American Rescue Plan - American Indian Resilience in Education (ARP-AIRE)

Program Overview

The purpose of the American Rescue Plan — American Indian Resilience in Education (ARP-AIRE) program is to support Tribal education agencies (TEAs) in the provision of direct services to Indian children and youth.

ARP-AIRE is a one-time discretionary grant competition with a $20 million appropriation authorized under Section 11006(1) of the American Rescue Plan Act of 2021 (ARP) to provide awards to Tribal Education Agencies for activities authorized under section 6121(c) of the Elementary and Secondary Education Act of 1965.  Those activities include a broad range of direct services to Indian children and youth, their teachers, and families.

Eligibility

Eligible Applicants: TEAs, including a consortium of TEAs.

Common Terms and Definitions

Demonstrates a Rationale means a key project component included in the project's logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes.

Indian means an individual who is—

1. A member of an Indian Tribe or Band, as membership is defined by the Indian Tribe or Band, including any Tribe or Band terminated since 1940, and any Tribe or Band recognized by the State in which the Tribe or Band resides;
2. A descendant of a parent or grandparent who meets the requirements of paragraph (1) of this definition;
3. Considered by the Secretary of the Interior to be an Indian for any purpose;
4. An Eskimo, Aleut, or other Alaska Native; or
5. A member of an organized Indian group that received a grant under the Indian Education Act of 1988 as it was in effect on October 19, 1994.

Logic Model (also referred to as a theory of action) means a framework that identifies key project components of the proposed project (i.e., the active "ingredients" that are hypothesized to be critical to achieving the relevant outcomes) and describes the theoretical and operational relationships among the key project components and relevant outcomes.

Tribal Educational Agency (TEA) means the agency, department, or instrumentality of one or more federally- recognized or State-recognized Indian Tribes, that is primarily responsible for supporting Tribal students' elementary and secondary education.

Funding Status

April 19, 2021 - Policy Session

On January 26, 2021, President Biden issued a Presidential Memorandum on Tribal Consultation and Strengthening the Nation-to-Nation Relationships that requires the Department of Education to submit within 90 days a detailed plan for implementing Executive Order 13175, which charges all executive departments and agencies to engage in regular, meaningful, and robust consultation with Tribal officials in the development of federal policies that have Tribal implications. The United States has a unique political and legal relationship with the 574 federally recognized Indian tribes, as set forth in the Constitution of the United States, treaties, Executive Orders (EOs), and court decisions. The Federal Government's relationship with Tribes has been guided by a long-standing trust responsibility to protect the unique rights well-being of Tribes, while respecting sovereignty. On November 4, 2015, the Department released a revised Tribal Consultation Policy. It lays out the Department's commitment to consult with elected officials of Tribal nations and Tribal officials. The current Department of Education Tribal Consultation Policy is available at: Tribal Consultation Policy. April 19, 2021 Tribal Consultation Meeting Transcript PDF.

April 26, 2021 - STEP and American Rescue Plan (ARP)

Notice of Tribal Consultation: Virtual Public Meeting On April 26, 2021, the U.S. Department of Education's (Department's) Office of Indian Education (OIE) will conduct Tribal Consultation for two discretionary grant programs with tribal implications. The purpose of the consultation will be to receive meaningful tribal input on the State Tribal Education Partnership (STEP) discretionary grant program and the program for Tribal Education Agencies (TEAs) authorized in Section 11006(1) of the American Rescue Plan (ARP). The ARP provides $20 million for "awards for Tribal education agencies for activities authorized under section 6121(c) of the Elementary and Secondary Education Act of 1965." In accordance with the U.S. Department of Education's commitment to engage in regular and meaningful consultation and collaboration with Indian Tribes and Indian education stakeholders, a combined Tribal Consultation will be conducted by the Office of Indian Education in the Office of Elementary and Secondary Education (OESE) and the White House Initiative on American Indian and Alaska Native Education (WHIAIANE). Consistent with the Department's trust responsibility to Tribes and our Tribal Consultation Policy, the OIE will consult with elected officials of federally recognized Tribes to ensure that their views inform the Department's policy decisions related to aspects of the competitions such as the definitions, priorities, selection criteria, and requirements of future competitions under these statutory authorities. ARP-TEA Meeting Transcript PDF (235K) STEP Meeting Transcript PDF (211K).

