Native American and Alaska Native Children in School (NAM) Program

Grants to USA eligible schools, Tribes, and educational organizations for programs and projects to benefit the instruction of indigenous children and youth. Applicants are advised that the required registrations may take several weeks to finalize. Funding is intended to develop and enhance capacity to provide effective instruction and support to Native American and Alaska Native students, including Native Hawaiian and Native American Pacific Islander students, who are identified as English learners (ELs). The goal of this program is to support the teaching, learning, and studying of Native American languages while also increasing the English language proficiency and academic achievement of students served.

Priorities:

• Absolute Priority: For FY 2021 and any subsequent year in which awards are made from the list of unfunded applications from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3) only applications that meet this priority will be considered. This priority is:
• Projects that support the teaching, learning, and studying of Native American languages while also increasing the English language proficiency of the children served.
• Invitational Priorities: For FY 2021 and any subsequent years in which awards are made from the list of unfunded applications from this competition, these priorities are invitational priorities. Under 34 CFR 75.105(c)(1) these do not give an application that meets an invitational priority a competitive or absolute preference over other applications. These priorities are:
• Remote Learning: Under this invitational priority, an applicant must propose a project that is designed to address one or both of the following priority areas:
• (a) Adopting and supporting models that leverage technology (e.g., universal design for learning, competency-based education, or hybrid/blended learning) and provide high-quality digital learning content, applications, and tools.
• (b) Providing personalized and job-embedded professional learning to build the capacity of educators to effectively use technology to create remote learning experiences that advance student engagement and learning (e.g., synchronous and asynchronous professional learning, professional learning networks or communities, and coaching). 
• Promoting Literacy: Projects that provide families with evidence-based (as defined in this notice) strategies for promoting literacy. Such strategies may include providing families with access to books or other physical or digital materials or content about how to support their child’s reading development, or providing family literacy activities as defined in section 203(9) of the Workforce Innovation and Opportunity Act (WIOA).