The ANA Messenger: Native Languages Edition 2014
Comanche Nation College, Oklahoma
“Numa Tekwapu” Comanche Language
“The difference between a community college and a Tribal community college is language and culture.” -- Gene Pekaw, Dean of Student Services
Organized in 2002, Comanche Nation College (CNC) was the first Tribal College established in the state of Oklahoma, and in 2012 it became the first Tribal community college in the state to receive accreditation. The mission of CNC is to provide educational opportunities in higher education combined with the traditions and customs of the Comanche Nation and other American Indian perspectives. The College provides associate degree programs and educational opportunities in higher education that meet the needs of Comanche Nation citizens, all other Tribal members, and the public.
Elders provided on-going input, and participated in the recording of Comanche language words and phrases. The recordings, along with appropriate pictures, advanced the development of the computer training modules and student comprehension, and allowed students to hear fluent, Native speakers pronounce Comanche words.
The project was designed to develop audio and visual materials to support Native learning styles which tend to be visual and oral. Success was driven by a dedicated (and humorous) staff and 40 Elders and 55 youth being involved.
The College also built upon internal and external collaborations to develop interactive language computer modules, resulting in an increase in available instructional materials. Over 5,100 hours of Comanche language instruction has been given and 20 students have increased their ability to speak and comprehend the language.
Le Fetuao Samoan Language Preservation and Maintenance in Hawaii
Over the past several decades, competency in the Samoan language has shown a marked decrease among successive generations of U.S.-born Samoans. This language loss has created problems for Samoan youth in the areas of literacy, educational attainment, and identity. While there is a university-level Samoan language program and two high school programs in Hawaii, there are no wide-spread educational schemes in place, public or private, to keep Samoan a viable living language for local-born youth. The city and county of Honolulu has one of the largest urban population cores of Samoans in the U.S., yet without educational strategies for teaching Samoan, the culture and language is steadily dying out with each succeeding generation. Le Fetuao Samoan Language Center (LFSLC) was founded to address this problem. Our grant works to ensure the survival and continuing vitality of Samoan language and culture for future generations.
When Le Fetuao held its first class in 2008, survey questions included in LFSLC registration indicated that about 98% of children participants of LFSLC could not speak, read, or write Samoan when they initially entered the center.
This three year grant is working to accomplish three objectives. The first is to develop a formalized, culturally-based Samoan language curriculum and evaluation tools. Once developed, the curriculum will encompass teacher manuals and student worksheets for a full semester of Samoan language instruction, beginning with rudimentary skills including the Samoan alphabet. By the end of the project, we hope to this disseminate the curriculum to 20 teachers.
In accomplishing the second objective, LFSLC hopes to have increased the Samoan language capabilities and fluencies of 30 instructional staff (20 teachers and 10 teaching assistants) at three community-based sites, as demonstrated through successful completion of trainings in years two and three and certification of 30 teachers in Samoan language instruction.
As part of the final objective, LFSLC will have expanded Samoan language education to include three community-based sites. These sites will engage 500 children and 20 parent and community volunteers in the study of Samoan language by the end of the project.
Mescalero Apache Tribe, New Mexico
Mescalero Apache Language Immersion School
Located in the foothills of the Sacramento Mountains in southern New Mexico, the Mescalero Apache Reservation is home to approximately 4,000 members. The Mescalero Apache Language Immersion School goal was to increase the numbers of fluent young speakers who are knowledgeable about and make use of Apache culture.
Partnering linguist from New Mexico State University, and staff developed an age-appropriate immersion curriculum including lesson plans, games, and other activities leading to learning. The Tribe provided space in the school for an Apache-only environment, and various Tribal departments donated supplies, equipment, and furniture.
In total, 28 students increased their knowledge of the language, 10 of whom became conversationally fluent as measured by project staff. Parents reported that students are excited to use the language at home. The language lessons have also instilled Apache values in the youth.
The immersion program’s benefits extend to the Mescalero Apache community as a whole, as well. Community members’ have become motivated to learn the language and to participate in cultural events. “Who we are as a people is identified through the language.” – anonymous Apache community member.
Learning your language early in life matters; staff report that the Tribal school’s overall performance has improved; students who graduated from the immersion program are now scoring higher on tests.
The Tribe held hour-long, weekly language classes for adults and hosted a language summit which attracted over 100 people – get involved and have fun!