Legislation

H.R. 1319 American Rescue Plan Act of 2021

11006. AMERICAN INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVE EDUCATION. (Up to date as of 3/11/2021). In addition to amounts otherwise available, there is appropriated to the Department of Education for fiscal year 2021, out of any money in the Treasury not otherwise appropriated, $190,000,000, to remain available until expended, for awards, which shall be determined by the Secretary of Education not more than 180 calendar days after the date of enactment of this Act, of which— (1) $20,000,000 shall be for awards for Tribal education agencies for activities authorized under section 6121(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7441(c));

Elementary and Secondary Education Act of 1965, as amended.

Regulations

FY 2021 Notice Inviting Applications: https://www.federalregister.gov/documents/2021/07/13/2021-14858/applications-for-new-awards-american-rescue-plan-american-indian-resilience-in-education-arp-aire. (Published July 13, 2021)

In order to address the unique challenges created by the impacts of COVID-19 and the ongoing challenge of having access to quality, site-specific, culturally informed curriculum within the Pribilof School District, the Aleut Community of St. Paul Island Tribal Government is developing a site-specific culturally relevant curriculum. This curriculum will be designed by local educators and assisted by professional curriculum development experts. The limitations of remote education facilitation and delivery will be addressed through digitalization of curriculum and implementation into the existing Learning Management System operated with the Bering Sea Campus, a satellite college campus on St. Paul Island. The challenges students face related to coursework and achievement will be assisted through active case management and an expansion of access to supportive services.

The Culture & Heritage Department of the Burns Paiute Tribe proposes a 3-year project to support our community youth throughout Kindergarten through Higher Education. We plan to expand and accelerate our promotion of student success in schools within and beyond our tribal community. Our youth currently consists of 120 children ranging in age from birth to 18 years old, and the barriers to education have been compounded by the COVID-19 pandemic. It is an absolute priority to support the reentry and retention of our youth in K-12 educational systems. Through traditional Paiute teachings and wisdom, as well as reinforcement of western educational models of knowledge and skills, we will foster a resilient next generation of community members armed with the knowledge and experience for success. This program will provide sustained mentorship by community Elders and relevant professionals, to better prepare our youth to take on and overcome the critical challenges faced by our community. These challenges include social and historical trauma, the state of emergency our Paiute language is in, recovering intergenerational and social loss due to the COVID-19 pandemic, and improving student attendance in school and in college. As our 2015 Strategic Plan stated we are “dedicated to the healthy development of our families” and committed to the empowerment of our youth. We have three project objectives:

1. Each year of the project, our youth will perform better in the school system.
2. Throughout the project period and thereafter, our youth will be at the forefront of our language reclamation efforts.
3. Throughout the project period and thereafter, our youth will display traditional and appropriate Paiute leadership.

The Coeur d’Alene Intergenerational Place-Making Program is designed to strengthen the academic retention and achievement of Native American students on the Coeur d’Alene Reservation by strengthening healthy identity development in young children and adolescents and developing literacy, numeracy and communication skills in the context of community and landscape. This project meets the following Absolute Priorities of the AIRE Notice: 1) Innovative programs related to the educational needs of educationally disadvantaged Indian Children; 6) Early childhood education programs that are effective in preparing to make sufficient academic growth by the end of grade 3; and 11) Activities that recognize and support he unique cultural and educational needs of Indian children. The overarching goal is to develop place-based identity and foster critical consciousness in Native American youth by strengthening their sense of agency and engagement in their community. The project has the following sub-goals:

1. Develop and strengthen place-based identity for students at the Early Childhood Learning Center through fostering student understanding of their relationship to the Coeur d’Alene Reservation community, history, culture, and language.
2. Implement a place-making curriculum to strengthen school readiness for all pre-K students at the Early Childhood Learning Center.

Deepen the connection of future Native American decision-makers to their land, their community, and the economic, social, and environmental impacts related to their everyday lives in order to develop leaders in community guardianship and advocacy.

