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Office of Indian Education Technical Assistance

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Final Performance Reporting (FPR) Webinar - November 2023

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Office of Indian Education Technical Assistance

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ARP-AIRE Budget Revision Form (NOT for APR)

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ARP-AIRE Budget Revision Form (NOT for APR)

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Book a coaching session at: calendly.com/oieta

Dates:

1. Events: TBD

2. Office Hours: TBD

Deadlines:

1. AdHoc Report and Budget Revision due: December 13, 2024

2. Final Performance Report (FPR) due: 120 days after the last day of your grant or NCE

3. Drawdowns at least quarterly, preferably monthly

4. Budget revisions and update indirect costs as needed

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Year 2 APR Updates: December 15, 2023

Year 3 Budget Revisions: January 18, 2024

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Please click the link to complete this form.

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Here is a recording of the 2023 APR webinar for your reference.

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Office of Indian Education Technical Assistance

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Here is a copy of the APR Webinar slide deck for your reference.

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ARP-AIRE_APR Webinar_Spring 2023 FINAL PDF

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ARP-AIRE Spring 2023 APR Checklist_FINAL

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You can use this handy checklist to make sure that your APR is complete and correct.

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ARP-AIRE Spring 2023 APR Checklist_FINAL (1)

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This is the form you will use for Section B of the APR in addition to your budget narrative.

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Please click the link to complete this form.

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ARP-AIRE Section C Reporting Tool_FINAL 

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Optional ARP-AIRE Section C Reporting Tool_FINAL (1) (1)

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Every month on the fourth Thursday from 1:00- 2:00 (ET)

Next office hours: September 21, 2023

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October TBD, 2023, 3-4:30 p.m. ET

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Office of Elementary and Secondary Education

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Meet OIE's Director | OIE Organization and Contact Page | State Education | Tribal Consultation and Engagement Sessions

OIE is seeking Peer Reviewers for Discretionary Grant Competitions. If you are interested in this opportunity, please download this PDF with further details.

Overview

The U.S. Office of Indian Education (OIE) administers the Indian Education Program of ESEA, as amended by ESSA (Title VI, Part A), which establishes policies and provides financial and technical assistance for supporting LEAs, Indian Tribes and organizations, post- secondary institutions and other entities in meeting the special educational and cultural related academic needs of American Indians and Alaska Natives, 20 U.S.C. 3423c and 7401 et. seq. The OIE is headed by a Director who reports to the Assistant Secretary and who advises the Assistant Secretary on matters related to the programs administered by OIE.
The OIE has three primary responsibilities:

1. To meet the unique educational and culturally related academic needs of Indian students, so that such students can meet the challenging State academic standards;

2. To ensure that Indian students gain knowledge and understanding of Native communities, languages, Tribal histories, traditions, and cultures; and

3. To ensure that teachers, principals, other school leaders, and other staff who serve Indian students have the ability to provide culturally appropriate and effective instruction and supports to such students.

The OIE is divided into three programming subparts:

Subpart 1 - Formula Grants to Local Educational Agencies

Subpart 2 - Special Programs and Projects for Indian Children "Discretionary Grants"

Subpart 3 - National Activities

Grantee Spotlight
No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred.
Ms. Darlene Littledeer was recently named the Cherokee Nation Teacher of the Year at ceremonies held at Cherokee Nation School Appreciation Day in Catoosa, OK. Grand View Board Members and Superintendent Dr. Ben gave special recognition to Ms. Littledeer for going above and beyond teaching 3rd graders during day school time and teaching the Cherokee Language/Culture during after school time.

OIE Grants and Programs

Select each program below to learn more.

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Office of Indian Education - Office of Elementary and Secondary Education

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Meet OIE's Director | OIE Organization and Contact Page | State Education | Tribal Consultation and Engagement Sessions OIE is seeking Peer Reviewers for Discretionary Grant Competitions. If you are interested in this opportunity, please download this PDF with further details. Overview The U.S. Office of Indian Education (OIE) administers the Indian Education Program of [...]

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OIE Technical Assistance YouTube Channel

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OIE Technical Assistance YouTube Channel

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This link will take you to the Playlist tab of the OIE Technical Assistance YouTube channel. There you can select the ARP-AIRE playlist for all recorded talking circles and events.

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Office of Indian Education Technical Assistance

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Share your videos with friends, family, and the world

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What topics would you like to cover in upcoming Talking Circles? To reply, click the Plus Sign below this column then type your request(s) and publish the post.

