Contact: Mike Sfraga, VP fnmps@aurora.alaska.edu
College of Rural Alaska Fairbanks, Ak.. 99775 (907) 474-7143

Tribal College was founded in xxx by an intertribal organization, the United Tribes of Alaska and operated by the five tribes located wholly or in part in Alaska. Those tribes are the xxxxxx.

1. To provide.
2. To provide support services in the areas.
3. To provide an environment that
4. To promote.
5. To provide an inter-tribal forum and special project aimed at that perpetuation of tribal rights and the economic progress of American Indians.

TC has run into difficulties identifying funding for an all-encompassing Local Area Network for their campus.

Tribal Information Infrastructure Project (TIIP) was initiated by NAPT in 1994 and funded

1. Provide information to schools on local access points to the Internet for telecommunications infrastructure information and services.
1. Expanding the local training access & capabilities to include research conducted at all Tribal Colleges and develop strategies to increase college and professional school enrollment, graduation, and retention of educated Tribal members;
1. Create accredited internships, cooperative educational, and fellowship positions at Alaska Tribal offices with the Tribes needs in mind;
1. Offer "on-line distance education" courses and degree/certificate programs collaboratively with all Alaska Tribal Nation Schools to Tribal members not physically in the Alaska Tribal Nation reservations.
1. Create a "Alaska Tribes Educational Technology Homepage" to inform other Tribes, schools, and the general public about the uniqueness of our Tribal schools and members:

• a Resource area for the Alaska Tribal Nation services
  (target specific Tribal services and identify needed resources)
• Create and manage a publicly available "On-Line School Store" to sell and distribute Alaska Tribal Nation schools’ goods and services.
  (This creates both student and Tribal member entrepreneurs that experience "Succeeding at working on the reservation.")

1. Involve the Alaska Tribal Nation with on-line Tribal community activities such as:

Contact: Xxxxx Xxxxx, Distance Education Coordinator
address City, St. zip (xxx) xxx-xxxx

Tribal College was founded in xxx by an intertribal organization, the United Tribes of Alaska and operated by the five tribes located wholly or in part in Alaska. Those tribes are the xxxxxx.

1. To provide.
2. To provide support services in the areas.
3. To provide an environment that
4. To promote.
5. To provide an inter-tribal forum and special project aimed at that perpetuation of tribal rights and the economic progress of American Indians.

TC has run into difficulties identifying funding for an all-encompassing Local Area Network for their campus.

Tribal Information Infrastructure Project (TIIP) was initiated by NAPT in 1994 and funded

1. Provide information to schools on local access points to the Internet for telecommunications infrastructure information and services.
1. Expanding the local training access & capabilities to include research conducted at all Tribal Colleges and develop strategies to increase college and professional school enrollment, graduation, and retention of educated Tribal members;
1. Create accredited internships, cooperative educational, and fellowship positions at Alaska Tribal offices with the Tribes needs in mind;
1. Offer "on-line distance education" courses and degree/certificate programs collaboratively with all Alaska Tribal Nation Schools to Tribal members not physically in the Alaska Tribal Nation reservations.
1. Create a "Alaska Tribes Educational Technology Homepage" to inform other Tribes, schools, and the general public about the uniqueness of our Tribal schools and members:

• a Resource area for the Alaska Tribal Nation services
  (target specific Tribal services and identify needed resources)
• Create and manage a publicly available "On-Line School Store" to sell and distribute Alaska Tribal Nation schools’ goods and services.
  (This creates both student and Tribal member entrepreneurs that experience "Succeeding at working on the reservation.")

1. Involve the Alaska Tribal Nation with on-line Tribal community activities such as:

Contact: Xxxxx Xxxxx, Distance Education Director
address City, St. zip (xxx) xxx-xxxx

Association was founded in xxx by an intertribal organization, the United Tribes of Alaska and operated by the five tribes located wholly or in part in Alaska. Those tribes are the xxxxxx.

1. To provide.
2. To provide support services in the areas.
3. To provide an environment that
4. To promote.
5. To provide an inter-tribal forum and special project aimed at that perpetuation of tribal rights and the economic progress of American Indians.

TCA has run into difficulties identifying funding for an all-encompassing Local Area Network for their campus.

Tribal Information Infrastructure Project (TIIP) was initiated by NAPT in 1994 and funded

1. Provide information to schools on local access points to the Internet for telecommunications infrastructure information and services.
2. Expanding the local training access & capabilities to include research conducted at all Tribal Colleges and develop strategies to increase college and professional school enrollment, graduation, and retention of educated Tribal members;
3. Create accredited internships, cooperative educational, and fellowship positions at Alaska Tribal offices with the Tribes needs in mind;
4. Offer "on-line distance education" courses and degree/certificate programs collaboratively with all Alaska Tribal Nation Schools to Tribal members not physically in the Alaska Tribal Nation reservations.
5. Create a "Alaska Tribes Educational Technology Homepage" to inform other Tribes, schools, and the general public about the uniqueness of our Tribal schools and members:

• a Resource area for the Alaska Tribal Nation services
  (target specific Tribal services and identify needed resources)
• Create and manage a publicly available "On-Line School Store" to sell and distribute Alaska Tribal Nation schools’ goods and services.
  (This creates both student and Tribal member entrepreneurs that experience "Succeeding at working on the reservation.")