The project promises systemic change through the establishment of a Preschool to High School We Belong dedicated cohort of 20 trained culturally responsive educators. Provides a foundation for five educational pathways: Culturally Responsive We Belong Curricula resulting in 42 completed units and 350 youth receiving instruction annually, an Art as Healing Educational Program with professional development for 30 educators and monthly educational workshops to 40 families and youth; a Haa Aani Science and Outdoor Education Program that promotes youth and family engagement monthly for 40 families and youth; an Aunties and Uncles Peer Mentoring Program that additionally supports the establishment of a Youth Peer Mentoring Program that benefits 30 high school youth annually; and an Early Educators Rising Program that benefits 30 high school youth annually. New Education Website, Curriculum Platform, and Virtual Classroom Platforms will advance the availability of culturally responsive We Belong curriculum to support a larger learning community. Objective 1: Establish Cohort of 20 Culturally Responsive Educators to participate in Cultural and Language Education Workshops Monthly and to Develop We Belong Educational Framework; Objective 2: Develop Becoming Visible Curricula resulting in 42 Preschool to High School units which integrate Traditional Arts as Healing, Traditional Cultural Knowledge, History and Heritage Language Interwoven with Core Content Standards Based Curricula utilizing the Sharing Our Knowledge Archives as a Primary Resource; Objective 3: The Becoming Visible Curricula will be taught at all grade levels; Objective 4: Develop and Implement Indigenous Traditional Arts Education and Healing Program by providing professional development on methodology to a new cohort of 30 Educators annually; Objective 5: Enhance youth connection and resilience, through development and implementation of an Auntie’s and Uncles Mentoring Program and a culturally responsive Peer Mentoring Program; Objective 6: Develop and Implement Connection to Our Lands, “Haa Aani” Community Educational Engagement Program and Traditional Arts Education and Healing Program to provide educational opportunities to 40 youth and their families monthly; Objective 7: Establish Honors Pathway to Become Early Educators Rising for 30 High School Youth to complete summer intensives dual credit coursework.

Forest County Potawatomi Community Advancing Transitions Program Objective 1 is to develop and implement a transition program from early childhood (Pre-K) to kindergarten/1st grade. Core activities include hiring Preschool Bridge Coordinators, establishing transition teams and plans with each elementary school, and conducting transition activities, such as screenings, home visits, referrals, daily contact, and 4-K preparation activities. Objective 2 is to develop and implement family focused programming and services aimed at increasing parental engagement in the education of their youth. Core activities include providing families support and resources, conducting family focused educational, cultural and Native language activities; and providing academic and literacy support and resources. Objective 3 is to expand culturally relevant education for the Pre-K – 1st grade youth and their families. Core activities include hiring language apprentices to implement the Potawatomi language curriculum into grades K-1 in the local Forest County Elementary Schools. Objective 4 is to provide academic support to FCPC youth grades K-5 in order to increase their achievement in core subject areas. Core activities include hiring tutors to assist FCPC youth in grades K-5 who will identify at-risk students, determine academic need, develop academic intervention plans, and provide homework and tutoring assistance. The impact of these activities (Outcomes) will result short-term, medium, and long-term achievements. Short-term individual learning and academic achievements include improved kindergarten and 1st grade academic achievement (they do not use GPAs), improved grade point averages (GPAs), grading points, or grading proficiencies in core subjects in grades 2-5 (each school uses a different grading system, and increased knowledge of the Potawatomi language. Medium-term results are anticipated to be both youth and parental behavioral change, such as increased parental involvement, a decrease in absenteeism and truancy, a decrease in negative student behaviors, and increased communication between parents and school staff. Finally, the long-term results will be a cumulative increase in the number of Tribal youth who successfully transition from Pre-K to kindergarten and 1st grade and then from elementary school to middle school. The long-term results will also include an increased number of FCPC youth and families who actively speak the Potawatomi language. There are five project sites, which include: the Gte Ga Nes Tribal preschool, FCP Community Center, Crandon Elementary School, Laona Elementary School, and Wabeno Elementary School.

Assiniboine and Sioux Tribes of the Fort Peck Indian Reservation, Montana. The Fort Peck Tribal Education Department (FPTED) is applying for funding under the following absolute priorities: (1) Innovative programs related to the educational needs of educationally disadvantaged Indian children and youth; and (9) Programs designed to encourage and assist Indian students to work toward, and gain entrance into, institutions of higher education. The objectives of this project are: Objective 1: During the Project Period of December 1, 2021 to November 30, 2024, the Academic Testing Improvement Initiative will develop and maintain partnerships with at least 10 organizations on or near the Reservation, as measured by the development of MOUs (at least 6 with the schools by the end of Month 6 of the project), annual review of MOUs, recruitment of an Advisory Committee, meeting agendas, meeting minutes, sign in sheets, and external evaluation results. Objective 2: During the same project period, the Academic Testing Improvement Initiative will provide in-person and virtual instruction to at least 100 junior high and high school students across 6 school systems (each year of the project), as measured by recruitment records, student pre- and post-tests, rates of students who take the Hi-SET, ACT, or SAT tests, sign in sheets, participant files, customer satisfaction surveys, and external evaluation results. Objective 3: During the same Project Period, the Academic Testing Improvement Initiative will develop Parent Involvement Plans in consultation with communities and conduct outreach to the parents of students being served and improve parental involvement by at least 25%, as measured by contacts, parent-teacher conference participation, customer satisfaction surveys, and external evaluation results. Objective 4: During the final budget period, the Academic Testing Improvement Initiative will develop and disseminate a “What Works” Guide that can be shared with other Tribes and tribal organizations for replication, as measured by development and publication of the What Works Guide, and external evaluation results.