Getting to Know William Post
1. Can you provide us with some background, including what lead you to the kind of work you do for ANA?
I have been working in international development and human rights for the last 10 years. I began my career with the Peace Corps, where I lived and worked in a rural village in Cameroon supporting forest conservation and public health initiatives. Most recently I was with USAID in Helmand, Afghanistan using development strategies to support the Marines in their stabilization efforts. Although I love working internationally, I wanted to return home and work with indigenous communities throughout the United States.
2. Being new to ANA, what do you enjoy most about your job?
I enjoy being a Program Specialist at ANA and learning about all the different native communities, their cultures, and languages. The most rewarding aspect of this job is working directly with grantees, talking about the progress of their projects, and assisting them to achieve their goals.
3. What are some of your interests or hobbies? What do you like to do most in your free time?
I love to cook and I love to eat, they go hand in hand. I enjoy reading, both books and newspapers. And I love being outside fishing, hiking, or camping - the more remote and wild the better.
4. Is there anything else you would like to share?
I refuse to get a Facebook account.
Getting to Know Mardella S. Costanzo
1. Can you provide us with some background, including what lead you to the kind of work you do for ANA?
For the past seven years I have been volunteering and working in Indigenous communities in North Carolina. North Carolina is home to eight State Recognized Tribes and four Native American based urban organizations. While attending the University of North Carolina at Pembroke, I volunteered with the Lumbee Tribe’s Boy and Girls Club and the dance & culture classes. After graduation in 2010, I began working with the Office of Indian Education, Cumberland County Schools. While Fayetteville is widely known as the home of Fort Bragg Army Base and Pop Air Force Base, the area is also situated in between two rural tribal communities. Home to generations of urbanized Native families, the Office of Indian Education serves as advocate for student and families rights and needs. Working through the Catching the Dream Drop Out Prevention Grant I was able to help students navigate the road of college and career planning. After the grant period ended I worked at the University of North Carolina at Pembroke, as an Assistant Director of Admissions with a special emphasis in American Indian Recruitment. While there I was able to assist Native students and their families with the transition to college and navigate the procedures involved in the admissions and enrollment.
I am passionate about helping Native communities come together to work for the betterment of the next generation.
2. Being new to ANA, what do you enjoy most about your job so far?
Working with dedicated grantees in the Alaska, Eastern, Pacific and Western regions I really enjoy learning about the different projects and how they are tied to local Indigenous communities.
3. What are some of your interests or hobbies? What do you like to do most in your free time?
In my free time I enjoy spending time with my family and friends, getting lost in a good book, traveling to new places and powwows.
4. Is there anything else you would like to share?
I am proud to come from two rich and distinct cultures! I am a member of the Lumbee Tribe of North Carolina and first generation Italian American.
The Administration for Children and Families (ACF) recognized several ANA staff members for their exceptional achievement in reviewing and updating all ANA (Funding Opportunity Announcements (FOAs). The members of team – Courtney Roy, David Berlin, Sarah Schappert and Denise Litz – ensured the FOAs comply with ACF policies and streamlined guidance for applicants and reviewers. The team worked to renew the standing status for four of ANA’s six annual program announcements including Social and Economic Development Strategies (SEDS), Native Languages – Preservation and Maintenance, Native Languages – Esther Martinez Immersion, and Environmental and Regulatory Enhancement. The newest ANA program, Sustainable Employment and Economic Development Strategies (SEEDS) was also revised to become a standing FOA. The standing status allows ANA to reissue the FOAs more timely in future years, and allows potential applicants more time to prepare, as they can expect more consistency between funding cycles. The team worked diligently throughout the year so ANA’s FOAs would be the first to be submitted and approved by ACF Administration for the FY 2013 funding cycle. This aggressive timeframe also serves ANA applicants by providing more time for the review process.
Book Review of
In the Courts of the Conqueror: The 10 Worst Indian Law Cases Ever Decided
Walter R. EchoHawk, the author of In the Courts of the Conqueror: The 10 Worst Indian Law Cases Ever Decided, introduces readers to several Federal Indian law cases. The author provides both a historical and political framework for readers. Due to the complexity of Federal laws governing Indians, this book allows the reader to enter into the world of Indian law and engage in compelling discussions that involve cases within the United States judicial system. These complexities include an array of issues such as sovereignty, legal jurisdiction, land use, family affairs, crime and violence.
The book offers readers a glimpse into the world of Indian Law by providing 10 Indian cases that have set the tone throughout the years effecting current Federal Indian Legislation passed by Congress. The author’s viewpoint shows readers the “darker side” of Federal Indian law, and examines how certain laws have affected the survival of Native Americans and their culture. Mr. Echohawk points out that Federal Indian Legislation can be viewed as laws that are forced into Native American culture through historical colonial power, and viewed as injustice with prejudices.