1. Involve the Alaska Tribal Nation with on-line Tribal community activities such as:

Contact: Xxxxx Xxxxx, Distance Education Director
address City, St. zip (xxx) xxx-xxxx

Association was founded in xxx by an intertribal organization, the United Tribes of Alaska and operated by the five tribes located wholly or in part in Alaska. Those tribes are the xxxxxx.

1. To provide.
2. To provide support services in the areas.
3. To provide an environment that
4. To promote.
5. To provide an inter-tribal forum and special project aimed at that perpetuation of tribal rights and the economic progress of American Indians.

TCA has run into difficulties identifying funding for an all-encompassing Local Area Network for their campus.

Tribal Information Infrastructure Project (TIIP) was initiated by NAPT in 1994 and funded

1. Provide information to schools on local access points to the Internet for telecommunications infrastructure information and services.
2. Expanding the local training access & capabilities to include research conducted at all Tribal Colleges and develop strategies to increase college and professional school enrollment, graduation, and retention of educated Tribal members;
3. Create accredited internships, cooperative educational, and fellowship positions at Alaska Tribal offices with the Tribes needs in mind;
4. Offer "on-line distance education" courses and degree/certificate programs collaboratively with all Alaska Tribal Nation Schools to Tribal members not physically in the Alaska Tribal Nation reservations.
5. Create a "Alaska Tribes Educational Technology Homepage" to inform other Tribes, schools, and the general public about the uniqueness of our Tribal schools and members:

• a Resource area for the Alaska Tribal Nation services
  (target specific Tribal services and identify needed resources)
• Create and manage a publicly available "On-Line School Store" to sell and distribute Alaska Tribal Nation schools’ goods and services.
  (This creates both student and Tribal member entrepreneurs that experience "Succeeding at working on the reservation.")

1. Involve the Alaska Tribal Nation with on-line Tribal community activities such as:

The American Indian Higher Education Consortium (AIHEC), founded in 1972, is an organization of 31 colleges, universities, and vocational technical institutions in the United states and Canada, established and supported by their tribes or by the Bureau of Indian Affairs.

Tribal Colleges were established over the past 25 years in response to the unique higher education needs of Indian people, and in recognition of the tremendous importance of post-secondary to tribal economic development, cultural preservation, and sovereignty. Together, the Tribal colleges represent the most significant and successful development in American Indian educational history, promoting achievement among students who may otherwise never know educational success.

Tribal Colleges are primarily located in extremely remote areas that are not served by the other post secondary institutions. They offer educational opportunities to students for whom higher education would otherwise be geographically or culturally inaccessible. Despite minimal funding, the Tribal Colleges have had unmatched success in terms of student retention, matriculation, on-going education rates, and job placement.

All AIHEC institutions offer two-year degrees, and some offer four year and graduate degrees. All 31 of AIHEC’s Tribal Colleges are accredited by their respective regional accrediting agencies. In 1994, the 30 Tribal colleges located in the U.S. achieved federal land grant status.

1. The AIHEC institutions comprehensively address the technical development needs of their constituent tribes while promoting and enhancing their tribal cultures and representing the tribes while promoting and enhancing their tribal cultures and representing the tribes within the broader academic community.
2. AIHEC is a cooperative effort to assist each other in maintaining commonly held standards of quality Indian education.
3. AIHEC will be an accrediting body asserting our unique tribal nature.
4. AIHEC will advocate for the development of tribally-controlled postsecondary education institutions.
5. AIHEC will promote and assist in the development of appropriate legislation to support Indian postsecondary programs.
6. AIHEC will receive, evaluate, and make recommendations on legislation affecting postsecondary education and related areas.
7. AIHEC will assure maximum participation and involvement by Indians in the formulation and implementation of postsecondary education policy, rules, and regulations.
8. AIHEC will be responsible for providing training and assistance based on individual needs and organizational resources.

The AIHEC Distance Learning Network links all Tribal Colleges via satellite. The AIHEC Distance Learning Network is a compressed digital satellite network linking 29 U.S. Tribal Colleges to one another for the purpose of sharing educational resources at all levels in all academic and non-credit subjects. With a planning grant from the U.S. Department of Commerce, AIHEC presidents and academic deans fashioned a telecommunications network that would meet their specific, unique needs. The technical specifications of the network required that each Tribal college would have a satellite downlink and a distance learning classroom. And, as many Colleges as were interested could have additional production equipment and satellite equipment to uplink courses via satellite to serve regional sub-networks, Tribal Colleges and downlink sites across the country. Each institution has provided a 25% match for all the federal funds provided for their equipment.