Karuk Education Department will offer personalized, age-appropriate and integrated academic and cultural support to every Karuk student across their K-12 experience. This would benefit not only the tribe, but the entire region as it would create new opportunities for all students at the lower grades to gain more confidence at school and in the community. More structure at lower grades would also allow existing tribal staff to direct their attention on students in those higher grades and offer them more time for individualized advice at a crucial decision point. This is particularly important as we know they are serving students who have already been failing and therefore need more guidance and advice as to their next steps. This extra resource would also allow the tribe to expand their outreach network, add more resources and community contacts, and build more cohesive programming across the region.

The Yusdich’gich’ul Project has two goals, first through Dena’ina values, connect AN/AI youth with cultural, academic, and community support networks to remove barriers that prevent families from maximizing benefit of existing services. The second goal is through Dena’ina values, develop and implement culturally responsive professional development (PD) and training opportunities for Kenaitze and KPBSD staff to develop positive cross-cultural adult attitudes and behaviors, and improve AN/AI student learning outcomes. The goals will be accomplished by providing the opportunity for at least 40 percent of AN/AI youth in each of the four (4) identified schools with high-quality cultural programming and academic tutoring services in Year 1, increasing to 50 percent in Year 2 and 60 percent in Year 3. Also using youth voice, develop one (1) youth “cultural connectedness” measure in project Year 1, and use this measure to track youth engagement within the school and Project during Year 2 and Year 3. The project will also increase family awareness and utilization of resources within the school and community as measured by increasing yearly family contacts from the baseline of zero (0) per year to an average of 24 per year by Year 3 and increasing evaluation survey response rate over each program year. Performing a review of existing PD approaches to establish a responsive Kenaitze-led Culturally Inclusive Instructional framework for deployment to Tribal program staff. Develop one (1) culturally responsive Kenaitze “resource guide” for deployment in Tribal education programs and KPBSD schools.

Lac Courte Oreilles Ojibwe School will offer an all-inclusive curriculum and pathway in carpentry for our middle and high schoolers, regardless of their race, sex, gender identity or ability. The Career Technical Education pathway will implement exploratory project-based woodworking classes in middle school that can lead dual credit and paid apprenticeships with the work-based high school classes. By offering this pathway to our students, we are aligning our culture with the need for skilled tradesmen in our community. This program will increase graduation rates, encourage our youth to continue to post-secondary education, fill the highly in demand carpentry positions on our reservation, and reduce poverty rates.

Mashpee Wampanoag Tribe will implement a 4-pronged approach to address the needs of Native youth, especially in light of their further displacement within the educational system, due to COVID-19. The areas of focus include: 1. Culturally based STEM projects, to include, but not limited to a partnership with SEA Education; 2. After-school academic instructional support, grades 2-6 and tutoring services, grades 7-12; 3. Culturally-based Advanced Opportunities, for work, in which Native youth generally do not participate or qualify, including, but not limited to, the digitization of a Whaling Exhibit, and Digital Storytelling, and Construction of a Wampanoag Home-site for educational tours and professional development for Native and non-Native educators; 4. College, Career, and Workforce Planning and Preparation; to include FAFSA assistance, academic planning, life skills, college visits and introduction to the workforce, through internships. Pre and post data will be collected for each of the 4 areas. Number of participants, impact of programming through surveys, and number of participants, from grades 10, 11, 12, who apply to college or have a formal work plan will also be collected. It is expected that this work will advance our knowledge of successful pathways to leading Native student success in and outside of the classroom, to intentionally shape future endeavors.

