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ED 408 124 

RC 021 029 







Office of Indian Education Programs, Bureau of Indian 
Affairs: 1997 Fingertip Facts. 

Bureau of Indian Affairs (Dept, of Interior), Washington, 

DC. Office of Indian Education Programs. 


42p . ; For 1994 ’’Fingertip Facts," see ED 370 744. 

Reference Materials - Directories/Catalogs (132) -- Reports 

- Descriptive (141) 

MF01/PC02 Plus Postage. 

* Administrative Organization; ^American Indian Education; 
^Educational Administration; Elementary Secondary Education; 
Federal Indian Relationship; Federal Programs; Higher 
Education; Program Descriptions; * Public Agencies; *Tribally 
Controlled Education 

♦Bureau of Indian Affairs; Bureau of Indian Affairs Schools; 
*0ffice of Indian Education Programs 


This booklet provides concise information about the schools, 
colleges and universities, and other educational programs and activities of 
the Office of Indian Education Programs (OIEP) . OIEP is located within the 
Bureau of Indian Affairs (BIA) and is responsible for line direction and 
management of all BIA education functions. The booklet opens with a brief 
description of OIEP functions, legislative background, mission statement, 
long-range goals and benchmarks, and a list of Goals 2000 panel members. 
Statistics show that in 1997, the BIA served over 49,000 K-12 students in 187 
schools on 63 reservations in 23 states; 105 of these schools were tribally 
operated. The BIA also funded 24 tribally controlled colleges and operated 
two postsecondary institutions. The 24 education line officers are listed 
with their agency/area offices and schools served. In addition to the regular 
K-12 curriculum, the Division of Education administers school reform pilot 
teams, bilingual programs, Safe and Drug Free Schools Program, gifted and 
talented, Title I, and homeless assistance. Title IX grant programs are 
administered by the Department of Education. Participating schools and the 
number of students served by each program are given. Similar information, 
plus a contact person, is given for special education, Family and Child 
Education, School to Work, and Johnson O'Malley programs. Grant programs are 
described, and 30 tribally controlled colleges are listed. The 
responsibilities and accomplishments of the Division of Planning, Oversight 
and Evaluation and the Branch of Research and Policy Analysis are described. 
Participants in recognition programs are listed, and descriptions and 
contacts are given for staff development programs. Concluding sections 
present other activities, memoranda of agreement, and telephone numbers for 
more information. (TD) 

* Reproductions supplied by EDRS are the best that can be made 

* from the original document . 

R<Sn? 210 29 

Office of Educational Research and Improvement 

U This document has been reproduced as 
received from the person or organization 
originating it. 

□ Minor changes have been made to 
improve reproduction quality. 


• Points of view or opinions stated in this 
document do not necessarily represent 
official OERI position or policy. 









The Assistant Secretary - Indian Affairs, Department of Interior has determined that the 
publication of this perioldical is necessary in the transaction of the public business required 
bv law of the Agencv. 

O m 

The Office of Indian Education Programs 
1849 C. St. NW 
MS 3512 

Washington D.C. 20240 

Phone 202-208-6123 
Fax 202-208-3312 

* Special note of appreciation: 

The artwork on the front cover was done by Darrel Miller, a student at Cheyenne 
Eagle Butte High School located in Eagle Butte, SD. 


Foreward From the Director. . . 

This booklet provides concise information about the schools, colleges and universities, and other 
educational programs and activities of the Bureau of Indian Affairs (BIA), Office of Indian 
Education Programs (OIEP). During the 1996-1997 school year, OIEP is directly serving over 
49,000 students and indirectly serves over 400,000 students through our various educational 
programs. Our goal is to provide the best possible education for all the American Indian and 
Alaska Native students served by OIEP and to provide national leadership in the field of Indian 

An internal part of OIEP s mission is to provide quality education opportunities from early 
childhood through life, with consideration given to the mental, physical, emotional, and 
spiritual/cultural aspects of the person served. OIEP will continue to encourage parent 
participation and tribal control of school programs, to support the inclusion of American Indian 
language and culture in teaching and learning, to support local control, and to involve others, 
including tribal leaders, in consultations on all matters pertaining to education. 

Since 1995, there have been more schools operated by tribes through grants and contracts than 
operated by the BIA. In 1996, 98 of the 187 schools were tribally controlled schools. In 1997, we 
have 105 schools of the 187 tribally controlled. We expect this trend to continue and see it as a 
very healthy move on the part of tribal communities. 

The implementation of the Goals 2000: Educate America Act and the Improving America's 
Schools Act of 1994 has enhanced our reform efforts nationwide to provide quality education for 
all our students. All schools have developed Consolidated School Reform Plans to guide them into 
the year 2000; the plans include student achievement and behavioral goals, parental involvement 
goals and staff development to improve teaching and learning. During a period of increased 
student enrollment, program and fiscal accountability, and limited resource capability, we are 
faced with many challenges. Much appreciation is given to the rhany students, parents, elders, 
teachers, administrators, school and dorm staff, college and university faculty, education line 
officers and their staff, the Central Office staff, and our many non-federal partners for their fine 
efforts in meeting the challenges and working collaboratively towards reforming and refining 
Indian education nationwide. 


The Office of Indian Education Programs (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 expendimre of funds appropriated for the Bureau of Indian Affairs Indian education 


Three major legislative actions have restructured the Bureau of Indian Affairs since the Snyder Act 
of 1921. First, the Indian Reorganization Act of 1934 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. 

Mission Statement 

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 through 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. 

Long Range Goals I 

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 learming 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 hundrerd percent of the BIA funded schools will provide instruction based on challenging 
math and language arts constent 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 included Indian culture and language 


* 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/language 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-fimded 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 y ear 2000 > 100% of BIA-funded schools will have restructured time, staff and resources 

as outlined in their Consolidated School Reform Plans. 

* 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 in early grades. 