Through careful planning, and the full participation of administrators and staff at each Tribal College, the AIHEC Distance Learning Network is now fully functional, with 29 downlinks and distance learning classrooms, and six operating production classrooms and uplinks. Currently, another six institutions are being readied to activate their uplinks for the ‘97 fall semester of courses, bringing the total to 29 downlink sites and 12 uplink sites. This fully digital network is one of the most sophisticated distance learning networks in the country, providing courses, staff and faculty training, and continuing education programs in a very cost effective way.

The AIHEC Distance Learning Network has one of the most technically sophisticated , state-of-the-art, compressed digital satellite networks in the country, resulting in significantly reduced costs for satellite time. The network delivers a full-motion video picture using MPEG1 compressed digital equipment, operating at the same rate as a T1 telephone line. Which in turn means, the that network transmits programming at a rate that uses only a small portion of the satellite transponder, and pays for the portion used. Typically, satellite time costs less than $200/hour.

Since the signal is transmitted at a T1 rate over the satellite, the downlink sites can elect to use T1 telephone lines for secondary distribution of program, if they choose, with no degradation of the video quality. This secondary distribution capability makes further effective use of a single downlink satellite dish.

Many courses and programs are already on the Network. Throughout the past two years, as equipment was installed and needs were identified, the Network began offering courses. All of the courses and videoconferences are live, with telephone interactivity during the program. The following credit courses have been offered as of Spring, 1997:

Six Videoconferences have been held:

New courses recently funded include:

1. Bay Mills Community College
   Route 1, Box 315-A
   Brimley, Michigan 49715
   906-248-3354 Fax 906-248-3351
2. Blackfeet Community College
   P.0. Box 819
   Browning, Montana 59417
   406-338-7755 Fax 406-338-7808
3. Cheyenne River Community College
   P.O. Box 220
   Eagle Butte. South Dakota 57625
   605-964-8635 Fax 605-964-1144
4. College of the Menominee Nation
   P. 0. Box 1179
   Keshena, Wisconsin 54135
   715-799-4921 Fax 715-799-1308
5. Crownpoint Institute of Technology
   P.0. Box 849
   Crownpoint, New Mexico 87313
   505-786-5851 Fax 505-786-5644
6. D-Q University
   P.0. Box 409
   Davis, California 95617
   916-758-G470 Fax 916-7584891
7. Dull Knife Memorial College
   P. 0. Box 98
   Lame Deer. Montana 59043
   406-477-6215 Fax 406-477-6219
8. Fond du Lac Community College
   2101 14th Street
   Cloquet, Minnesota 55720
   218-879-0800 Fax 218-879-0728
9. Fort Belknap College
   P.0. Box 159
   Harlem, Montana 59526
   406-353-2607 Fax 406-353-2898
10. Fort Berthold Community College
    P.O. Box 490
    New Town, North Dakota 58763
    701-627-3665 Fax 701-627-3609
11. Fort Peck Community College
    P.O. Box 575
    Poplar, Montana 59255
    406-768-5551 Fax 406-768-5552
12. Haskell Indian Nations University
    P.O. Box H-1305
    Lawrence, Kansas 60046
    913-749-8497 Fax 505-749-8411
13. Institute of American Indian Arts
    P.O. Box 20007
    Santa Fe, New Mexico 87504
    505-988-6463 Fax 505-988-5543
14. Lac Courte Oreilles Ojibwa Community College
    R.R. 2.. Box 2357
    Hayward, Wisconsin 54843
    715-634-4790 Fax 715-634-5049
15. Leech Lake Tribal College
    Route 3, Box 100
    Cass Lake, MN 56633
    218-335-2828 Fax 218-335-7945
16. Little Big Horn College
    P. 0. Box 370
    Crow Agency, Montana 59022
    406-638-2228 Fax 406-638-7213
17. Little Hoop Community College
    P. 0. Box 209
    Fort Totten, North Dakota 58335
    701-7664415 Fax 701-766-2229
18. Din¾ College
    PO. Box 126
    Tsaile, Arizona 86556
    520-724-66691 Fax 520-724-3327
19. Nebraska Indian Community College
    P.O. Box 428
    Macy, Nebraska 68039
    402-837-5078 Fax 402-8374183
20. Northwest Indian College
    2522 Kwina Road
    Bellingham, Washington 98226
    360-676-2772 Fax 360-738-0136
21. Oglala Lakota College
    P.O. Box 490
    Kyle, South Dakota 57752
    605-455-2321 Fax 605-455-2787
22. Red Crow Community College
    F6. Box 1258
    Cardston, Alberta, Canada Tok oko
    403-737-2400 Fax 403-737-2361
23. Salish Kootenai College
    P.O. Box 117
    Pablo, Montana 59855
    406-675-4800 Fax 406-675-4801
24. Sinte Gleska University
    P.O. Box 490
    Rosebud, South Dakota 57570
    605-747-2263 Fax 605-747-2098
25. Sitting Bull College
    HC 1. Box 4
    Fort Yates, North Dakota 58538
    701-854-3861 Fax 701-854-3403
26. Sisseton Wahpeton Community College
    P. 0. Box 689
    Sisseton, South Dakota 57262
    605-698-3966 Fax 605-698-3132
27. Southwest Indian Polytechnic Institute
    Box 10146-9169
    Albuquerque, New Mexico 87184
    505-897-5347 Fax 505-897-5343
28. Stone Child Community College
    Rocky Boy Route, Box 1082
    Box Elder, Montana 59521
    406-3954313 Fax 406-395-4836
29. Turtle Mountain Community College
    P.O. Box 340
    Belcourt, North Dakota 58316
    701-477-5605 Fax 701--477-5028
30. United Tribes Technical College
    3315 University Drive
    Bismarck, North Dakota 58504
    701-255-3235 Fax 701-255-1844