The Navajo Nation proposes to create a unique educational response to classroom equity across Navajo Nation schools by creating a linked teacher learning community based on professional development that meets the cultural, social-emotional learning (SEL), and Navajo values of resilience. The project, entitled Culture, Resilience, and Responsiveness: Supporting Navajo Nation Students, Teachers, School Leaders, and Parents (The CRR Project), will create a shared network of professional development for teachers in the Navajo Nation’s 129 schools (charter, public, Navajo Nation tribally controlled grant, and Bureau operated (BIE) schools) across the Navajo Nation. The vision for shared teacher programming is new to the Navajo Nation and a direct response of the COVID-19 pandemic. This approach ensures equal access for all students to high-quality and well-prepared teachers today and into the future. Objective: create teacher learning opportunities that increase knowledge and understanding of culture, SEL, and Navajo values within a collaborative learning environment that removes isolation and increases shared best practices in rural communities. Primary activities include: (1) framework development; and (2) teachers, counselors, and school leaders learn to develop new lessons about resilience and SEL that share local culture and heritage stories from parents and community elders. Outcomes: (1) High-quality teaching tools emphasizing culture and SEL to transform onsite, blended, and virtual classrooms into learning environments that are relevant, promote graduation, and ultimately, increase student completion rates. (2) The impact of teacher, school leader, and counselor awareness and knowledge in these areas will create an improved school climate that is inclusive and supportive of all students, and (3) Support for student identity-development and engagement within the school settings.

Native American students (Pre-k-12th grades) and their families in Ukiah Unified School District to enter, remain or reenter school in Mendocino County. The project partners and collaborates with Ukiah Unified School District, Consolidated Tribal Health Project, Potter Valley and Sherwood Valley Tribe. The project will implement three major goals to address critical challenges faced by the Native American youth in response to Covid. This program will provide special health and nutrition services and other related activities, that address the special health, social and psychological problems of Indian children and youth. By the end of the 3rd project year, we will have decreased the dropout rate 1% per project year by providing more culturally appropriate support to Indian students working with Ukiah Unified School District. By the end of 3rd project year, we will have delivered a total 12 quarterly workshops at Tribal partner sites in nutrition education, traditional food and behavioral health topics with emphasis on overcoming negative impacts of pandemic that prevents Indian students to enter, remain or reenter schools (Pre-k-12th grade) and provided at least 30 hours individual behavioral individual support per year to Indian students. The program is designed to encourage and assist Indian students to work towards, and gain entrance into institutions of higher education. By the end of 3rd project year, we will have offered group and individual college counseling serving 45 students and increased entrance rate into institutions of higher education by 15%. Providing activities that recognize and support the unique cultural and educational needs of Indian children and youth and incorporate traditional leaders. We will hire a Resource Teacher to meet the increased demand of Indian students for the program academically and culturally at Ukiah Independent Study Academy.

The “Invest in Our Children; Invest in Our Future” project proposes to further develop the College and Career Center by expanding the age groups served and providing/sponsoring additional program offerings. The Center would: Serve all students, elementary through high school and their parents not just those in grades 7-12. It would expand its classes and offer counseling and career planning programs to include both professional and technical careers. The Tribe’s JOM and Higher Education programs could be included as part of the programming. Build upon, enhance, and coordinate the efforts to strengthen effective literacy initiatives. Partners would include the schools, the library, the Tribe’s Early Childhood Education programs, First Things First, community groups, social service and health agencies, Tribal Departments, and local businesses. The proposal would address the four forms of literacy (listening, speaking, reading, and writing) from birth to high school seniors. The emphasis would be on developing basic, home, and then personal and career fluency. Advance Apache Culture and Language by incorporating an “Honor our Past; Prepare for the Future” theme in all projects.

Seneca Nation’s Literacy-Language-Culture Project will assist and encourage Seneca children ages 3 through 18 (preschool through high school) to enter, remain in, or reenter school, as evidenced by the inclusion of literacy, Seneca language, and Seneca cultural activities, to be implemented at all of the schools attended by Seneca students and at the Seneca Nation’s Education Department offices at the Allegany and Cattaraugus Territories. Objective One: For each of the three years of the project’s period of performance (2022, 2023, and 2024), 95 percent of the Seneca Nation’s preschool students will enter kindergarten with higher scores on entry-level testing than the previous cohort. Objective Two: For each of the three years of the project’s period of performance (2022, 2023, and 2024), 95 percent of the Seneca Nation’s elementary- and middle school-age students will continue in school and will go on to the next grade level at the end of the school year. Objective Three: For each of the three years of the project’s period of performance (2022, 2023, and 2024), 90 percent of the Seneca Nation’s high school freshmen, sophomores, and juniors will successfully complete their current grade and will continue on to the next grade. Objective Four: For each of the three years of the project’s period of performance (2022, 2023, and 2024), 90 percent of the Seneca Nation’s high school seniors will successfully complete their senior year and will graduate.