Historically, all ethnic minorities within the United States – African Americans, Native Americans, Asians among others – have faced discrimination in one form or another. The author raises the following question: Is justice the principal foundation of the courts? Mr. Echohawk states, “One explanation is that justice is not the principal foundation of the courts….” (p. 34) For example; the well-known Dred Scott case (1857), in which the Supreme Court held that a slave may not sue for his freedom in courts because blacks are not, and could never be, citizens entitled to use the federal courts [Dred Scott v. John F.A. Sanford, 60 US 393 (1856)]. In 1924, the Indian Citizenship Act was enacted. While Indians became citizens of the United States “[they] were not considered wards of the government until Congress decides that they should be let out of the dates of pupilage and admitted to the privileges and responsibilities of citizenship” [Elk V. Wilkins, 112 US 94, 106 (1884)]. Both cases are examples that highlight the injustices and prejudices against minorities in the American judicial system, and demonstrates why one would question if justice is the principal foundation of the court.
The Indian Child Welfare Act of 1978 (ICWA) was enacted to govern the out-of-home placement of Indian children in part because “there is no resource that is more vital to the continued existence and integrity of Indian tribes than their children.” Woven into the text of ICWA are means to maintain children’s culture and heritage when they are adopted out to a family outside their birth mother or father. ICWA mandates that significant efforts be made to ensure adopted Indian children remain within Native communities even if children cannot remain with their parents. Prior to this Act, many Indian children were placed into non-Indian families. The author states that prior to the enactment of ICWA, the system basically robbed children of their cultural heritage and;
ICWA has been hailed as a triumph by many and seen as Congress’s best work regarding human rights and promotion of tribal sovereignty. Yet, the issue becomes more complex when the sole responsibility for enforcing ICWA lies with state courts even is ICWA appears to place decisions in the hands of the Indian tribe who have supposed to have exclusive authority over Indian children living within the community, and also when the tribe rightfully request state courts to transfer placement cases to the tribe. The author illustrates how current court cases relate to the 10 Indian Law cases identified in the book. The recent Supreme Court case Adoptive Couple v. Baby Girl (2013), more commonly known as the “Baby Veronica case”, provides a compelling example of the implementation of ICWA. The Baby Veronica case is a clear example of how one father who is Cherokee simply fought to maintain paternal rights of his Native American daughter, certain he was protected by ICWA, and the belief that his daughter’s cultural ties would be safe. Yet the case resulted in a non-Indian family successfully adopting the Indian child. A reader might question the purpose of ICWA.
In the Courts of the Conqueror: The 10 Worst Indian Law Cases Ever Decided allows the reader to understand the political and historical roots of Indian law, and provides demonstrations on how current laws are impacted by laws that were previously enacted. The author shows that the early laws governing Native Americans were enacted with a “colonial” mind set. As we into a contemporary American judicial system, progress and justice in Indian Country continues to remain a question. The author claims that there is still unfinished business in the American judicial system.
In a positive light, the recently passed bipartisan 2013 legislation to reauthorize the Violence Against Women Act (VAWA), is an example of progress being made within Indian Country. Prior to VAWA, non-Indian perpetrators of violence against women in Indian country were not allowed to be prosecuted in the Native court system, yet that is soon to change. The 2013 VAWA amendments allow tribes to exercise their sovereign authority to investigate, prosecute, convict, and sentence both Natives and non-Natives who assault women in Indian country. The cases are an introduction to Indian law and help readers to better understand the current issues in Indian Country.
Tyanne Benallie (Diné)
In the Courts of the Conqueror: The 10 Worst Indian Law Cases Ever Decided by Walter R. Echo-Hawk ©2010 Fulcrum Publishers, Yale, OK. ISBN 978-1-936218-01-1
Health and Human Services continues to assist Tribes with access to HHS Grants
Secretary Sebelius has charged the Intra-agency Council on Native American Affairs (ICNAA) to develop, implement, and evaluate a comprehensive initiative to increase Tribal accessibility to HHS grants. The latest effort is to host a day and a half-long workshop January 22-23, 2014 with over 100 tribal representatives in attendance. The workshop is designed so that Tribes and HHS staff can participate together to improve tribal access to grants. In addition, the Department will unveil and provide technical assistance for the Grants Matrix Tool. The training will be video-taped and made available at a later date to assist those not able to attend.