• Highlighting the unique cultural curricula offered,
• Provide searchable on-line catalogs to all 31 members’ institutions which highlights programs & courses offered at a distance,
• Offer a common on-line application, which applies to any member institution.

1. Identify all national and regional distance education networks, to show how the AIHEC network can partner with them to deliver previously identified needed degree programs, courses, and classes on the existing AIHEC Network infrastructure.
2. Contribute by creating and managing an "On-Line Telecommunications Channel" for the entire American Indian Higher Education Consortium (AIHEC) Network curriculum.

There are currently four specific areas of assistance that are needed:

• Funding for distribution of existing courses. Several of the Tribal Colleges are already producing courses for distribution on state and regional networks. Funds are needed to pay for satellite time and uplink costs so that these courses can be distributed to all Tribal Colleges. At less than $200 per hour and approximately 100 students per course, the sponsorship for a typical college course will be less than $9,000 per course or only $90 per student. The cost of courses per student drops dramatically with more aggressive marketing of courses.
• Funding for new course development. The AIHEC Academic Deans have identified specific courses that are needed on their campuses. The budget to develop, market, and deliver a typical course via satellite is about $75,000 for the initial year. After year one, the cost for a course drops dramatically.
• Develop Strategic Alliances. The Network will work with existing organizations and agencies to distribute information and educational opportunities to the Tribal Colleges and all Indian Country. In addition, the Tribal Colleges will explore the possibility of promoting and distributing their satellite courses to students at colleges, universities, and K-12 schools around the country.
• Contract Services. The Network will enter into contracts with agencies and organizations that want to distribute their training, information or educational materials to all of Indian Country. Currently, the Network reaches not only the 29 Tribal College campuses, but multiple sites on some reservations as well. The Network is especially interested in working with all Indian Reservations to install satellite receive equipment and provide quality educational programs and training via the Network.

There are many opportunities to join in supporting the AIHEC Distance Education Network. For more information or direct support opportunities, Please write, e-mail, fax, or call:

The Alaska Native/Rural Education Consortium (ANREC) has been formed to document the indigenous knowledge systems of Alaska Native people and develop policies and practices that effectively integrate indigenous and Western knowledge into educational programs for Alaska Native people. The Development Initiative focuses on improving mathematics and science instruction by incorporating Native knowledge into the curriculum in Native village schools.

The Alaska Federation of Natives, in cooperation with the University of Alaska, has received funding from the National Science Foundation and the Annenberg Rural Challenge to implement the Alaska Rural Systemic Initiative (AKRSI).

The purpose of the AKRSI is to bring people together from throughout the state to implement a five-year series of initiatives to systematically document the Indigenous knowledge systems of Alaska Native people and develop educational policies and practices that effectively integrate Indigenous and Western knowledge through a renewed educational system. The emphasis throughout the program is on renewing Native pathways to education, so that traditional knowledge systems, ways of knowing and world views can be more effectively utilized as a foundation for learning all subject matter, particularly in the context of rural and Native Alaska. Overall guidance for the AKRSI is provided by a series of Elders' Councils, and the Alaska Native/Rural Education Consortium, made up of representatives of the partner organizations from thoughout the state.

The Alaska Native/Rural Education Consortium has been implemented under the auspices of the Alaska Federation of Natives, in cooperation with the University of Alaska and schools and communities in rural Alaska, with funding from the National Science Foundation, to initiate a five-year effort to systematically document the Indigenous knowledge systems of Alaska Native people and develop pedagogical practices that effectively integrate Indigenous knowledge into educational programs. The focus of the initiative is on providing an opportunity for the people of Alaska, particularly Alaska Natives, to formulate a renewed educational agenda regarding the structure, content and processes that are needed to increase the involvement of Alaska Native people in the application of Native and non-Native scientific knowledge to the solution of human problems in an Arctic environment. The overall project is organized into the following five major initiatives:

• Native Ways of Knowing and Teaching
• Culturally Aligned Curriculum Adaptations
• Indigenous Science Knowledge Base
• Elders and Cultural Camps
• Village Science Applications

Each of the five initiatives will be implemented in one Native cultural region at a time on a rotational schedule over the next five years.

