the special education needs of their children in that program. But we require them to tell us that, in part because of the problem that you pointed out earlier with the Johnson-O'Malley money being put into the general pot. Mr. MEEDS. So that is permitted only where the parent advisory committee advises you that it will be of substantial benefit to the Indian children to have a program in which the funds are not spent solely and directly for the benefit of Indian children. Dr. DEMMERT. There are two requirements that we have, and those two requirements center on the fact that the money cannot be diluted and the services provided remain a very high quality. Mr. MEEDS. Do you know what percentage of your grants under part A are grants made after the recommendation of an advisory committee, as you just described? Dr. DEMMERT. I would say less than 10 percent, just estimating. We have not gone out to gather, systematically gather that information. We do know that there are a few programs where we have a public school on or near a reservation, and the student body is 90 percent Indian, and there we don't even question percentages. In other instances, we do require the parent committee to specifically point out that it is important to meet the special educational needs of those particular Indian children. Mr. MEEDS. For all intent and purposes in meeting the needs of those children, you are just reaching schools on or near Indian reservation, aren't you? Dr. DEMMERT. Under the 10 percent set-aside, that is correct, under the general part A. Mr. MEEDS. Under part A. Dr. DEMMERT. We fund a wide variety of schools, for example Seattle and San Francisco, which have different kinds of programs. In some cases, they have release time. In some cases, they have summer components. In some cases, they will have out-of-school activities, and in some cases they have special programs during the schoolday. Mr. MEEDS. Is there a minimum grant at all? Dr. DEMMERT. Under part A, no. Mr. MEEDS. They are as low as $600 or $700? Dr. DEMMERT. I think that we have one lower than that. In California, we had one school that had one student. The average per pupil expenditure in California is probably $1,100, and the funding level was just over 10 percent. So that school got $114 or $115. Mr. MEEDS. That is hardly worth filling out the forms. Dr. DEMMERT. It probably cost them money to ask for the money. It definitely cost us money to process it. Mr. MEEDS. Do you suppose that it would be beneficial if we put in a minimum grant figure? Dr. DEMMERT. The minimum in all States is 10 Indian students, except there are exceptions to that, such as California, Alaska, Oklahoma, and schools that are on or near reservations. It is not a universal minimal limit, that is correct. Again, I think that we would have to look into that particular question. I could again only answer that personally. Mr. MEEDS. Under part B where you deal directly with tribes and organizations, what was your funding, how much under part B in fiscal 1975? Dr. DEMMERT. We had $12 million. Mr. MEEDS. What percent of that was committed to Indian tribes, and what percent to organizations? Dr. DEMMERT. We do not have that breakdown. We could provide that for the record. Mr. MEEDS. Would you provide that, for the record, please? Dr. DEMMERT. Yes, 50 percent was committed to Indian tribes and 50 percent to organizations. Mr. MEEDS. Would by far the majority of the money be going to Indian tribes rather than organizations? Dr. DEMMERT. I would say that it is probably a 50 to 50 split. Mr. MEEDS. What would you consider an Indian organization, AIM! Dr. DEMMERT. AIM would be identified as an organization; yes. Mr. MEEDS. Have you given them any money under part B funds! Dr. DEMMERT. There are two schools in Minneapolis-St. Paul that in part are under B, that provide educational services to students, for the most part, that were dropped out or pushed out of the public school system. We do provide moneys for those two schools. Mr. MEEDS. Who is the sponsor of those? Dr. DEMMERT. They are sort of an independent organization. One is the Little Red Schoolhouse, and they have incorporated under some different incorporation outside of the AIM movement, but in part they are very closely associated with that movement. Mr. MEEDS. What are some of the other kinds of organizations, The National Indian Education Association? Dr. DEMMERT. There are various independent schools. Mr. MEEDS. You are dealing with Indian school boards, so it would be an organization and not a tribe. Dr. DEMMERT. That is correct. Mr. MEEDS. What tribes are you dealing with? Dr. DEMMERT. A large number. Mr. MEEDS. Are you dealing with the Navajo? Dr. DEMMERT. We are also dealing with individuals on the Navajo Reservation. Mr. MEEDS. What kind of programs are you getting, call them demonstration programs. Could you describe some for us or for the record? Dr. DEMMERT. I would prefer to provide that for the record. We do have a couple of documents that do provide examples of that. I could give you some specific examples. [Examples of projects funded follows:] EXAMPLES OF PROJECTS FUNDED UNDER TITLE IV, PART B Location of project: Window Rock, Ariz. Applicant organization: The Navajo Tribe. Title of project: "Strengthening Navajo Education". Project director: Dillon Platero. Title: Director. Address: Navajo Division of Education, Navajo Tribe, Window Rock, Ariz. (602) 871-4941 ex. 432 or 433. Amount of grant awarded: $400,000. Duration of project: July 1, 1975 to June 30, 1976. Description of project (special characteristics of the applicant): Number of participants-130,000. Components: 1. Education Planning and Development. 