The workshop has three objectives:
The following activities have been completed so far to increase access and availability:
Upcoming ANA Language Events for 2014
February 20, 2014: Native Languages in Early Childhood Settings, a joint webinar with ANA, OHS and Dept. of Education. We will discuss how to use or adapt a non-native curriculum in a language immersion setting, strategies to overcome challenges to parent involvement in Native American language learning, and developing indigenous/heritage language fluency measures for preschoolers.
April 10, 2014: The Native Language Tipping point: Getting from “endangered” to “thriving”. There seems to be a lot happening in communities, as well as at the state and federal level to support Native American languages. This webinar will be about focusing that momentum to turn the tide on language loss.
May 22, 2014: Native Language revitalization in urban and other multi-indigenous language settings. There are special challenges when in a non-tribal setting or in a multi-indigenous language setting. We will explore those obstacles and how some organizations and tribes are addressing them.
(August or September) (Date to be confirmed) Native Languages- Strategies for Sustainability
November 6, 2014: Champions of Native Languages: inspiration and lessons from leaders in the field about keeping the passion and effecting change.
Missed a webinar? Find recordings of these as well as others about three weeks after the webinar date on the ANA Resources tab keyword: webinar.
National Native Language Summit:
We are discussing the theme and one possibility is for it to be related to Data/Assessment. One day is not a lot of time, and we want the Summit to be action oriented and have some deliverables that will move the field forward. Stay tuned on the ANA website for more details.
The Consortium of Indigenous Language Organizations Upcoming Workshops
CILO Language Immersion Planning and Methodology: Early Childhood/ Head Start Workshop
This ILI/CILO three day workshop will train parents, grandparents, caregivers, teachers and community people who interact regularly with Early childhood / Head Start age groups where Native language is the main language of activity. The workshop provides hands-on experience on how to prepare long-range plans for language and culture transmission (Curriculum), daily plans of activities and materials development.
The cost of this workshop is $325.00. For a registration form click here.
This event will be held at the Embassy Suites Hotel in Albuquerque, New Mexico. The conference room rate is $99.00 per night plus tax, reservations must be made by March 14, 2014 by calling 1-800 EMBASSY (362-2779) or 505-245-7000 and refer to the CILO April 2014 Workshop. Note that the hotel does not have shuttle service so you will have to take a taxi, shuttle or rent a car at the Albuquerque Sunport Airport.
Venue: Embassy Suites Hotel, 1000 Woodward Place NE, Albuquerque, New Mexico, 505-245-7000.
CILO Curriculum Development, Lesson Planning and Language Activities for Early Childhood Immersion Workshop
This ILI/CILO three day workshop is a follow-up to the Language Immersion Planning and Methodology for Early Childhood/Head Start Workshops offered in 2013 and in April 2014. The workshop will focus more in depth the development of curriculum, lesson plans, language activities, and materials development for Early Childhood / Head Start Programs. There will be hands-on activities and practice sessions for participants. This workshop is recommended for parents, grandparents, caregivers, teachers and community people who interact regularly with Early childhood / Head Start age groups where Native language is the main language of activity.
The cost of this workshop is $325.00. For a registration form click here.
This event will be held at the Embassy Suites Hotel in Albuquerque, New Mexico. The conference room rate is $89.00 per night plus tax, reservations must be made by May 24, 2014 by calling 1-800 EMBASSY (362-2779) or 505-245-7000 and refer to the CILO June 2014 Workshop. Note that the hotel does not have shuttle service so you will have to take a taxi, shuttle or rent a car at the Albuquerque Sunport Airport.
For more information contact Indigenous Language Institute by calling 505-820-0311 or email: email@example.com.
2014 ILI Workshop/Conference Calendar and Other Language ConferencesAnnouncing ILI's 2014 Workshop/Conference Calendar. Click here to download schedule. This year ILI is traveling some of our workshops to Native communities/cities outside of New Mexico. DATES, VENUES, ETC. SUBJECT TO CHANGE.
Click here for a list and registration form for 2014 ILI In-House Technology Workshops: Digital Storytelling and Print. These workshops will be held at the ILI offices in Santa Fe, New Mexico.
If you are interested in any ILI or ILI/CILO workshops but cannot attend the dates listed, ILI can be contracted to provide these workshops in your community. For more information contact us at 505-820-0311 or email firstname.lastname@example.org.
