BIE Consultation and Comments

The Bureau of lndian Education (BIE) will be conducting consultation meetings to obtain oral and written comments on the restructuring of the BIE. The consultation meetings are a continuation of tribal consultations conducted by the Department of the Interior and the Department of Education in 2014.

DATES: See the SUPPLEMENTARY INFORMATION section of this document for dates of tribal consultation sessions. We will consider all comments received by May 15, 2015, 5:00 p.m., Eastern Daylight Time.

See the SUPPLEMENTARY INFORMATION section of this document for the locations of these tribal consultation sessions. Submit comments by mail or hand-deliver written comments to:

Jacquelyn Cheek, Special Assistant to the Director, Bureau of Indian Education
1849 C Street, NW, Mailstop 4657-MIB
Washington, DC 20240
facsimile: (202) 208-3112; or e-mail to:

FOR FURTHER INFORMATION CONTACT: Jacquelyn Cheek, Special Assistant to the Director, Bureau of Indian Education, telephone: (202) 208-6983.

To see the notice and supplementary information, click here.

Via Education Department Cites Increase in Indian Graduation Rate

An excerpt:

More and more American Indian and Alaska Native students are graduating from high school but they are still falling behind their peers, according to data released by the Education Department today.

During the 2012-2013 school year, 69.7 percent of Indian students finished high school. The rate marked an improvement from the two years prior.

Despite the gains, Indian students had the lower graduation rate of all other ethnic and racial groups. The rates among Asian/Pacific Islander (88.7) and White (86.6) students were significantly higher while the rate among Hispanic students (75.2) was noticeably higher as well.

To view the full article, click here.

DEPARTMENT OF EDUCATION |Requests Comments on Proposed Rulemaking for Professional Development Program and Demonstration Grants for Indian Children – Deadline: January 2, 2015

The Department of Education (ED) invites stakeholders to provide comments on proposed priorities, requirements, definitions, and selection criteria for the Indian Demonstration and Indian Professional Development programs. Last week, ED published a Notice of Proposed Rulemaking for the Professional Development program and the Demonstration Grants for Indian Children (Demonstration Grants program). Both grant programs are authorized under Title VII of the Elementary and Secondary Education Act of 1965, as amended (ESEA). For the Professional Development program, the regulations would enhance the project design and quality of services to better meet the objectives of the program; establish post-award requirements; and govern the payback process for grants in existence of the date these regulations become effective. For the Demonstration Grants program, ED is proposing new priorities, including one for the newly-announced Native Youth Community Projects, and application requirements.

Submission Information:
• Federal Register Notice
• Submission Deadline: January 2, 2015
• Electronic Submissions: Please visit
Or Mail to:

John Cheek
U.S. Department of Education
400 Maryland Avenue SW
Room 3W207
Washington, D.C. 20202-6135
(202) 401-0274

For more information, please contact John Cheek at the U.S. Department of Education at (202) 401-0274 or

2014 Native Youth Report – Executive Office of the President

Here is the White House 2014 Native Youth Report. An excerpt from the Root Causes of Disparities in Native Educational Attainment:

Continued Lack of Genuine Tribal Control: Historically, states that have Indian lands within their geographic boundaries have not been required, or even encouraged, to collaborate with tribes in operating schools. Public education, which serves the vast majority of Native students in schools both on and off reservation and tribal lands, continues to exclude tribes and maintains non-tribal control over academic goals, funding, staffing, and curriculum. The lack of culturally-relevant curriculum and culturally competent staff that understand how to reach Native youth may lead to the high drop-out rates and low high- school graduation rates for AI/AN students. Although there are over 200 Tribal Education Departments, they are not adequately funded to develop tribal expertise. In addition, the BIE, which has transferred operation of two-thirds of schools to tribes, has not been adequately restructured to recognize its new primary role of supporting tribal programs, rather than being the primary provider of Indian education. Tribes and Indian educators identify infrastructure investments and administrative grant support costs as necessary resources to execute genuine tribal control.