One hundred percent of Bureau-funded schools will have implemented comprehensive staff 
development plans by the 1997-98 school year. 

*A11 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, 90% of students in Bureau-funded high schools reported having smoked cigarettes. By 
reducing this rate by 5 % each year, it will be 60% or 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 vear 
2000 . 

By the year 2000, 100% of schools will meet their yearly local goals for reducing substance 
abuse and violence incidents. 



The GOALS 2000 Panel Members are: 

Dr. Roger Bordeaux, Goals 2000 Chairman 
Association of Community Tribal Schools 

Eugene Guerito 

Navajo Area School Boards Association 

Lorena Bahe. Goals 2000 Secretary/Treasurer 
National Indian Education Association 

Joann Sebastian Morris, Director 
BIA/Office of Indian Education Programs 

David Beaulieu, Director 
U. S. Dept. Of Education 
Office of Indian Education 

Rick Drennen 

National Federation of Federal Employees 

Patrick Baxstrom 

National Indian Educators Federation 

Carmen Taylor 

National Indian School Board Association 

Charles Geboe 

BIA/Office of Indian Education Programs 

Dr. Sandra Fox 

BIA/Office of Indian Education Programs 

Dr. Cherie Farlee 
Cheyenne River Agency 

William Poe 

Association of Navajo Contract Community 

School Boards 


Jack Fry, Superintendent 
Chemawa Indian School 

Anita Tsinnajinnie, Designee for President. 

Navajo Nation 


Randy Plume, Designee for President, 

Oglala Sioux Tribe 


Dr. Rick St. Germaine, Designee for 
the Tribal Chairman, Lac Courte Oreilles 
Governing Board 



The Goals 2000 panel approved the following preamble to the Bureau's state plan: 

The state plan established by the panel under P.L. 103-227 will never purposelv infrinse on 
the: ‘ ^ 

1. Government to Government relationships between the United States and Indian Nations; 

2. On the treaty rights of Indian Nations; 

3. We firmly believe that the education of Indians is a treaty obligation and a Federal trust 

4. That the responsibility for education of Indians is not reserved to the states, but to the 
respective tribes, and 

5. That language and culture are the central organizing themes of Indian Education and must 
be the foundation of any school reform movement of Indian America. 


In 1997, there are 49,213 students being served in K-12 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 served from last school or 1,567 

more students. 

There are 10,463 students in residential programs operated or 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 universitites. 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 and secondary 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 which are Bureau funded and tribally operated under contracts or 


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 5,000 teachers, administrators, counselors, and support personnel in the 
BIA school system. 

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




Student Growth Over The Past 1 0 Years 
(From 39,900 To 49,213) 

BIA Operated/Tribally Controlled 

1987 Total Schools = 181 1997 Total Schools — 187 


The Office of Indian Education Programs has 24 Education Line Officers located in 24 
agency/area offices for education across the country. These Education Line Officers have direct 
line authority and supervision responsiblity over 82 Bureau operated schools and provide technical 
assistance to the remaining 105. The 24 Education Line Officers, agency/area offices and schools 
are listed as follows: 

Bob Pringle 

Anchorage Field Office Liaison with all schools which became 
907-271-4115 state operated schools in 1985. 

Larry Parker 
Dr. Cherie Farlee 

Beverly Crawford 
Dan Shroyer 

Billings Area Office 

Cheyenne River 



Chinle Agency 

Crow Creek/Lower 
Brule Agency 

Blackfeet Dormitory, Busby School, 
St. Stephens Indian School 

Cheyenne-Eagle Butte, Pierre Indian 
Learning Center, Promise Day School, 
Swift Bird Day, Takini, White Horse 

Black Mesa Community, Chinle 
Boarding, Cottonwood Day, Low 
Mountain, Lukachuka Boarding, 

Many Farms, Nazlini Boarding, Pinon 
Dormitory, Rock Point Community, 
Rough Rock Demonstration 

Crow Creek Reservation, Ft. 
Thompson Lower Brule, Enemy Swim 
Day and Tiospa Zina Tribal School 

Larry Holman 

Eastern Navajo 



Alamo Navajo, Baca Community, 
Bread Springs Day, Chi ch il 
Tah/Jones Ranch Crownpoint 
Community , Dibeyazhi Habitiin Oita, 
Dio 'ay Azhi Community, Dzilth Na O 
Dith Hie, Huerfano Dormitory, Lake 
Valley Navajo, Mariano Lake 
Community', Na’Neelzhiin Ji’Olta, Ojo 
Encino Day, Pueblo Pintado 
Community, Standing Rock 
Community, To'Hajiilee-He, Wingate 
Elementary, Wingate High 



Lavonna Weller 

Ray Interpreter 

Charles Johnson 

John Wahnee 

Terry Portra 

Kevin Skenandore 



Eastern States Agency 

Ft. Apache 

Ahfachkee Day, Beatrice Rafferty, 
Boque Chitto, Cherokee Elementary, 
Cherokee Central High School, 
Chitimacha Day, Choctaw Central 
High School, Choctaw Central Middle 
School, Conehatta Elementary, Indian 
Island School, Indian Township 
School, Miccosukee Indian School, 
Red Water Elementary, Standing Pine 
Elementary, Tucker Elementary 

Cibecue Community School, John F. 
Kennedy Day, Theodore Roosevelt 

Ft. Defiance Agency Chuska Boarding, Crystal Boarding, 

602-729-5041 Dilcon Boarding, Greasewood, 

Holbrook Dormitory, Hunters 
Point Boarding, Kinlichee Boarding, 
Pine Springs Boarding, Seba Dalkai 
Boarding, Wide Ruins Boarding, 
Winslow Dormitory 