White House Initiative on American Indian and Alaska Native Education
The White House Initiative on American Indian and Alaska Native Education leads the President’s Executive Order 13592, signed December 2, 2011, Improving American Indian and Alaska Native Educational Opportunities and Strengthening Tribal Colleges and Universities.
The Initiative, located within the Department of Education, seeks to support activities that will strengthen the Nation by expanding education opportunities and improving education outcomes for all American Indian and Alaska Native (AI/AN) students. It is committed to furthering tribal self-determination and ensuring AI/AN students, at all levels of education, have an opportunity to learn their Native languages and histories, receive complete and competitive educations, preparing them for college, careers, and productive and satisfying lives.
Department of Education Native Language Activities for 2013
Interagency MOA on Native Languages
The Office of Elementary and Secondary Education (OESE), Title III State Consolidated Grant Group Student Achievement and School Accountability Programs (SASA) is working to obtain information from States, LEAs, schools, tribes, and other public parties pertaining to the accurate identification of Native American students who are English learners so that these students can receive services through language instruction educational programs. A Federal Register Request For Information (RFI) on Native American English learners. Responses will be posted online, synthesized, and shared with the public.
National Advisory Council on Indian Education
The National Advisory Council on Indian Education (NACIE) serves as the Initiative’s advisory council. NACIE was authorized by Section 1714 of the Elementary and Secondary Act (ESEA). The Council consists of fifteen members who are American Indian and Alaska Native and are appointed by the President. The fifteen members represent different geographic areas of the United States. Council members are asked to provide their best judgment that is free from any conflict of interest, provide advice, and recommendations based on their previous experiences and expertise.
NACIE published an annual report to Congress submitted in June of 2013. The report specifically calls on Congress to “Stimulate the Vitality of Native Languages, Histories, and Cultures” through several recommendations, such as expanding funding for native languages using Title III funds and ensuring that the No Child Left Behind Act requirement for highly qualified teachers not be used in a manner detrimental to native language teachers.
Setting Research Priorities That Support Native Students
Traditional dancer at NIEA Pow Wow
Tribal representatives from across the country gathered November 3, in Rapid City, South Dakota, for a common cause: examining how our education system incorporates indigenous language and culture and what research could help increase and improve those efforts.
Convened by REL Northwest with REL Central and REL Pacific, the unprecedented event focused on an uncomfortable truth. While narrowing achievement gaps and ensuring all students are proficient in academic subjects is at the core of our educational policy and practice, strategies designed to accomplish those goals don’t work for all students. American Indian, Alaska Native, and Native Hawaiian students often have unique needs that call for alternate approaches.
Research has shown that culturally based education (CBE) can make a difference for Native students, including improving graduation rates, college-going, and test scores. However, more information is needed about how federal policies support indigenous language and culture in education, what CBE programs are currently in use, and how to evaluate and scale up the most effective strategies. Moreover, the Office of Indian Education within the U. S. Department of Education is encouraging educators to shift the focus of their Title VII Indian Education formula grants to place a greater emphasis on “culturally responsive education.”
“The time is long overdue for the educational R&D community to provide a venue for Indian educators to share their current knowledge of policy, research, and practice
supporting the use of indigenous language and culture for the education of their children and create a meaningful road map for carrying out future research that will benefit Native American communities. It’s time for us to hear the research questions that the Indian communities want answered.” Steve Nelson, Education Northwest
Supported by the Institute of Education Sciences, the event attracted 31 leaders from 11 states. Participants included representatives of tribal education departments, state education agencies, school districts, higher education institutions, and private foundations.
One tribal services director said the sessions were thought provoking and would prompt him to “develop a tribal strategic education plan to share and implement with tribal leaders and the community.”
A staff member of a community-based organization appreciated “the ability to hear success stories and understand how I might apply the examples to my own context.” And, another participant from the Cherokee nation remarked that as a result of the event he was going to draft CBE standards and work with his state education agency to incorporate them into the state standards.
NCAI Re-Launches the Native Languages Working Group
In October 2013, thousands of members of the National Congress of American Indians (NCAI) travelled to Tulsa, Oklahoma, as part of the organization's 70th Annual Convention. Led by past NCAI President, Joe Garcia of Ohkay Owingeh Pueblo, and past National Indian Education Association (NIEA) President, Ryan Wilson of the Oglala Lakota Nation, NCAI re-launched its Native Languages Working Group. In a full-day session, participants discussed community and policy priorities, reviewed background research on Native language education compiled by NCAI, and heard from New Zealand Maori language educators. The NCAI Native Languages Working Group will convene next at the NCAI Mid-Year Conference in Anchorage, Alaska, in mid-June 2014.