The Reservation Initiatives sponsored by the High Plains Rural Systemic Initiative will be guided by certain principles designed to promote systemic change, These principles are:

• Integration of experiential learning methods into science and mathematics based on children’s’ learning styles;
• Integration of Native knowledge into the curriculum in ways that assure both high quality, challenging science/mathematics subject matter and Native knowledge;
• Subject matter content geared toward community economic needs and possibilities developed jointly with tribal planners and others involved in development, e.g. earth science in mineral-rich areas and computer technology in areas that focus on manufacturing or information business development;
• School policies that involve teacher evaluation and student progress reporting that take Native culture and Native learning styles into account;
• Assessment practices that take Native knowledge into account, e.g. portfolios,
• Connections among all the schools on the particular reservation which show promise for improving science mathematics teaching and learning, e.g. teacher associations, joint training sessions, and electronic networking;
• Connections with other partners, i.e. industry, information technology, foundations;
• Teacher in-service training using RSI consultants and others identified by initiatives in support of high quality science teaching and the integration of Native subject matter,
• Sharing of resources through employment of electronic communication, both on individual reservations and among all the reservations involved in the RSI.

SUMMARY - Coordinates planning and data collection efforts in preparation for conducting a Tribal Initiative sponsored by the High Plains Rural Systemic Initiative by per-forming the following duties.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

Directs work to obtain (a) data required by the National Science Foundation from schools which may participate in the Initiative, and (b) data required by a survey of existing technology in these schools,

Obtains community input and collaborates with educators, cultural leaders, tribal government, the private sector, and others with a stake in science, mathematics, and technology education to ascertain needs in science and mathematics education, develop goals, and determine the most appropriate means for the community to achieve them.

Develops cooperation between public, civic, professional, and other agencies.

Promotes discussions in schools, industry, and community agencies.

Computer Knowledge

Attendance required at 90% of scheduled RSI meetings

Aberdeen Area Office, (Nebraska, North Dakota and South Dakota)
Bureau of Indian Affairs
115 4th Avenue, S.E.
Aberdeen, South Dakota 37401
(605) 226-7343 FAX (605)228-7448

The Bureau of Indian Affairs (BIA) is the principal bureau, within the federal government, responsible for the administration of federal programs for federally recognized Indian tribes, and for promoting Indian self-determination. In addition, the Bureau has a trust responsibility emanating from treaties and other agreements with Native groups. The mission of the Bureau is to enhance the quality of life, to promote economic opportunity, and to carry out the responsibility to protect and improve the trust assets of Indian tribes and Alaska Natives. The BIA provides the kinds of services one expects from a local, city, county, State or the Federal Government. This includes, but is not limited to, law enforcement, social services, education, housing improvements, loan opportunities for Indian businesses, and leasing of land. The Indian Health Service, an agency within the Department of Health and Human Services, provides health care for American Indians and Alaska Natives.

The BIA currently provides federal services to approximately 1.2 million American Indians and Alaska Natives who are members of more than 557 federally recognized Indian tribes in the 48 contiguous United States and in Alaska. The Bureau administers 43,450,266.97 acres of tribally-owned land, 10,183,530.13 acres of individually-owned land, and 417,224.98 acres of federally- owned land which is held in trust status.

The BIA is headed by an Assistant Secretary - Indian Affairs, who is responsible for BIA policy, but operationally the BIA is a bifurcated organization directed by (1) a Deputy Commissioner of Indian Affairs, who has line authority over 12 Area Offices, 83 Agency Offices, three sub-agencies, six field stations, and two irrigation project offices and (2) the Director of the Office of Indian Education, who has direct authority over 26 education line officers.

The BIA funds 187 elementary, secondary and post-secondary Indian schools, many of them operated by tribal governments or organizations under contract with the Bureau. Other programs provide assistance for Indian college students, for vocational training, and for adult education.

The Office of Indian Education Programs (OIEP) web site is provided to give an overview of the purpose, programs, and activities of the OIEP. "Indian Education: Best in America" is our theme that is inherent in our mission statement and in the forefront of all our educational pursuits. OIEP is located within the Bureau of Indian Affairs in the U.S. Department of Interior and is responsible for line direction and management of all Bureau of Indian Affairs education functions including the formation of policies and procedures, supervision of all program activities undertaken within the office's jurisdiction, and the approval of the expenditure of funds appropriated for the Bureau of Indian Affairs Indian education functions.

Three major legislative actions have restructured the Bureau of Indian Affairs since the Snyder Act of 1921. First, the Indian Reorganization Act of 1934, which introduced the teaching of Indian history and culture into Bureau schools. Full assimilation and eradication of Indian culture had been the policy of the federal government previously.