Hopi Agency Havasupai, Hopi Day, Hopi High, 

602-738-2262 Hotevilla Bacavi Community, Keams 

Canyon Boarding, Moencopi Day, 
Polacca Day, Second Mesa Day 

Minneapolis Area 

ext. 1091 

Bug-O-Nay-Ge-Shig, Circle of Life 
Survival, Flandreau Indian School, 
Fond du Lac Ojibway, Hannahville 
Indian School, Lac Courte Oreilles, 
Menominee Tribal School, Nay Ah 
Shing, Oneida Tribal School, 
Wahpeton Indian Boarding and 
Bahweting Ojibwa School 

Northern Pueblos 



Jicarilla Dormitory, San Ildefonso 
Day, San Juan Day, Santa Clara 
Day, Santa Fe Indian School, 

Taos Day, Tesuque Day 



Joy Martin 

Oklahoma Area Office Carter Seminary, Eufaula Dormitory, 
405-945-6051 Jones Academy, Kickapoo Nation 

School, Riverside Indian School, 
Sequoyah High School 

Joe Frazier 

Dr. Angelita Felix 

Norma Tibbitts 

John Reimer 

Neva Sherwood 

Papago Agency 

Pima Agency 

Pine Ridge Agency 

Portland Area Office 

Rosebud Agency 

San Simon, Santa Rosa Boarding, 
Santa Rosa Ranch, Tohono O'Odham 

Blackwater Community, Casa Blanca 
Day, Gila Crossing Day, Salt River 

American Horse, Crazy Horse, Little 
Wound Day, Loneman Day, Pine 
Ridge, Porcupine Day, Wounded Knee 

Chief Leschi, Chemawa Indian 
School, Coeur D'Alene Tribal, Lummi 
High, Lummi Tribal School, 
Muckleshoot Tribal, Paschal Sherman 
Indian School, Quileute Tribal School, 
Sho-Ban School, Two Eagle River 
School, Wa-He-Lut Indian School, 
Yakima Tribal School 

Marty Indian School, Rosebud 
Dormitory, St. Francis Indian School 

Fayetta Babby Sacramento Area Duckwater Shoshone, Noli School, 

Office Pyramid Lake High, Sherman Indian 

916-979-2560 High School 

Lester Hudson Shiprock Agency Aneth Community School, Aztec 

505-368-4427 Dormitory, Beclabito Day, Cove Day, 

Navajo Preparatory, Nenahnezad 
Boarding, Red Rock Day, Sanostee 
Day, Shiprock Reservation 
Dormitory, Shiprock Alternative 
Kindergarten and High School, T'iis 
Naz'Bas Boarding, Toadlena Boarding 


Dr. Ben Atencio Southern Pueblos 



Isleta Elementary, Jemez Day, 
Mescalero, Pine Hill School, San 
Felipe Pueblo Elementary, Sky City 
Community, Zia Day, Laguna 
Elementary and Laguna Middle 

Emmett White 

Standing Rock Agency Little Eagle Day, Rock Creek Day, 
701-854-3497 Standing Rock Community, Theodore 

Jamerson Elementary and Four Winds 
Community School 

Dr. Loretta DeLong Turtle Mountain 



Dunseith Day, Mandaree Day, Ojibwa 
Indian School, Turtle Mt. Elementary, 
Turtle Mt. Middle School, Turtle Mt. 
High School, Twin Buttes Day, White 
Shield School and Trenton School 

Andrew Tah Western Navajo Chichinbeto Day, Dennehotso 

602-283-4531 Boarding, Flagstaff Dormitory, 

Greyhills High, Kaibeto Boarding, 
Kayenta Boarding, Leupp, Little 
Singer Community, Navajo Mountain 
Boarding, Richfield Dormitory, Rocky 
Ridge Boarding School, Shonto 
Boarding, Tonalea, Tuba City 
Boarding School 


In addition to the regular curriculum offered to K-12 students in BIA funded schools, there are 
additional programs provided to enrich and/or support student academic achievement. These 
programs are administered by the Division of Education and three pilot teams within the Division. 
To better facilitate the administration of these programs, mission statements have been developed 
by the Division and the pilot teams as follows. 

The Division of Education Programs is responsible for assisting with the implementation of the 
policies, plans, regulations, and guidelines of the Office of Indian Education Programs. The 
primary mission of the Division of Education, in accordance with 25 USC and 25 CFR, is to 
provide technical assistance and training to promote quality education opportunities from early 
childhood through high school to Bureau funded schools and residential programs. Further, the 
Division of Education is to serve as an advocate for all Indian children through the Johnson 
O'Malley Program and through the tribally operated preschool programs for children who are 
disabled, and to serve adults through Post Secondary, Higher Education and Adult Education 

School Reform Pilot Teams 

The mission of the Pilot Teams is to facilitate and provide technical assistance to schools in 
their local reform efforts with particular emphasis on and expertise in the programs legislated 
through the Goals 2000: Educate America Act and the Improving America's Schools Act. 
Through guidance and collaboration with the OIEP School Reform Pilot Teams, schools will 
be able to provide high standards, high expectations and expanded opportunities for all 
children in pre-school through high school to succeed academically. Upon high school 
graduation, these students will have the skills and abilities needed to successfully continue their 
education, or enter into productive employment, and be responsible citizens in their tribes, 
communities, and states. 

For information about any of the following programs contact the School Reform Pilot Team 
Leaders: Charles Geboe at 202-208-6020 or Dr. Sandra Fox at 202-273-2339. 


Bilingual Education (Title VII) 

Bilingual programs are provided by the Bureau to serve students who have limited English 
proficiency to improve their ability to read, write, speak, and understand English. In 1997, 
26,764 students were identified and served in Bilingual programs 

Title VII Bilingual programs are provided by the Department of Education through a direct 
application process. In 1997, there were 5 Transitional Bilingual/Special Alternatives 
Instruction programs. These programs were implemented at: Torreon School, Santa Rosa 
Boarding School, Taos Day School, Wide Ruins Boarding School and Canoncito School. 