And an excerpt from the Recommendations for Change:

Strengthen tribal control of education: Education is a key component in improving the life trajectories of Native youth and ultimately rebuilding strong tribal nations. Tribal nations are in the best position to address the unique needs of their students because they best know their own children and communities. Research identifies tribal self-determination as a strategy that has improved the well-being of American Indians and Alaska Natives across many areas of government service. Increasing tribal control also is likely to lead to greater development of curricula that include Native languages, cultures, and values. Tribal/state and tribal/school district partnerships in education are important opportunities for improving outcomes for Native youth. Elevating the role of tribes in education allows them to design schools and programs rooted in high expectations for all students, while embracing tribal values and traditions that meet the specific needs of their citizens.

NEW DATES: Dept. of Education: Tribal Consultations and Listening Sessions

2014 Listening Sessions

The goal of this first-ever school environment listening tour is to hear from students, schools and communities on ways to better meet the unique educational and culturally-related academic needs of Native American students. The listening sessions are focusing on school environment – bullying, student discipline and offensive imagery and symbolism. WHIAIANE will gather feedback during the tour and consider how it can inform future action to ensure Native American students receive a high quality education.

The first stop on the tour was held on Oct. 10, in Franklin, Wisconsin, at the Indian Community School of Milwaukee. Future sessions this fall will be held in Lacrosse, Wisconsin; Seattle, Washington; East Lansing, Michigan; Tulsa, Oklahoma; Oklahoma City, Oklahoma; Troy, New York, and Los Angeles, California.

If you are not able to attend a listening session in person, please submit a written version of your comments and experiences to We are collecting comments, experiences, and stories to better understand the challenges and opportunities facing Native American students’ and their school environment.

The remaining dates are as follows:

November 11, 2014- Los Angeles, CA
Time: 9:30 am – 4:30 pm PT
Autry National Center of the American West
4700 Western Heritage Way
Los Angeles, CA 90027

November 18, 2014- Oklahoma City, OK
Time: 1:00 pm – 7:00 pm CT
Oklahoma City Public Schools
Administration Building
900 N Klein
Oklahoma City, OK 73106

November 19, 2014- Lansing, MI
Time: 1:00 pm – 6:00 pm ET
Kellogg Conference Center
Michigan State University
55 S Harrison Ave
East Lansing, MI 48824

November 21, 2014- Tulsa, OK
Time: 9:00 am – 4:00 pm CT
Wilson Teaching and Learning Academy
2710 E 11th Street South
Tulsa, OK 74104

November 24, 2014- Seattle, WA
Time: 1:00 pm – 7:00 pm PT
Daybreak Star Cultural Center
5011 Bernie Whitebear Way
Seattle, WA 98199

For more information, click here.

Performance Partnership Pilots Tribal Leader Outreach Webinar

Please join the Department of Education, the Department of Health and Human Services, the Department of Labor, the Corporation for National and Community Services, and the Office of Management and Budget in partnership with the White House Initiative on American Indian and Alaska Native Education for a national outreach call and dialogue on Performance Partnership Pilots (P3). This national tribal leader webinar will provide a valuable opportunity for tribal communities serving disconnected youth to learn about the goals of P3 and current activities to launch the program later this summer.

Topic: Performance Partnership Pilots – Tribal Leaders
Date: Thursday, August 21th 11:00am-12:00pm ET
Time: 11:00am, Eastern Daylight Time (New York, GMT-04:00)
Reference/Session Number:  743 155 679
Meeting Password: WELCOME

Date & Time: Thursday, August 26st from 3:30pm to 4:30pm EDT

*Please note that the information for each webinar is unique and will only be active on their particular dates and times. No per-registration is necessary.

To learn more about the Performance Partnership Pilots, go to:

Please join the meeting at least 15 minutes before the start time.
(You must complete 2 steps to be able to access Webinar and Audio)

To join the online meeting (Now from mobile devices!)

  1. Go to
  2. Enter your name and email address.
  3. Enter the session password: welcome
  4. Click “Join Now”
  5. Follow the instructions that appear on your screen.

TO HEAR THE AUDIO, Dial 888-324-4390 enter Passcode – 65945

Webinar Assistance:
WebEX technical support — 866-449-0701, option #3
Audio Assistance 800-475-5000 Meeting