2. Special Education Diagnostic and Education Services Project. Tribe: Navajo. PROBLEMS ADDRESSED BY PROJECT Component I-A lack of a cohesive education system coordinated by a single Navajo Educational Agency and directly responsive to the needs of the Navajo people. Component II-Approximately 60,000 Navajo school age children (pre-schooltwelfth grade) residing on or near the reservation. Thirty per cent are in need of special education services. This need includes the entire range of services for the very severely handicapped students (23.5%) and the gifted students (2.5%). The present level of services for all handicapped Navajo children is certainly less than optimum. Component III-A lack of relevancy of education in meeting the linguistic, social, and cultural, and economic needs. A crucial and immediate need to bring about a transformation of Navajo Education Institutions so that they will facilitate the maintenance of cultural identity and they will become adapted to and legitimized in terms of the needs of the Navajo people. GEOGRAPHIC NATURE OF SIDE (URBAN, RURAL, RESERVATION) Navajo reservation spreads across the four corners region of the U.S. where the states of Arizona, New Mexico, Colorado, and Utah, converge and encompasses 25,000 square miles. Component I: OBJECTIVES AND OVERALL DESIGN -Tribe will have an education agency with equivalent status and function to state Educational Agency. -Establish consistent education standards and policies. -Develop community training programs for control of local schools by local people. -Unification of education system. -Assist local schools and communities in the planning and development of programs in needed areas. -Develop model education programs in needed areas. -Utilize all resources available (as needed), in planning and development model programs. Component II: -Diagnosis and evaluation of children. -Develop and implement an effective educational prescription in coordination with local school personnel. -Will provide specialized materials for use by classroom teachers and parents. -Disseminate information to classroom teachers aides and administration to know how to deal more effectively with children with special needs so that "education main streaming" will be achieved. -Provide a parental counseling program. -Identify younger children (0-3 years) who may be suspected of having a disability. -Develop greater community awareness. -Develop a staff training program. Component III: -Two year sequences. -Complete requirements for bachelors and certification of the 100 currently enrolled. -Place in education positions (the above 100). -Complete junior year requirements (additional 100 interns-started program in September 1975). --Selection and operation of two new sites (Gallup and Dilcon). Development of linguistics skills: -Attainment of the capability in written English equal to the normative level of college graduate. -Attainment of a level of capability in reading and writing the Navajo Application of reading skills program graduate: -Ability to compose stories written in Navajo at the 6th grade level. -Ability to apply in an adequate and acceptable manner an informal-type reading method in both Navajo and English. Development of materials (method) in other learning areas: -Students will exhibit the ability to produce instructional materials and adjunct methodology in social studies, math, science, art and music that is adopted to the needs of Navajo children and reflective of Navajo culture. Relating to learning principles and child development: -Participant will exhibit knowledge of the basic principles of learning and the macro-parameters of developmental levels in the cognitive, affective, and psychomotor domains. -Participant will exhibit knowledge of the unique application of learning principles to the Navajo child's culture and socialization process and the general parameters of the Navajo child's developmental patterns, cognitively, affeetively and psychomotor. Procedures and activities: Component I-The Education Planning & Development Branch is established to serve as a nucleus for the development of comprehensive planning of all education matters affecting the Navajo people. It is the intent of this division to expand its effort in the area of educational planning, so that the ultimate goal of Navajo control of education for Navajo people can be achieved. (Procedures for this proj ect are related to each of the objectives.) Component II-Phase I (Fort Defiance Agency) will initiate the project. In Phase II and Phase III, the project will be expanded at the rate of new agencies per year, so that at the end of the third year a program will be in operation in each agency, and a reservation-wide comprehensive network of special educational services will be established. In addition as the program moves through its second and third phases in each agency, modifications in program implementation, refinements in diagnosis, curriculum development, training procedures and community participation activities will be made. Component III-In its 2nd year phase, 