For more information, please contact Brian Howard, NCAI Legislative Associate, at email@example.com
NIEA Workshops on the Common Core Standards
Clint Bowers, NIEA Policy and Research Associate
Throughout 2013, the National Indian Education Association (NIEA) provided Common Core State Standards (CCSS) professional development to Native communities and their school systems' teachers. The primary goal was to ensure teachers had the tools they need to work with their local tribes and parents and include culture and language within the curriculum. NIEA held four two-day training sessions near Santa Fe and Albuquerque that each brought over 50 teachers and administrators together to coordinate the various schools' (Bureau of Indian Education, public, and charter schools) curriculum and staff.
NIEA and its partners at the Pueblo of Jemez Education Department invited regional CCSS experts, as well as Language and Culture-Based Education Experts from the Kamehameha Schools in Hawaii, to help the school districts implement CCSS while also respecting the local Native culture. In each pilot training NIEA provided teachers ample opportunity to exchange best practices for respectfully creating work plans that include local Native linguistic and cultural traditions. NIEA provided material, instruction, and a means for ongoing collaboration between schools, tribes, and the state education department.
The pilot project focused on a small community yet because it is served by numerous school districts it was a prime location for illustrating the ongoing benefits of coordination and active collaboration between education partners. The work in 2013 will help CCSS succeed by raising student achievement and strengthening culture and language in Native communities. Additionally, the model will provide a framework for academic and cultural collaboration for other Native and non-Native communities.
NIEA will be working in 2014 with Native and civil rights partners as well as state governments to develop CCSS town hall meetings throughout the Southwest so parents understand the benefits of Common Core and have access to CCSS material that is translated not only in Spanish, but also in Diné (Navajo). NIEA will also be expanding work into other communities in the states of New Mexico and Washington to increase the inclusion of language and culture into the new academic standards.
Communities in the News
Students earn credit for American Indian language classes Written by Henry Dolive with NewsOK.com (Featuring the Sac and Fox Nation)
Language Immersion Preschools: Kids learn from early bilingual opportunities. Written by , Scott Driscoll with the Alaska Airlines Horizon Edition. (Article begins on page 66 and feaures the Crow tribe in the inset on page 70)
Legislation to recognize Native Alaskan Languages as Official State Language
On January 10, Alaska State Representatives Jonathan Kreiss-Thompkins (D-34), Charisse Millett (R-24), Bryce Edgmon (D-36) and Benjamin Nageak (D-40) introduced House Bill 216 that seeks to designate Native Alaskan languages as official state languages alongside English.
Administration on Children, Youth and Families’ Children’s Bureau
A Diligent Recruitment of Families for Children in the Foster Care System grant was awarded to Winnebago Tribe for $400,000 for up to 5 years. Projects will implement multi-faceted, comprehensive diligent recruitment programs to recruit, train, and support a cadre of foster and adoptive families (including concurrent and dual) that reflect the characteristics of the children and youth in foster care awaiting placement.
Office of Child Care
The Office of Child Care (OCC) approved 259 Child Care and Development Fund (CCDF) FY 2014-2015 Tribal Plans.
Office of Community Service
On September 10 – 13, 2013, at the 2013 Annual National Association for State Community Services Programs (NASCSP) conference held in Phoenix, Arizona, 20 Tribes participated in several first-ever Community Services Block Grant Tribal Technical Assistance tracks.
Discussions were led on collaborative efforts to serve Indian Country where panel experts addressed ways in which Tribes could work with other organizations to support programs, address Tribal members’ needs, and create resources while building and sustaining Tribal communities.
Low Income Home Energy Assistance Program
ACF funds 51 states, 5 territories, and 152 tribes through its Low Income Home Energy Assistance Program.
This past year, ACF has made considerable efforts to begin providing tribes with expanded training and technical assistance (“T&TA”) opportunities.
Office of Head Start
DRS re-evaluation training for the federal team leaders was scheduled for October 23-24, 2013. This training covered the Region XI American Indian/Alaska Native (AI/AN) Re-Evaluation Monitoring tool and use of the Office of Head Start Monitoring Software.
Assets for IndependenceThe Assets for Independence (AFI) Program will be conducting Tribal Learning Cohorts in the upcoming months. The Tribal Learning Cohorts are a peer-learning series designed to provide an opportunity for all Tribal AFI programs to connect with peers, collaborate around common challenges, as well as share experiences and best practices.