A second major legislative action was the Indian Self-Determination and Education Act of 1975 (PL 93-638). This legislation gave authority to the tribes to contract with the BIA in the operation of schools and to determine the education programs for their children.

The Education Amendments Act of 1978 (PL 95-561) and further technical amendments (PL 98-511, 99-89, and 100-297) mandated major changes in Bureau funded schools. These amendments empowered Indian school boards, provided for local hiring of teachers and staff, and the direct funding of schools.

The mission of OIEP can be found in 25 CFR 32 and states that the Bureau of Indian Affairs, OIEP is to provide quality education opportunities from early childhood throughout life in accordance with the Tribe's needs for cultural and economic well-being in keeping with the wide diversity of Indian Tribes and Alaska Native villages as distinct cultural and governmental entities. OIEP shall manifest consideration of the whole person, taking into account the spiritual, mental, physical, and cultural aspects of the person within a family and Tribal or Alaska Native village contexts.

In 1997, there are 49,213 students being served in K-12 in basic instructional programs in Bureau-funded schools. This includes students served in dormitory programs who attend public schools. This total reflects an increase of 3.3% in the number of students servered from last school or 1,567 more students

There are 10,463 students in residential programs operated of funded by the BIA. This represents 21% of the student population served by the BIA.

In post-secondary programs, there are approximately 25,000 students served at BIA funded tribally controlled community colleges and universities. In the two BIA operated post-secondary institutions, there are 1,501 full time students.

In 1997, there are 82 elementary and secondary schools operated by the BIA. There are 105 elementary schools funded by the BIA which tribes operate under contract or grants. These 187 schools (elementary, secondary, and boarding) are located on 63 reservations in 23 states.

In 1997, the BIA operated 5 peripheral dormitories on reservations. Peripheral dormitories are established on reservations for Indian students who attend nearby public schools. There are 9 peripheral dormitories that are Bureau funded and tribally operated under contracts or grants.

The BIA funds 7 off-reservation boarding schools. The BIA operates 4 of the schools and 3 are tribally operated by contracts.

The BIA funds 24 tribally controlled community colleges and operates 2: Haskell Indian Nations University and Southwestern Indian Polytechnic Institute.

There are approximately 5000 teachers, administrators, counselors, and support personnel in the BIA school system.

There are approximately 2,115 educational facilities maintained by the BIA which include multiple buildings on school property and exclude living quarters provided to teachers and/or administrators.

The OIEP and BIA Goals 2000 Panel have developed the following goals and benchmarks:

• By the year 2011, 100% of students in BIA funded schools will be proficient or advanced in mathematics and language arts when assessed at three grade levels in regard to their learning of the new, more challenging content outlined in the national or state standards.
• One hundred percent of BIA funded schools will provide instruction based on challenging math and language arts content standards in school year 1997-98.
• One hundred percent of the BIA funded schools will have adopted challenging content standards in all core areas by the year 2000. These standards will include Indian culture and language content.
• After baseline data is gathered determining how students perform as proficient, advanced or less than proficient on new authentic assessments, the percentage of students at the proficient and advanced levels will increase by at least 5% each year starting in school year 1996-1997.
• Starting with 4, 721 substance abuse incidents reported in school year 1994-1995, the number of such incidents will be decreased by 10% each year starting in school year 1996-1997.
• In 1996-1997, one hundred percent of the 187 Bureau funded schools have developed and submitted Goals 2000 Consolidated Reform Plans covering all Improving America's Schools Act programs and regular school programs.
• By the year 2000, challenging standards for all students in all core areas will be adopted.
• By the year 2000, 100% of BIA funded schools will have valid and reliable authentic assessment systems in place for reading/lenguage arts and math at a minimum. The systems will be aligned with the school's content and performance standards and curricula.
• In school year 1994-95, the average daily attendance rate for BIA-funded schools was 90%. By the end of 1195-96, it was 91%. By the year 2000, will be 95% of higher.
• In school year 1994-95, the dropout rate was determined to be 15.6%. By the end of 1995-96, it was 14.6%. By the year 2000, it will be 10.6% or lower.
• In school year 1994-95, schools retained 93% of their October student count enrollment number from then until the end of the school year. This rate was 94% in 1995-96. By the year 2000, it will be 98% or higher.
• By the year 2000, 100% of BIA-funded schools will have restricted time, staff and resources as outlined
• By the year 2000, all students in BIA-funded schools will have access to computers for instructional activities and will have access to information via the information highway.
• By the year 2000, all BIA-funded schools will have an increased emphasis on early childhood education and parent literacy evidenced by refocusing resources, coordinating with existing programs, and providing improved services to parents and children.
• One hundred percent of Bureau-funded schools will have implemented comprehensive staff development plans by the 1997-98 school year.
• All teachers in Bureau-funded schools will be trained in the appropriate assessment system so that it can be implemented in the year 2000.
• In 1994, 85% of students in Bureau-funded high schools reported having drunk alcohol. By reducing this rate by 5% each year, it will be 55% or lower by the year 2000.
• In 1994, 68% of students in Bureau-funded high schools reported having used marijuana. By reducing this rate by 5% each year, it will be 38% or lower by the year 2000.
• In 1994, 85% of students in Bureau-funded high schools reported having smoked cigarettes. By reducing this rate by 5% each year, it will be 60% lower by the year 2000.
• In 1994, 50% of students in Bureau-funded high schools reported having been in a physical fight during the year. By reducing this rate by 5% each year, it will be 20% or lower by the year 2000.
• In 1994, 26% of students in Bureau-funded high schools reported having carried a weapon during the month. BY reducing this rate by 3% each year, it will be 8% or lower by the year 2000.
• By the year 2000, 100% of schools will meet their yearly local goals for reducing substance abuse and violence incidents.