214 potential Navajo teachers have entered a 2-year program, in cooperation with the University of New Mexico and the University of Arizona, which is being carried out at sites on the Navajo reser vation. One hundred of these students will represent the 1st phase of graduates all of whom will have completed the requirements for teacher certification and a bachelor's degree by the end of summer session 1975. (Continuance of the present program): The 215 Navajo teacher education interns currently attending the six instructional sites on the Navajo reservation will complete another full college semester of work by the end of December 1973 (Phase III Program) (Increase in the number of program participants): This phase will include an additional 100 students to replace the 105 seniors who will graduate by the end of June 1975. During this phase of the program systematic efforts and implementation of program components geared specifically to Special Education, Secondary Education and Art Education will be accomplished. Location of project: Rocky Boy Elementary School; Rocky Boy Indian Agency, Mont. Applicant organization: Rocky Boy Elementary School Dist. No. 87. Project director: Harold E. Gray. Amount of grant awarded: $168,120. Duration of project: July 1, 1975-June 30, 1975. Description of Project: Special characteristics of the applicant This is a community-based bilingual-bicultural program, designed to develop a social studies curriculum, written in English and Cree, for use in grades K thru 8. Materials are being developed from research, over a period of years, that involves: (1) Interviewing and recording of Chippewa-Cree elders, (2) Development and publication of a Bibliography, (3) Review of printed materials (periodicals) from 1860 to present, and (4) Survey of materials located in parts of the United States and Canada. Objectives and overall design "Educational systems are a means of passing on one's culture": (1) Continue the production of materials, printed in English and Cree lan guages. (2) Publication of some 23 biographies. (3) Interview and record Chippewa-Cree elders. (4) Develop plans for a Multi-purpose cultural center. (5) Preserve and rebuild the burial House of Rocky Boy. (6) Publication of a Bibliography. (7) Complete a curriculum guide book for K thru 8 grades. (8) Develop a basic history text on Chippewa-Cree. (9) Relocate and expand the Printing Press. Procedures and activities "Continue and expand on a way of life that is uniquely ours": Interviews the elders, research other sources to provide information to the writers that will incorporate these into a curriculum guide and text materials to be used in the Rocky Boy school. Local artist will be utilized, to complement the writing. Location of project: Maywood, Calif., Los Angeles County. Applicant organization: Tribal American Consulting Corp. Title of project: "Three Year Demonstration Project for a Comprehensive Early Education Program for Urban American Indian Children." Project director: Teresa Hall. Title: Director. Address: T.A.C.C., 4735 East Slauson Avenue, Maywood, Calif. (213) 771-3563. Amount of grant awarded: $164,469. Duration of project: (Three year project) Funding Period July 1, 1975June 30, 1975. Description of project: (Special characteristics of the Applicant). Number of participants-130 children; up to 250 adults. Tribe: Multitribal. Problems addressed by the project: The need for early education experiences through which Urban Indian children can learn to cope with their environment, develop problem solving strategies, and provide inspiration to their thoughts about themselves to have some positive options in terms of future life styles. Geographic nature of side (urban, rural, reservation, etc.): The Pre-School and Day Care Center are located in Maywood, 2 smaller preschools in Culver City, and 1 in Bell Gardens, California. All tend to concentrate in East Los Angeles area. Objectives and overall design The purpose of the Tribal American Pre-School/Early Education Centers is to develop a demonstration project to provide comprehensive early education for Urban American Indian children. Emphasis will be directed toward increasing their possibility of school achievement. Procedures and activities Establish a demonstration project, Tribal American Consulting Corporation anticipates establishing 5 programs to provide an integrated early educational experience for Urban American Indian children. 1. Pre-School 3-5 years. 2. Resource Center for mothers, 6 mos. to 5 years. 3. Home visit program, 6 mos. to 5 years. Location of project: Second Mesa, Ariz., Navajo County. Applicant organization: The Hopi Tribe. Title of project: "Hopi Center for Human Services, Inc." Project director: Evan W. Kligman. Title: Executive Director. Address: Box 98, Second Mesa, Ariz., (602) 734-2406. Amount of grant awarded: $196,011. Duration of project: July 1, 1975-June 30, 1976. Description of project: (Special characteristics of the applicant). Number of participants-200. Tribe: Hopi. Problems addressed by project: Need for a special education program with supportive human services for severely mentally and/or physically handicapped Indian children on the Hopi Reservation. The need for special education program omits children being institutionalized off the reservation hundreds of miles away from their community, culture and families. |