Focusing on the K-12 education for students in Anadarko, OK, the Wichita Tribes embraces its role as a Tribal Education Agency by seeking ways in which it can support tribal students’ elementary and secondary education. In the Tribal Communities in Schools Project (TCIS), the Wichita Tribes can surround our youth with an even larger community of support. The TCIS engages parents, guardians, grandparents, and other caregivers in program delivery through a multi-generational approach of an evidence-based-in-and-out-of- school model. The purpose of this program is to provide innovative programs to the nearly 1,600 students who attend the five Anadarko Public Schools sites: East, Mission, and Sunset Elementary Schools; Anadarko Middle School; and Anadarko High School. This programming relates to the educational needs of educationally disadvantaged Indigenous children and youth through an evidence-based, integrated student supports model. The Wichita Tribes’ collaborative partnership project with (CIS MidAm) provides direct services for in-and- at-risk students, and their families, with equitable conditions for learning to prepare them for on- time graduation from high school. Program outcomes include building social, emotional, and academic competencies in students K-12; increasing parent connections, family engagement, and stability; and increasing youth self-sufficiency through college/career readiness, and life skills. Objective #3: By the end of 36 months (timeline), students will increase in their understanding about how to develop a postsecondary plan by 20%.

For prior event recordings please visit the ARP-AIRE Playlist.

General

ARP-AIRE Talking Circle: May 2024

https://youtu.be/10STg0DugdI

This Talking Circle reviewed APR deadlines and discussed ways to share data beyond the Annual Performance Report.

ARP-AIRE Talking Circle: August 2023

https://youtu.be/gKCRn1Ps8y4

This Talking Circle provided grantees the opportunity to reflect on the APR process, share programming and service updates, and receive reporting and budget reminders.

ARP-AIRE APR-Webinar — May 2023

https://youtu.be/BQgrtQn_Mns

This webinar provides guidance, tools, and resources for completing annual performance reporting for ARP-AIRE grantees.

ARP-AIRE Talking Circle — January 2023

https://youtu.be/T15XrDMf-Io

This ARP-AIRE talking circle discussed budget revisions and grantees shared what was happening in their programs.

ARP-AIRE Talking Circle — October 2022

https://youtu.be/B0Dor4UR4lc

This ARP-AIRE Talking Circle focused on annual performance report feedback and reminders about the upcoming APR update and budget revision. It also provided time for sharing about program activities and services.

ARP-AIRE Talking Circle — August 2022

https://youtu.be/baWMHO-rPwY

This ARP-AIRE Talking Circle focused on annual performance report feedback and reminders about the upcoming APR update and budget revision. It also provided time for sharing about program activities and services.

ARP-AIRE Annual Performance Reporting Webinar 2022

https://youtu.be/wvnDCoxwy68

This webinar provides guidance, tools, and resources for completing annual performance reporting for ARP-AIRE grantees.

Pre-Application Webinars

Pre-Application Webinar #1: July 28, 2021

https://www.youtube.com/watch?v=XpRLMj5fX-0

This webinar provided potential applicants with background on the ARP-AIRE Grant Program as well as an overview of the grant competition. During the webinar OIE reviewed the following topics: Background of the ARP-AIRE Grant & Overview of the Grant Competition, Application/Program Requirements & Eligibility, Absolute Priority, Competitive Preference Priority, Statutory Hiring Preference, Application Instructions, Federal Grant Application Systems; and a Review of Resources & Upcoming Webinar. Click here for a PDF of the PowerPoint presentation.

Pre-Application Webinar #2: August 5, 2021

https://www.youtube.com/watch?v=Zsy2g5AKr00

This webinar highlighted the relationship between the Absolute Priority, Selection Criteria, and Application. The intent was to highlight the connection between key components when building a project narrative. A brief overview of the first webinar was also included. Click here for a PDF of the PowerPoint presentation.