The Bureau of Indian Affairs is charged with providing services directly or through contract, grant and compact agreements with Tribes. The general goals are as follows:

1. To promote and encourage the strengthening of Tribal government structure and Tribal management capabilities;
1. To enhance the quality of life of Native Americans and Tribes, and empower the Tribes to manage the human services resources for their Tribal members;
1. To improve/enhance the overall criminal system through coordination, communication, and cooperation with law enforcement, courts, and detention services in Indian Country;
1. To support and encourage Tribes to develop an economic base at the reservations for the benefit of Tribes and Indian individuals, by empowering the Tribes to manage the resources and services for their respective Tribal members;
1. To protect, conserve, improve, and manage natural resources owned by individual Indians and Tribes held in trust by the US Government, against waste, deterioration, erosion, and contamination; to assure sustained use of the resource and to improve the economic well being of Indian people through proper and efficient resource use;
1. To provide comprehensive, Real Estate services through management and accountability of individual Indian Lands, Tribal Lands, and natural resources;
1. To carry the support services requirements of the Aberdeen Area in cooperation with the programs and Tribal governments.

The BIA is connecting all 187 of their schools to the Internet by way of the Dept. of Interiors’ National Network - DOINET. The Campus Wide Network will be a fiber-based backbone with 3Com Switches to connect all of the following classrooms and the Computer Center. According to the Presidents’ Goals 2000 Plan, "All classrooms will be connected by the year 2000." Thus, the "Access Native America" plan will allow 2 Internet drops per classroom and 1 Internet drop per administration desk. None of these classrooms are networked together. All of the classrooms are using AppleTalk for Peer-to-Peer networks.

K-8 - Each classroom has a minimum of two Apple IIe computers, some have ImageWriter Printers.

The ENAN Project is preparing to begin its seventh year of operation. The Bureau of Indian Affairs/Office of Indian Education Programs funds the project. From a historical standpoint, the ENAN Project is unique. ENAN was the first computer network devoted to American Indian Education and as such is often called the "Grandfather of Indian Networking." ENAN has evolved from a small pilot project designed to network Western New Mexico and Eastern Arizona BIA/OIEP schools, to become a far-reaching network of teachers, students, administrators and concerned parents with one goal in mind - to improve the education of all American Indian children.

From its inception (as the Eastern Standing Rock Sioux Area Network), ENAN was designed to foster communication between BIA/OIEP teachers, students and administrators. It is still doing that and much, much more. Soon, ENAN will begin ISDN service to selected schools, for the purpose of providing TCP/IP connection to reservation sites that could otherwise not afford such service. ENAN now supplies full Internet connection to more than 100 BIA/OIEP schools, with SLIP service available on demand.

Goals for the project include enrichment of math and science curriculum in BIA/OIEP schools, technological support for BIA/OIEP schools, development and delivery of online coursework (for teacher certification), and utilization of networking technologies to link BIA/OIEP's teachers, students and administrators with the rest of the online world.

ENAN is housed in the University of New Mexico College of Education. The ENAN offices are physically located in the basement of the Student Services Center, which is on the Eastern end of the UNM main campus. Their offices are open from 8:00am to 5:00pm weekdays.

The BIA is connecting all 187 of their schools to the Internet by way of the Dept. of Interiors’ National Network - DOINET. The Campus Wide Network will be a fiber-based backbone with 3Com Switches to connect all of the following classrooms and the Computer Center. According to the Presidents’ Goals 2000 Plan, "All classrooms will be connected by the year 2000." Thus, the "Access Native America" plan will allow 2 Internet drops per classroom and 1 Internet drop per administration desk.

DOINET is the integrated data network backbone of the U.S. Department of the Interior (DOI). The U.S. Geological Survey and the Bureau of Reclamation manage DOINET on behalf of all other bureaus under the Department of the Interior. As the single network architecture, DOINET ensures network compatibility within the Department. Also, DOINET supports the telecommunications requirements of the scientific and administrative applications of the department and its bureaus. The network developed out of a need to share resources among the bureaus, which leads to reduced overall costs and increased efficiency.