Safe and Drug Free Schools (Title IV) 

In 1997, 186 BIA funded schools participated in the Safe and Drug Free Schools Program. 
This program includes all students in grades K-12 and their families, school staff and 
community members in violence and substance abuse prevention programs and activities. 

The following 14 schools received additional Title IV funding to implement 
Comprehensive School Health programs: 

Chemawa Indian School, Circle of Nations School, John F. Kennedy Day 
School, Jones Academy, Kickapoo Nation School, Pierre Indian Learning Center, 
Pine Ridge Indian School, Riverside Indian School, Second Mesa Day School, 
Sherman Indian High School, St. Stephens Indian School, Tohono O’odham 
High School, Wingate Elementary School and Wingate High School. 

Gifted and Talented 

Guidelines for determining students classified as gifted and talented currently state that such 
student will demonstrate skills in the 5 % of his/her age level in one or more of the following, 
critical thinking, creativity, intelligence, academic aptitude, and leadership. Also, a student 
may be determined to be gifted and talented if he/she demonstrates skills in the top 10% of 
his/her age level in two or more of the above-stated six areas. In 1997, 6,923 students were 
served in Gifted and Talented programs. 

It should be emphasized, however, in light of recent legislation and school reform efforts, 
Qjgp jg encouraging and providing technical assistance to schools in order to provide high 
academic standards, high expectations, and challenging curriculum and activities for all 



Title I 

Title I provides for the special needs of disadvantaged children pre-K through grade 12 in the 
areas of math, language arts and reading. These programs are provided by the BLA and funded 
by the Department of Education. Schools may select to use their Title I funding to assist and 
improve/reform their entire school program in order that all students are challenged to meet 
high academic standards. Each school conducts a comprehensive needs assessment to 
determine how best to improve and address the academic needs of their students. 

Title I funds may be used as a School Wide Project or as a Target Asssisted Project, which 
targets only a select group of students. 

Homeless Assistance 

Through the Stewart B. McKinney Homeless Assistance Act funds are appropriated to provide 
assistance to identified homeless students. In 1997, Pierre Indian Learning Center, Circle 
of Nations School, Blackfeet Dormitory and Riverside Indian School received funding to 
provide for the special needs of homeless students. 

The Title IX formula grant program provides for the culturally related academic needs of 
Indian students in grades K-12. This program is an entitlement program funded and 
administered by the Department of Education. In 1997, there were 69 BIA operated schools 
implementing Title IX programs. Many contract and grant schools also implement Title IX 

This program is currently administered by the U. S. Department of Education, Office of Indian 
Education (OIE). For further information contact OIE Director, Mr. David Beaulieu on 202- 

Title IX 




Special Projects Pilot Team and Exceptional Education 

The role of the Special Projects Pilot Team is to promote and provide opportunities and 
programs outside of those legislated by the Improving America’s Schools Act for children and 
adults enrolled in Bureau funded schools and institutions. The mission of Exceptional 
Education is to assure that Indian children with disabilities, who are between the ages of 5-22 
and are enrolled in Bureau funded schools, have available to them a free appropriate education 
in the least restrictive environment in accordance with an Individual Education Program. This 
mission includes: monitoring to assure the rights of the children with disabilities and their 
parents or guardians are protected; providing technical assistance to enhance the education of 
all children with disabilities; and assessing the effectiveness of efforts to educate children with 

Exceptional Education 

Exceptional Education provides Special Education programs and related services designed to 
meet the special needs of children ages 5-22 with disabilities. In 1997, 9,355 students with 
disabilities were served. Those children with severe disabilities requiring residential care are 
also provided services through contracts with state or private institutions. In 1997, 502 
students received residential services. 

Exceptional Education also provides programs for Gifted and Talented students in grades K- 
12. Exceptional Education participates in the Very Special Arts Festival which is facilitated by 
the Kennedy Foundation. In 1997, the Very Special Arts Festival was held in Minneapolis, 

MN. Over 750 students with disabilities representing Bureau funded schools from across 
the nation participated. 

For further information, contact Ken Whitehorn on 202-208-4976. 

Family and Child Education 

The Family and Child Education (FACE) program is a family literacy program that serves 
children 0-5 and their parents. The program implements 4 components: early childhood, parent 
and child time, parenting skills, and adult education in two settings; the home and a center 
provided by the school. Technical assistance to implement this unique program is provided 
through a partnership with Parents As Teachers, the National Center for Family Literacy and 
the High/Scope Foundation. In 96-97, 22 BIA funded schools were selected for this 
program and served approximately 1,650 families. 

For further information, contact Lana Shaughnessy on 202-208-3601. 



School to Work 

The School to Work Opportunities Program is a discretionary program made available through 
the Department of Education and the Department of Labor. The School to Work Indian 
Program requires a direct application to the Department of Labor. A Bureau funded school or 
college must be In 1997, the 20 Bureau funded schools listed below were awarded or were 
partners to a grantee who was awarded a School to Work Indian Grant. Grants were awarded 
in two categories: Implementation and Planning. Schools involved in Implementation grants 

Alamo Navajo Community School - Chemawa Indian School - Chief Leschi School 
Nay Ay Shing School - Wingate High School - Aneth Community School - Navajo Mt. 
Boarding School - Seba Dalkai Boarding School - Little Singer Community School - 
Yakima Tribal School - Lac Courte Oreilles Ojibwa School - Riverside Indian School. 

Schools involved in Developmental Grants are: 

Flandreau Indian School - Dunseith Day - Ojibwa Indian School - Turtle Mountain 
Elementary, Middle and High School(s) - St. Stephens Indian School - Hannahville 
Indian School - Gila Crossing Day School - Tohono O'odham High School. 

