This area of the NISN Resource Hub will help you explore and use facilities learning content, tools, and resources based on your own needs. Click on areas of interest and a learning action plan will appear with a suggested sequence for completion. I would like to learn about
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This area of the NISN Resource Hub focuses on securing funding beyond available per-pupil and state formula funding. Resources are tailored towards capital projects; however, the principles and recommendations apply to fundraising for other needs. This content will help schools improve their capacity to seek grants and other funds over time, prepare quality applications, and
School facilities projects come in all shapes and sizes, from the construction of new campuses to school gardens. Likewise, funding for facilities projects takes many forms. Charter schools often braid together agency funding, grants, loans, in-kind donations, and other resources to meet capital project needs. This area of the NISN Resource Hub is dedicated to
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Charter School Facilities Planning Planning and coordinating the construction or renovation of major school facilities projects can be daunting. This area of the NISN Resource Hub includes videos and tools to help leaders understand their local charter school landscape, assess facilities needs, understand the processes and steps for major facilities projects, plan construction features and
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About the NISN Facilities Project The U.S. Department of Education’s Charter Schools Program awarded a multi-year grant (Award #U282T180018) to the NACA Inspired Schools Network (NISN) to expand opportunities for Native American and other underserved students to attend high-performing, innovative, and culturally responsive charter schools. The award supports documentation and dissemination of information and best
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A Perspective of Eras INDIGENOUSEducation AMERICAN INDIANEducation NATIVE AMERICANEducation INDIGENOUSEducation
Indigenous Education History Read More »
Teachers must learn about the communities where they work. Researchers have argued that the overall impact of CRT will be minimal if [non-local] teachers do not acquire the knowledge and skills needed to integrate and reinforce local community cultural norms in the classroom. Some research has shown a high correlation between teachers’ awareness, understanding, and
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NISN SCHOOLS FACE TWO COMMON CONUNDRUMS WHEN ASKING WHAT MISSION-DRIVEN CURRICULUM LOOKS LIKE: IF EACH OF OUR SCHOOL MISSIONS ARE SPECIFIC TO INDIGENOUS COMMUNITIES, HOW WILL WE DESIGN CURRICULUM THAT IS CULTURALLY EXCELLENT AND ACADEMICALLY RELEVANT? IF WE CANNOT PURCHASE THIS CURRICULUM (AFTER ALL, BIG PUBLISHERS DO NOT HAVE A NATIVE LITERATURE PROGRAM THAT IS BOTH
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