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What topics would you like to cover in upcoming Talking Circles? To reply, click the Plus Sign below this column then type your request(s) and publish the post.

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Aleut Community of St. Paul Island Tribal Government

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Aleut Community of St. Paul Island Tribal Government

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Do you have sample data sharing agreements that you may be willing and able to share with follow grantees? To reply, click the Plus Sign below this column then upload your document and publish the post.

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Do you have sample data sharing agreements that you may be willing and able to share with follow grantees? To reply, click the Plus Sign below this column then upload your document and publish the post.

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Do you have a question or comment that does not fit elsewhere? To reply, click the Plus Sign below this column then type your question and publish the post.

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Do you have a question or comment that does not fit elsewhere? To reply, click the Plus Sign below this column then type your question and publish the post.

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To apply for view-only access to drawdown activity in G5, complete this form, secure the appropriate signatures, have it notarized then scan and email it to the electronic address indicated.

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This 90-minute webinar explores the various purposes for da-sharing agreements, covers the basics of FERPA, and examines components of data-sharing agreements

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Office of Indian Education Technical Assistance

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What challenges have you faced in developing strong relationships with school and district leadership? How have you overcome those challenges?

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How do you help districts see the valued-added via the grant?

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Who have been some of your champions? How did you win them over?

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Hiring delays remain a challenge for us.   

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Hiring delays remain a challenge for us.   

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Lack of qualified staff remain a challenge for us.

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Lack of qualified staff remain a challenge for us.

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Let's "Crowd Source" some strategies- share your ideas!

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Being able to get meaningful referral from school staff or getting specific names of students who are chronically absent so we can support these students better.

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We need to look at a charter school relationship in year 2

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We need to look at a charter school relationship in year 2

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Hiring qualified people in a small rural town such as Ukiah in Northern California has been extremely difficult. Can we offer hiring bonus?

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A concern if they  have non tribal students,tho

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A concern if they  have non tribal students,tho

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Some of the challenges I have seen is schools are just busy. But keeping communication open with principals or counselors has helped. Trying to have programs that work with them instead of creating more jobs for them and helping them see that was important for us.

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Creating mutual trust is vital and the most challenging since the creation of schools. So having the LEA trust the process of our Model and what we do and how our staff roles and responsibilities differed from their own public school staff roles. We created opportunities to be over communicative to let them know what we were doing, why we were doing, and asked how we could help. Doing a School Needs assessment with staff to steer our supports that we would provide was also very helpful in developing trust from the LEA to what we do. 

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Creating mutual trust is vital and the most challenging since the creation of schools. So having the LEA trust the process of our Model and what we do and how our staff roles and responsibilities differed from their own public school staff roles. We created opportunities to be over communicative to let them know what we were doing, why we were doing, and asked how we could help. Doing a School Needs assessment with staff to steer our supports that we would provide was also very helpful in developing trust from the LEA to what we do. 

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Providing monthly updates or quarterly updates to demonstrate what we do. 

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Providing monthly updates or quarterly updates to demonstrate what we do. 

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Social anxiety among native students are growing.

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We cohost Bi Annually with our LEA for the Tribal Collaboration and Consultation with our local seven tribes and community and gain input for implementing and enhancing our program as well. We collaborate with the Superintendent and Admin team to generate the needed topic to start conversations. We've covered Attendance Issues, Academics, Mental Health needs, and next week how to strengthen family engagement. It has created an open door to our district. They actively seek input from the local tribal leaders on how the district can best serve its children, they ask what do we need to know about your culture and your tribe so that we can best serve your students. I've been able to witness the strength in collaboration over these past three years and it continues to improve. 

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We cohost Bi Annually with our LEA for the Tribal Collaboration and Consultation with our local seven tribes and community and gain input for implementing and enhancing our program as well. We collaborate with the Superintendent and Admin team to generate the needed topic to start conversations. We've covered Attendance Issues, Academics, Mental Health needs, and next week how to strengthen family engagement. It has created an open door to our district. They actively seek input from the local tribal leaders on how the district can best serve its children, they ask what do we need to know about your culture and your tribe so that we can best serve your students. I've been able to witness the strength in collaboration over these past three years and it continues to improve. 

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Picture of the bus that is used for students at the San Carlos Apache Tribe.

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Programs that are shared with the library bus in hand at San Carlos. Bus is used across all programs not only for literacy.

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Office of Indian Education Technical Assistance