These programs strengthen the connection between school and work, and the relationship 
between school and the community. The programs promote Indian entrepreneurship. The 
desired outcome is that students attending Bureau funded schools who are participating in the 
School to Work program will gain the skills and knowledge to successfully compete in the 
business community, enhance the local economy, and/or gain admission to and complete a 
post-secondary academic or vocational/technical program. 

For further information, contact Lana Shaughnessy at 202-208-3601 . 

Johnson O’Malley 

Johnson O'Malley (JOM) programs provide assistance to public schools to meet the 
unique needs of Indian students. The JOM program is administered by the BLA through 
contracts with tribes, tribal organizations, public school districts, and State Departments of 
Education. In 1997, the JOM program funds were distributed through the Tribal Prioirty 
Allocation portion of the Tribal Budget system, as directed by the U. S. Congress. The 
following two pages illustrate the number of students participating in JOM and the 
funding levels of the past ten years. 

For further information, contact Garry Martin at 202-208-3478. 



Johnson-O'Malley Program - Student Count 



































































































Johnson-O'Malley Program - Student Funding 








Hdnd J3d 6u|punj juapnis 



1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 

Higher Education Grant Program 

The Higher Education Grant Program provides grants to Indian students to work toward an 
undergraduate degree. Students must apply and gain admission to an accredited college or 
university. In 1997, over 12,000 students requested Higher Education grants and, of these, 
9,500 were awarded grants. The average grant award was $2,787.00. 

For further information, contact Garry Martin at 202-208-4871 . 

Special Higher Education Grant Program 

The Special Higher Education program provides funds to Indian students to pursue a graduate 
degree. Students must apply and gain admission to an accredited college or university graduate 
school program. This program is contracted to the American Indian Graduate Center (AIGC). 
In 1997, 300 students received grants from this program. 

For further information, contact Robert Sutton, AIGC Executive Director, at (505) 881-4584 or 
Garry Martin at OIEP at 202-208-3478. 

Adult Education Program 

The Adult Education program provides assistance to eligible Indian adults to acquire the basic 
educational skills necessary for literate functioning, to enable them to benefit from job training, 
and to continue their education to at least the level of completion of secondary school or 
equivalent certification. In 1996, 15,000 Indian adults participated in this program. 

For further information, contact Garry Martin at 202-208-4871 . 

Summer Law Program 

The Summer Law Program provides funding for 25 Indian students who have been 
accepted to an accredited law school to participate in a summer institute which will prepare 
them for the first year of law school. This program is contracted to the National Indian Law 
Center (NILC) at the University of New Mexico School of Law. 

For further information, contact Phillip Deloria, NILC Executive Director, at 505-277-5462 or 
Garry Martin at OIEP on 202-208-4871 . 



Trihallv Controlled Community Colleges 

Located on or near Indian reservations are the 30 tribal colleges listed below. These colleges 
provide an opportunity for Indian students to participate in vocational, technical, two-year, 
four-year, and graduate programs. Since 1995, the colleges organized under the American 
Indian Higher Education Consortium (AIHEC) which serves to facilitate access to resources 
needed for thier continued development. OIEP funds 26 of these colleges and operates two. 
In 1996-1997, over 30,000 students continued their education at one of these colleges. 

Bay Mills Community College 
Brimley, MI 

Blackfeet Community College 
Browning MT 

Cheyenne River 
Eagle Butte, SD 

College of the Menominee Nation 
Keshena, WI 

Crownpoint Institute of Technology 
Crownpoint, NM 

D-Q University 
Davis, CA 

Dull Knife 
Lame Deer, MT 

Fond du Lac Tribal 
Cloquet, MN 

Ft. Belknap 
Harlem, MT 

Ft. Berthold 
New Town, ND 

Ft. Peck 
Poplar, MT 

Haskell Indian Nations University 
Lawrence, KS 

Institute of American Indian Arts 
Sante Fe, NM 

Lac Courte Oreilles Ojibwa 
Hayward, WI 

Leech Lake 
Cass Lake, MN 

Little Horn 
Crow Agency, MT 

Little Hoop 
Ft.Totten, ND 

Navajo Community College 
Tsaile, AZ 

Nebraska Indian Community College 
Winnebago, NE 

Northwest Indian College 
Bellingham, WA 

Oglala Lakota College 
Kyle, SD 

Red Crow 

Cardston, Alberta, Canada 



Salish Kootenai College 
Pablo, MT 

Sinte Gleska University 
Rosebud, SD 

Sisseton Wahpeton Community College 
Sisseton, SD 

Southwest Indian Polytechnic Institute 
Albuquerque, NM 

Standing Rock College 
Ft. Yates ND 

Stone Child College 
Box Elder, MT 

Turtle Mountain Community College 
Belcourt, ND 

United Tribes Technical College 
Bismarck, ND 

For information about AIHEC call 703-838-0400. For information about the 26 Bureau funded 
colleges, contact Garry Martin at 202-208-4871 . 



The Division of Planning, Oversight and Evaluation is responsible for the development of a 
longe range education planning process from which educational plans, policies, programs and 
standards can be derived. It is responsible for ensuring the development and use of data bases, 
forecasts, trend analyses and research in preparation for long range policy and program plans. 

Branch of Planning 

The Branch of Planning is responsible for the development of long-range educational planning 
and making recommendations for educational policy. The Branch advises the Director on 
priorities for OIEP based on analysis of data, national trends and emerging needs in Indian 

During FY 1997, the OIEP drafted a five-year strategic plan, which contains long range 
strategic education goals and objectives. The passage of P.L. 103-62, the Government 
Performance and Results Act of 1993 (GPRA) requires all federal agencies to establish long 
range goals for their programs and to formalize a strategic planning process. 

The OIEP used several different data sources in developing the draft OIEP Strategic Plan. The 
first source of information on Indian education goal development came from the many regional 
Tribal consultation meetings held across Indian country during the mid-1990s. In 1992 and 
1993 several discussions were held with Indian parents, Indian educators, tribes, school 
boards, Indian education organizations and other interested parties on long range goals for 
Indian education. This consultation effort culminated in the OIEP establishing the Indian 
America 2000 Goals, which corrrespond to the National Education Goals. 

