Native students served by the TEA that align with in-demand industry sectors or occupations, without providing direct services.

Outcomes: Notable outcomes of the Virginia STEP Capacity-Building Project will include (a) co-produced and supported facilitation for a suite of professional development materials to assist local education agencies (LEAs) in recruiting and retaining educators versed in Virginia Tribal languages, culture and history, particularly within the subject areas of history and social studies; (b) form and coordinate the activities of local collaboratives to develop work-based learning strategies and activities linked to statewide and national resources but designed and managed by the local collaboratives; (c) plan and provide materials and support for organized Tribal community and family engagement activities, provided in conjunction with their LEAs, to enhance efforts associated with educator recruitment and retention and work-based learning strategies and activities; and (d) design and demonstrate a replicable model to serve the educational interests of small, resource-poor Tribes aspiring to implement a TEA.

Virginia STEP Capacity-Building Project performance measures are goal aligned. Grantee: Blue Lake Rancheria Location: California Project Name: N/A Funding Amount: $208,616 Blue Lake Rancheria proposes to establishment of a Tribal Education Agency (TEA). Objective 1 of phase 3 is the establishment of a TEA, Board of Education (BOE), and an Education Code (hereafter “Code”).

Project staff will contract with LEAs for training on the establishment a BOE, and Code. This will begin immediately, and a BOE will be elected during the Tribe’s general election in December. With the BOE established, policies and procedures for the implementation of educational programming to improve the academic achievement of Indian children and youth and codify them.

Grantee: Chugachmiut Location: Alaska Project Name: N/A Funding Amount: $449,742 Chugachmiut proposes to create a Tribal Education Agency (Chugachmiut Education Department) and work with current and future partners to support systemic change in the education of preschool through adult education programs serving Alaska Native/American Indian tribal members who are beneficiaries of Chugachmiut services.

The proposed activities include a range of issues such as enhancing Self-Determination in education by improving the infrastructure of Chugachmiut to meet the educational needs of all tribal members; increasing Alaska Native/American Indian student achievement by continuing partnerships with four school districts and the Alaska Pacific University; promoting sustainability through community engagement; and developing new collaboration opportunities to support systemic change in the education of preschool and adult education programs that serve Alaska Native/American Indian tribal members who are beneficiaries of Chugachmiut services.

Grantee: Knik Tribe Location: Alaska Project Name: N/A Funding Amount: $273,546 Knik Tribe proposes to develop and operate an education agency to secure relationships with each of the 39 schools and developed curriculum to integrate culture into classrooms of all the core subjects, for elementary, middle school, and high school.

Also proposed are developing Native educational code to guide Native education in Matsu and to provide the framework for addressing STEM/CTE hands-on education through implementing a robust after-school program for youth and parents.

Grantee: Tribal Education Departments National Assembly (TEDNA) Location: Virginia Project Name: N/A Funding Amount: $530,248 Tribal Education Departments National Assembly (TEDNA) proposes to stablish and build the capacity of the Virginia Tribal Consortium consisting of five federally-recognized Tribes in Virginia that do not have a Tribal Education Agency (TEA): Chickahominy Indian Tribe, Chickahominy Indian Tribe – Eastern Division, Monacan Indian Nation, Pamunkey Indian Tribe, and the Upper Mattaponi Indian Tribe.

TEDNA proposes to serve as the Tribal Education Agency for the member Tribes, promote Tribal self-determination in education among Tribes in Virginia, improve the academic achievement of Indian children and youth, and promote the coordination and collaboration of participating Tribes with the Virginia Department of Education (VDOE), Local Educational Agencies (LEAs), and other entities.

TEDNA proposes to manage the Virginia STEP Project and provide expertise on the formation and operation of a Tribal Education Agency (TEA) in partnership with the Native American Rights Fund (NARF) and the Academic Development Institute (ADI) by providing key initiatives that include: TEA Governance Training, TEA Management Training, Virginia Tribal Consortium Outreach Seminar, Virginia Education Resources Training, Strategic Performance Management (SPM) Training, Educating Native Youth for Success, and Tribal Sovereignty and Education Code Training.

The project will also produce a Virginia Tribal Consortium Guidebook and Virginia Tribal Consortium Website. Grantee: Winnebago Tribe of Nebraska Location: Nebraska Project Name: N/A Funding Amount: $115,080 Winnebago Tribe of Nebraska proposes to develop a Tribal Education Agency (TEA) to improve education needs for children and youth (PreK-12) who attend school within the boundaries of the Winnebago Indian Reservation.

The goals are to promote tribal self-determination in education; improve academic achievement of Indian children and youth; promote the coordination and collaboration of Tribal Education Agencies (TEAs) with State Education Agencies (SEAs) and Local Education Agencies (LEAs); and meet the unique educational culturally related academic needs of Indian students.