The backbone of DOINET consists of various nodes located at key DOI bureau locations around the country. These nodes are connected together by high-speed circuits from FTS2000. Each backbone-switching node consists of a Stratacom IPX cell switch and one or more Cisco routers. Router connections utilize Cisco-compatible OSPF (open shortest path first) routing protocol. Other protocols such as PPP (point-to-point protocol) can also be used. To provide redundancy, each cell switch is connected to at least two other node locations by a T1 circuit. Cell relay technology is used by Stratacom to transfer data between the switches. Cisco routers are connected to the switches using Frame Relay to provide the data connection. Frame relay was chosen because it is efficient at handling highspeed, bursty data over wide area networks. Also, it is well suited for LAN-to-LAN connectivity, which is prevalent within the Department of Interior. Remote locations can connect to DOINET by dial-up procedures or dedicated circuits. From there they can connect to any location on the network.

Besides data, DOINET supports voice and compressed video. The cell relay switches integrate the data, voice and video information onto the shared T1 circuits. The network also supports connections to and from the Internet.

In the future, we plan to migrate to Asynchronous Transfer Mode (ATM), incorporate T3 trunking and add other nodes to the network: Billings, MT; Salt Lake City, UT; and Boston, MA. Also, the network will be scalable so that adding bandwidth, minor equipment and software upgrades can accommodate multimedia services.

1. Provide BIA schools local access points to the Internet, for Administrative and Technical services, while supporting self-determination and tribal sovereignty.
2. Contribute to a "Tribal College School’s Homepage" to inform other Tribes, School s, and the general public about the uniqueness of your Tribal students:
3. Contribute by creating and managing an "On-Line Tribal Support Service" to distribute Tribal Nation Tribal Support Community services.
4. Contribute to creating and managing an internal "On-Line Tribal Store" to simulate selling and distributing Tribal Nation Community Tribal goods and services.
   (This creates Tribal entrepreneurs that see how they may "Work within the reservation.")

The Indian Health Service (IHS), an agency within the Department of Health and Human Services, is responsible for providing federal health services to American Indians and Alaska Natives. The provision of health services to members of federally-recognized tribes grew out of the special government-to-government relationship between the federal government and Indian tribes. This relationship, established in 1787, is based on Article I, Section 8, of the Constitution, and has been given form and substance by numerous treaties, laws, Supreme Court decisions, and Executive Orders. The IHS is the principal federal health care provider and health advocate for Indian people, and its goal is to raise their health status to the highest possible level. The IHS currently provides health services to approximately 1.4 million American Indians and Alaska Natives who belong to more than 545 federally recognized tribes in 34 states.

Tribal Area

The Tribal Area IHS Office, located in city, St, administers numerous clinics, health centers, and hospitals, providing health care to 10,000 members of the Tribal Nation. The Tribal Nation is located in northwest state. The Tribal Area coordinates with eight Tribal districts; .

Comprehensive health care is provided to the Tribal people through inpatient, outpatient, contract, and community health programs centered around hospitals, health centers, and health stations. School clinics and Tribal tribal health programs also serve the community. The hospitals range in size from xx beds in Xxxx, st to xx beds at the Xxxx Medical Center in city, st. Health centers operate full-time clinics, some of which provide emergency services. Some smaller communities have health stations that operate only part-time.

A major portion of the Standing Rock Sioux Nation health care delivery system is sponsored by the Standing Rock Sioux Tribe itself, which operates the Standing Rock Sioux Tribal Health in Ft. Yates, ND.

The IHS provides a comprehensive health services delivery system for American Indians and Alaska Natives with opportunity for maximum tribal involvement in developing and managing programs to meet their health needs. To carry out its mission and to attain its goal, the IHS:

1. assists Indian tribes develop their health programs through activities such as health management training, technical assistance and human resource development;
1. facilitates and assists Indian tribes coordinate health planning, in obtaining and using health resources available through Federal, State, and local programs, and in operating comprehensive health care services in health program evaluation;
1. provides comprehensive health care services, including hospital and ambulatory medical care, preventive and rehabilitative services, and development of community sanitation facilities; and
1. serves as the principal Federal advocate for Indians in the health field to ensure comprehensive health services for American Indian and Alaska Native people.

The Indian Health Service is charged with providing services directly or through contract, grant and compact agreements with Tribes. Their general goal is as follows:

The IHS city Clinic Network has two internal networks; a Windows NT Servers and a Banyan Vines Server via thin-net. It supports approximately XX workstations throughout the hospital. The Internet connection is a Frame-Relay Cloud propagated from Tucson, Az.

1. Provide local access points to the Internet for Health and Welfare information.
1. Contribute to a "Tribal College Homepage" to inform other Tribes, schools, and the general public about the uniqueness of your Tribal members:

• Contribute by creating and managing an "On-Line Telemedicine Channel" for the Tribal College curriculum.
• Contribute by creating and managing an "On-Line Tribal Health Service" to distribute Tribe Tribal Health Community services.

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Economic Development Model

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