A second major source of planning information came during implementation of the Goals 
2000: Educate America Act and Improving America’s Schools Act of 1994 within Bureau 
funded schools. In designing and planning for school reform within tribally controlled and 
Bureau operated schools, the OIEP utilized a national Indian Goals 2000 Panel to consult with 
Indian tribes, parents, school boards, the U. S. Department of Education and Indian education 
organizations in the development of long range school reform plans. 

A third source of information came from a vision and strategic planning meeting held in 
Washington, D. C. in December, 1996. Attending the December meeting were all OIEP 
Education Line Officers, Central Office staff, and the Indian Goals 2000 Panel members. A 
few months prior to the December meeting, all participants received a one day training session 
on the GPRA and strategic planning. The meeting participants had also previously attended 
separate training sessions in goal identification techniques and team building processes. 

In preparation for the December meeting, all Education Line Officers surveyed the tribes and 
school boards in the respective areas to identify current local education priorities, goals and 



information to be used in devloping an OIEP Strategic Plan. This initial tribal input was used 
during the December meeting in establishing an OIEP vision statement, long term goals and 
objectives, and schedules of tasks to be completed in meeting all objectives. 

Based on the information generated through the December, 1996 meeting, the OIEP Strategic 
Plan was developed and distributed to the Education Line Officers in January, 1997 for 
consultation with tribes, school boards, parents, and other interested parties. Based on 
comments received during the January, 1997 consultation process, revision to the plan will be 
made prior to submitting the plan to the Department and the Office of Management and Budget 
(OMB) for review in March, 1997. The OIEP also included the OIEP Strategic Plan in its 
Spring 1997 Tribal Consultation Booklet to gather additional tribal input. The final plan will 
then be submitted to OMB in August, 1997, and to the US Congress by September 30, 1997. 

During the OIEP vision and strategic planning meeting in December, 1996, the following draft 
vision statement was adopted: 

Uniting to promote healthy Indian communities 
through lifelong learning 

Also, the OIEP developed the following five strategic goals: 

* Improve and Support Communications 

* Recognize and Support Tribal Sovereignty and Facilitate the 
Implementation of Local Tribal control. 

* Promote the Love of Lifelong Learning 

* Ensure Postsecondary Opportunities for All Federally Recognized 

* Implement All Education Laws for the Benefit of all Federally 
Recognized Tribes 



The Branch of Planning initiated and conducted tribal consultation meetings 
systematically across Indian country in FY 1997. Input from tribes and schools has 
been gathered to impact the future direction and plans for OIEP. In 1996-97 eleven 
regional tribal consultation meetings were held across Indian country. 

Consultation Booklets which detail the items/topics consulted have been developed 
and are distributed to all agencies, area offices, tribal school boards, and BIA funded 

Since 1991, consultation meetings have presented the following items/topics for tribal 

Adult Education Regulations — IRG and Bilingual Program Clarification — JOM 
Higher Education Regulations — Waiver of Dormitory Standards — Academic 
Standards —Early Childhood Program Proposed Rule — Program Eligibility — 

-Long Range Education Plan — Academic Standards to Strengthen Language and 
Culture —Student Tuition at Haskell and SIPI — ISEP Changes — Chapter 1 Formula - 

- 1995 Education Budget Priorities — Alternative Methods of distributing Adult and 
Higher Education Funds — Advocacy for Public School Students — Amendments to 
P.L. 100-297 — Full Inclusion of Students with Disabilities — Space Guidelines — 
Americans with Disabilities Act — School Boundaries — Reauthorization of Elementary 
and Secondary Education Act Programs — Off Reservation Boarding Schools (ORBS) - 

- Improved Accountability — Programs Available for American Indian/Alaska Native 
Students — Inclusion of ISEP and Tribally Controlled Community College Funds in 
Tribal Self-Governance Compacts — P.L. 101-301 "Miscellaneous Indian Law 
Amendments" — Alaska Native Education — Exceptional Education — Alternative 
Funding Methods for Construction of Indian Schools — School Attendance Boundaries 

- Element 10 Formula — National Performance Review Project — School Reform 



In 1997 the following items/topics were presented in 11 different locations across Indian 

Facilities Operation and Maintenance - Tribal Priority Allocation 
Facilities Operation and Maintenance - Formula Modifications 
OIEP: Draft Strategic Plan 

Displacement Costs for Schools converting to Grant Status 

Indian School Equalization Program: Ongoing Study 

OIEP: Draft School Technology Plan 

Revisions to IASA/Goals 2000 Consolidated State Plan 

Executive Order 13021 of October 19, 1996 - Tribal Colleges and 


Additional information concerning the status of consultation items and requests for Tribal 
Consultation Booklets should be directed to Keener Cobb by phone on 202-208-3550 or fax on 


Branch of Research and Policy Analysis 

The Branch of Research and Policy Analysis is responsible for the design and implementation 
of surveys, studies, policy development and legislative reviews. 

In FY 1996 the Branch contracted with Support Services International, Inc. to conduct a 
study on the ISEP formula. This study was required by P.L. 103-227, Goals 2000: 

Educate America Act, as amended by P.L. 103-382, Improving America’s School Act. 

The study is ongoing in 1997. 

During 1997, the Branch will complete data entry and analysis of the data from the FY 
1996 Annual Reports on School Reform from all Bureau funded schools. The FY 1996 
report will collect school level data needed to meet the requirement of Public Law 103- 
227, Goals 2000: Educate America Act, and will include school progress toward 
implementing the new content standards; student average daily attendance, dropouts, 
retention rates, and student achievement in grades 4, 8, and 12. This information is also 
used by the Bureau in updating and maintaining a system wide database of vital school 
information useful for identfying problem areas, deficiencies, needs and for budget 



This Branch collects and files relevant educational data and research material and, 
therefore, also serves as a modest repository of selected studies and other material 
relative to Indian and Native education from local communities, tribal entities, state 
agencies and other federal agencies. 

