As we prepare to welcome a new cohort of Dreamstarter Teachers for the 2025–26 school year, we pause to celebrate the successes of last year’s educators. The 2024–25 Dreamstarter Teachers reminded us that education is about more than textbooks—it’s about identity, belonging, and community. With support from Running Strong for American Indian Youth®, 2024-25 educators implemented projects in their classrooms that uplifted their students, celebrated Native culture, and encouraged the next generation to dream boldly. Together, they created lasting change in their classrooms and communities.
Hands-On Learning & Physical Activity
Tiffany Cacy invested in her Special Education Playground, creating an inclusive space where students can learn, play, and develop physically and socially. Her project provided students with new opportunities for engagement, growth, and confidence.
“Many of the children were able to successfully enter and engage in social play outdoors. Many of the Special Education children were able to engage with others and build a sense of community with others in our school.”
Edith Suber used her Dreamstarter funds to revitalize the school garden, giving students hands-on learning experiences while improving health and nutrition in school. The garden was an essential tool for teaching math and science, while fostering cultural connection, nutrition supplementation, increase physical activity and functioned as a therapeutic space to reduce stress.
“Gardening is a metaphor for life and teaches many valuable lessons that the students learned and are applying such as reaping what you sow, getting out what you put in, the importance of patience, gardens and people need to be in the right environments to thrive and growth takes time and constant attention just like children. After you do your best, something are still, out of your control.”
Arts & Creative Expression
Serena Inda used her Dreamstarter funds to purchase high-quality art supplies and instructional materials, enabling her to implement engaging art projects in her classroom. Through these projects, students explored self-expression, creativity, cultural storytelling, and activism through art. By the end of the year, students completed a mural displayed by the playground—a lasting reminder of their learning, accomplishments, and a source of inspiration for next year’s students.
“Students saw and participated in the many layers of creating the mural, and learned that even if something is painted over it is still there unseen. Hopefully, the impact of art on how one feels and relates to the world will show. Students participate yearly in the Idle no More Walk, thus being artivists within our community. As students develop and grow the community may see lasting impacts from their relationships with art and culture.”
Cultural Connections & Native Identity
Donald King focused on strengthening cultural pride and identity among students. He brought in Native guest speakers, purchased culturally relevant books and beading supplies, and organized field trips to local Native American museums and Haskell College. His project provided students with meaningful ways to connect with their heritage and envision future possibilities.
“There was interest from some of the students that participated in the Haskell trip on furthering their education once they complete high school. It seemed to be a motivation for some of them to improve their high experience and grades. One of the guest speakers, Misty Cook, generated a lot of good questions about her experience in writing and publishing her book, so I am hoping that this has sparked an interest in some of the students to pursue their own dreams.”
Analysa Allison dedicated her funds to leadership and community-building events. She supported three leadership-focused events—Naataanii Day, Awards Night, and Native Clubs—as well as two community events, a Pow-wow and a Film Festival. Through these events, students strengthened leadership skills, cultural pride, and connections to both their school and the wider community. Analysa was also able to promote and invite more Native students and their families to access additional resources through the Title VI program.
“I feel like the greatest long-term impact of this grant was making and creating long-lasting relationships with our Native Youth. The outstanding guest speakers and community members allowed our youth to see that they are can be successful and they have other people in their community rooting for them to do great things. The youth were able to feel supported, seen, and heard, which is invaluable.”
After a year of creativity, culture, and leadership in the classroom, the 2024–25 Dreamstarter Teachers have left a lasting impact on their students and communities. Their projects showcase the many ways educators can inspire, uplift, and connect Native youth to their heritage and future opportunities.
As we close the chapter on the 2024–25 Dreamstarter Teacher program, we look ahead with excitement to the opportunities this new school year will bring. Starting next week, we’ll begin introducing our 2025–26 Dreamstarter Teachers and sharing their incredible projects. Be sure to follow Running Strong for American Indian Youth® on social media to meet this inspiring new cohort and see how they’re making a difference in their classrooms and communities.