Objective: To formulate and develop the Winnebago Tribal Education Agency, enhance collaboration with Local Education Agencies, and the State Education Agencies (SEAs) within a 12-month period. STEP Annual Performance Reporting (APR) Webinar 2024 : This webinar provides guidance, tools, and resources for completing annual performance reporting for STEP grantees.

All Program Talking Circle — March 2024 : This video provides an overview and discussion period of Executive Order 14112. New Grantee Budget Workshop: November 2023 : This workshop was provided for all new FY23 grantees to discuss fiscal basics, managing grant budgets, and developing budget revisions.

All Program Talking Circle — May 2024 : This Talking Circle discusses ways to share data to various audiences, to tell a grant program's story. STEP Talking Circle — August 2023 : This Talking Circle covers APR updates, grant award notifications and preparing for the upcoming year.

STEP Talking Circle — May 2023 : This Talking Circle discusses APRs and budget revisions, 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.

STEP Annual Performance Reporting (APR) Webinar 2023 : This webinar provides guidance, tools, and resources for completing annual performance reporting for STEP grantees. STEP Talking Circle — January 2023 : This Talking Circle allowed grantees to share any implementation challenges and connect with their peers.

Logic Models and Data-Driven Decision Making Data Sharing Agreements — October 2021 : This webinar walks through important considerations for developing collaborative partnerships and developing data sharing agreements including a general data sharing agreement template.

Day 1: Logic Models — June 2021 : The first session in this three part series provided an introduction to logic models, walks through how to create one, and provides a number of models and templates. Day 2: Logic Models — June 2021 : The second session in this three part series provided an opportunity to work through creating a logic model and how the logic model fits into program evaluation.

Day 3: Data-Driven Decision Making — June 2021 : The third session introduced the concept of data-driven decision making, how to integrate this into program planning and implementation, and how it works with logic models and evaluation.

Trauma and Resilience in Tribal Communities: Part 1: An introduction to research on trauma as it relates to AI/AN people and tribal communities, including trauma types, brain science, developmental and behavioral effects, and the interconnected nature of historical and current traumas. Also includes practice scenarios and significant attention to resilience strategies. This is Part 1 of a two-part series.

Trauma and Resilience in Tribal Communities: Part 2 : An introduction to research on trauma as it relates to AI/AN people and tribal communities, including trauma types, brain science, developmental and behavioral effects, and the interconnected nature of historical and current traumas. Also includes practice scenarios and significant attention to resilience strategies. This is Part 2 of a two-part series.

Frequently Asked Questions What is the purpose of the STEP Program? What do we mean by "SEA-type functions" and what are examples of SEA-level responsibilities that a TEA might assume as part of this grant program? For purposes of STEP, what is an LEA, what are LEA-type functions, and what are examples of LEA-level responsibilities that a TEA might assume as part of the STEP project?

Does the Department have any prohibitions on the SEA-type or LEA-type functions a TEA may adopt? Which ESEA formula grant programs could TEAs and SEAs or LEAs include under STEP? How can a TEA include the title VII, part A Indian Education formula grant program in a project?

Can a TEA propose to include in its STEP project only the title VII, part A Indian Education formula grant program? What is meant by "capacity-building" as part of the STEP grant program? Who must comply with the ISDEAA hiring preference?

What are the ways in which the parties can share ESEA formula grants funds, or STEP funds? Will the Department provide TEAs with State-administered formula grant program funds to distribute to the affected LEAs under the STEP program? Will a TEA receiving a STEP grant become the agency responsible to the Department for ensuring compliance with statutory and regulatory requirements?

If a TEA decides to undertake joint functions with either the SEA or the LEA, such as monitoring or providing technical assistance, would that count as the TEA assuming administrative functions? Does the Family Educational Rights and Privacy Act (FERPA) prohibit a TEA from collecting or receiving data on students as part of its agreement with the SEA?

What does the Department expect to see in a Preliminary Agreement between a TEA, an SEA, and an LEA? Which parties must sign the Preliminary and Final Agreements? Will an application be reviewed if it is missing required signatures on the Preliminary Agreement?

What does the Department expect to see in a Final Agreement between a TEA, an SEA, and an LEA? Are TEAs required to identify the participating schools in their applications? Can a TEA choose to work with only one school?

Is a TEA required to make an agreement with two different LEAs? Can a TEA apply if one or more selected schools serve students from multiple tribes? Can a TEA choose to work with only BIE schools?

What additional requirements apply to applicants that include BIE-funded schools? Can STEP funds be used for BIE schools if BIE-funded schools are included? What is the purpose of permitting applicants to include Bureau of Indian Education (BIE)-funded tribally-controlled schools in STEP projects?

What are the audit requirements for STEP applicants? Is the TEA required to have an audit? What are examples of costs that are not allowable under STEP?

How does the Department review proposed project budgets before an award is made? Must a TEA submit a current indirect cost rate (ICR) agreement as part of its application? 1.

What is the purpose of the STEP Program? The purpose