During 1997, the Branch coordinated the development and issuance of the FY 1995 and 
FY 1996 OIEP Annual Education Report to the Congress as required under P.L. 95- 
561. This report, summarizing the status and accomplishments of all the programs 
funded by the BIA, is mailed to all schools, tribes and villages, area and agency offices 
and is available upon request. 

The Branch serves as a point of coordination between and among OIEP Offices and the 
Office of Congressional and Legislative Affairs relative to the review, analysis, 
comment and amendments to Congressional legislation pertaining to education. 

The Branch is responsible for tracking the financial auditing process conducted on 
Bureau funded schools as required by OMB Circular A- 128. 

For further information about the Branch of Research and Policy Analysis, contact 
Dr. James Martin on 202-208-3550. 

Recognition Programs 

Since 1986, OIEP has participated in the Blue Ribbon School Recognition Program. This is a 
national recognition program that identifies and recognizes those elementary, middle, and 
secondary schools both public and private that provide outstanding academic programs to 
students. OIEP has had eight schools receive national recognition as Blue Ribbon Schools. 
The eight Blue Ribbon schools are: Santa Fe Indian School, Dzilth-na-o-dith-hle School, 
Cherokee Elementary, Cherokee High School, Santa Clara Day, Sky City Community 
School, St. Stephens Indian School and Bug-O-Nay-Ge-Shig. In 1996, Bug-O-Nay-Ge-Shig 
was recognized as a Blue Ribbon School. In 1997, there were no Bureau funded schools 

OIEP has participated in national recognition of Chapter 1/Title 1 programs since 1986. 

There have been 25 Bureau funded schools identified as implementing Exemplary/ 
Distinguished School programs. In 1997, San Juan Day School was identified as 
implementing a Distinguished Title 1 Program. 

OIEP participates in the Presidential Academic Fitness Awards Program which honors students 
from the fourth grade elementary, middle, and high school grade levels for attaining 
outstanding academic achievement and/or improvement. Personalized certificates signed by the 
President are given to each qualified student at a special awards ceremony conducted at their 
school. In 1997, 330 students received Educational Excellence Awards and 411 students 
received Academic Improvement Awards. 

OIEP has recognized annually a Principal and Teacher of the Year. In 1994, OIEP expanded 
the recognition to include the Education Line Officers, School Staff, Dormitory /Residential 
Staff and Community Person of the Year. In 1997, John Wahnee of Hopi Agency was 
recognized as the OIEP Education Line Officer of the Year. At the time of this printing, the 
individuals for the other categories had not been selectetd. 



OIEP Staff Development Programs 

The Principals Leadership Academy provides training for new and continuing principals. All 
elementary and secondary school principals have been provided training in leadership skills, 
administration, policy, and procedures used in BIA schools. The Academy has been 
administered by the National Indian School Board Association (NISBA). 

NISBA has contracted with the BIA to train school board members. Regional workshops are 
conducted annually with expenses paid for two members of a school board to attend. Teachers, 
administrators, students and parents also attend these workshops. 

For further information, contact Carmen Taylor, NISBA Executive Director on 406-883-3603 

Training for Outdoor Adventure Based Counseling is available through the Eastern Navajo 
Agency's Mountain High Program located at Wingate High School in Ft. Wingate, NM. The 
training is given year round at no cost to the participant and is done using a ROPES course. 

For further information about the Mountain High Program, contact John Blomquist on 

OIEP sponsors school reform training and workshops at various locations based on 
need and the availablity of funding. Teachers and administrators are provided technical 
assistance in the development of their consolidated school reform plans. 

OIEP and Sandia and Los Alamos National Laboratories have collaborated to develop a 
telecommunications network whereby advice and training to teachers in new techniques 
of teaching math and science is provided on call. Schools need only to request to be 
connected to the network. 

OIEP, in collaboration with the Indian Health Service and the Centers for Disease 
Control, provides Comprehensive School Health Training in regional locations to assist 
schools with the development and implementation of a comprehensive school health 




Administration and Management Information Services 

The Branch of Administration conducts all the business affairs of the OIEP Central Office, 
Area/ Agency Offices and schools. 

Administrative Services 

In 96-97, approximately 4000 Financial Distribution Documents were processed for OIEP 

In 96-97, approximately 350 requisitions were prepared for Central Office programs. 

In 96-97, $398,000,000 in Bureau appropriated funds were allocated to 173 elementary and 
secondary schools, and 14 dormitories. 

In 96-97. $23,655,900 was allocated to schools for transporting day school students, and 
$668,100 for transporting residential students. Schools transporting students by air or bus 
received $1,386,838. 

In 96-97, 49,213 student enrollment forms were processed and officially counted for the 
distribution of ISEP funds. 

Management Information Services 

Management Information Services (MIS) provides technical assistance to the Central Office 
and all field offices in the operation of automated data processing (ADP) equipment and 

MIS operates the LAN system for Central office and all field offices. 

MIS administers the program for data collection of BIA student enrollment. 



Other Activities 

In 1997 one set of tribal consultation meetings were conducted for the purpose of receiving 
input from tribes on educational programs and issues. These meetings conducted in eleven 
regional locations provide information to tribes of proposed changes in BIA educational 

OIEP has developed, through consultation with tribes, an "Indian America 2000" to 
parallel the President's "America 2000". Copies are available by contacting OIEP School 
Reform Team Leaders. 

OIEP publishes a quarterly newsletter. This publication is to inform and share newsworthy 
events happening in BIA schools and at local and national levels concerning Indian education. 

OIEP participates in the National Indian Education Association Conference held annually. 

OIEP sponsors and participates in the Educational Native American Network. ENAN is a 
nationwide telecommunications network based at the University of New Mexico. ENAN 
allows participants from around the nation to send electronic mail, participate in on-line 
conferences, download data from ENAN libraries and engage in a variety of interactive 
educational activities in the area of Native American education. 

OIEP has an Exceptional Education Advisory Committee composed of 20 members who 
are appointed by the Secretary of Interior. This committee assists in discovering the unmet 
needs of disabled students in BIA funded schools. 

OIEP coordinates with BIA Divisions of Social Services, Child Protection, and Law 
Enforcement in child abuse cases. Coordination efforts may also include liaison work with 
the U.S. Dept, of Justice. 

OIEP participates in the annual International Reading Association Conference. 

OIEP and the American Red Cross collaborated to sponsor a health and safety poster 
contest for students in grades K-8 enrolled in Bureau funded schools. Winning posters were 
reproduced professionally to be used by the American Red Cross in training staff to work in 
American Indian communities. The student artists received American Red Cross T-shirts and 
sweatshirts and their schools recieved First Aid Kits and educational materials. The posters 
were displayed at the annual American Red Cross Health and Safety Conference. 

OIEP with technical assistance and training from the Center for Disease Control and the 
Indian Health Service implemented both the 1997 High School and Middle School Youth 
Risk Behavior Survey (YRBS). Students in grades 6-8 took the Middle School YRBS 



and students in grades 9-12 took the High School YRBS. The YRBS is conducted nationally 
every two years in 100 selected public high schools. The YRBS identifies and measures the 
following six risk behaviors: Unintentional and Intentional Injury; Tobacco Use; Alcohol and 
Other Drug Use; Sexual Behaviors; Dietary Behaviors and Physical Activity. 

This was the first time the YRBS has been given on a national scale to middle school students. 
This was the second time the Bureau/OIEP has surveyed high school students. The first High 
School YRBS was done in 1994. A 1994 BIA YRBS Summary Report is available upon 
request. The 1994 survey represents 45 Bureau funded high schools and over 5,000 students. 

It should be noted that participation is voluntary. The 1997 YRBS which includes grades 6-8 
represents over 18,000 students. A 1997 BIA YRBS Summary Report will also be available 
upon request after October, 1997. 

Contact Lana Shaughnessy on 202-208-3601 to request a YRBS Summary Report. 

OIEP participates annually in the National Center for Family Literacy Conference held in 
Louisville, KY. In 1997, OIEP presented a workshop on the FACE program at this 

OIEP maintains a list of current vacant staff positions in Bureau funded schools. This list 
is updated regularly and available upon request. 

For further information, contact Carolyn Chavez at OIEP’s Personnel Office located in 
Albuquerque, NM, at 505-766-5942. 

Memoranda of Agreement Affecting BIA Schools 

The BIA and the Bureau of Land Management have entered into a Memorandum of Agreement 
(MO A) for the purpose of providing opportunities for students to become involved in various 
aspects of natural resource management through participation in the Resource Apprenticeship 
Program for Students (RAPS). 

The BIA and the Office of Insular Affairs have entered into a MOA for the purpose of 
providing early childhood and family literacy opportunities for families in the U.S. 
insular areas. This agreement will be known as the OTIA/BIA Family Literacy 

The BIA and Indian Health Service have entered into two MO As. One is for the 
purpose of providing health promotion and disease prevention activities. This MOA 
was amended in November, 1992 to assist efforts of both agencies to address the 
continuum of prevention and treatment services for those affected by the health and 
social problems of alcohol and substance abuse. The second MOA is to provide 
services for exceptional children with severe disabilities through a program called the 
Indian Children's Program. 

The BIA, the Administration for Native Americans of the U. S. Department of Health 
and Human Services, and the American Red Cross have entered into a MOA for the 
purpose of providing American Red Cross courses in 6 BIA Area Office jurisdictions. 

The BIA and the Peace Corp have entered into a MOA for the purpose of providing 
teachers from foreign assignments to be placed in BIA schools. 

The BIA and the U.S. Department of Education have entered into a MOA for the 
purposes of consolidating programs authorized under the Improving America's Schools 
Act (IAS A) of 1994. Specifically identified are programs developed under Title I, Title 
H, Title IV, and Title IX of the IASA. 

The BIA and the Office of Water and Science have entered into a MOA to provide 
additional support in Bureau funded schools in the areas of science and environmental 
education. Extensive educational materials will be available for teachers in grades K-12 
from the U. S. Geological Survey. 


Important Numbers For More Information 

(Area Code 202, unless otherwise indicated) 

Joann Sebastian Morris, Director 

Telefax Numbers: 

Director - 208-3112 

Exception Ed — 208-2316 

Special Projects -- 219-9583 

Mailing Addresses: 

Office of Indian Education Programs 
Bureau of Indian Affairs 
1849 C St. NW 
Mailstop 3512 
Washington DC 20240 


School Reform Teams — 298-3200 

Planning - 273-0030 

Administration - 208-3271 

OIEP Personnel Office 
Bureau of Indian Affairs 
201 Third St. NW 
Suite 310 

Albuquerque, NM 87102 

Bill Mehojah, Deputy Director 

Dr. De nnis Fox, Assistant Director 

Dr. Ken Ross, Special Assistant 

Rod Young, Acting Chief, Administrative Services 

Jim Womack, Chief, Management Information Services 

Charles Geboe, Team Leader, School Reform Team I 

Dr. Sandra Fox, Team Leader, School Reform Team II 

Ken Whitehom, Acting Chief, Exceptional Education 

Dr. Jim Martin, Acting Chief, Division of Education 

Keener Cobb, Chief, Planning 

OIEP Personnel Office 

Office of Educational Research and Improvement (OERI) 
Educational Resources Information Center (ERIC) 



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