Are You Currently Receiving or Interested in an AmericCorps or Tribal AmeriCorps grant?

If so, Serve Wisconsin is offering a 2-day workshop for you all to receive expert assistance and ample work time on your next AmeriCorps or Tribal AmeriCorps grant! This very special opportunity will be held in Madison, WI and conducted in partnership with WEC: Wisconsin Center for Education Research.

Dr. Good, the WEC team, and Serve Wisconsin will spend two days helping you to develop the best

  • Theory of Change
  • Logic Model
  • Program Design
  • Performance Measures
  • Data Systems
  • Evidence
  • Evaluation

This workshop will not only provide information on each of these key grant components, but also offer plenty of work time to receive 1:1 and small group support!

To make this event the best it can be, please submit your burning AmeriCorps grant questions in advance on this form!

RSVP today, but no later than August 1, 2017!




Just Released: ESSA Guide for Tribal Leaders & Communites

The Tribal Consultation Under the Every Student Succeeds Act: A Guide for Tribal Leaders and Communities practice brief was created in partnership with the Midwest Comprehensive Center and Drs. Nicole Bowman and Martin Reinhardt of Bowman Performance Consulting. MWCC is directed by American Institutes for Research on behalf of the U.S. Department of Education.

From the introduction:
“This brief provides an overview of tribal consultation requirements under the Every Student Succeeds Act (ESSA) of 2015, Public Law 114-95, the latest reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965.11 All references to “ESSA” in this document refer to the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESSA) of 2015. ESSA replaces the requirements of the No Child Left Behind (NCLB) Act, the previous reauthorization of the United States’ national education law.”

Click here to view the full 14-page document.

Academic Partnerships and Traditional Teachings are the Keys to Success

Tribal policy and governance leaders Shannon Holsey and Joe Garcia valuing BPC’s sovereignty in Indigenous policy and evaluation studies. Academic partnerships, government advocacy and traditional teachings are the keys to success!
Pictured left to right: Shannon Holsey (Tribal President, Stockbridge-Munsee Tribe of WI), Nicole Bowman (President, BPC), and Joe Garcia (Southwest Area Vice President, NCAI)

Sneak Peek at Dr. Bowman’s Tribal Forum Presentation!

BPC’s Dr. Nicole Bowman-Farrell is presenting today at the NCAI Tribal Leader / Scholar Forum! View her presentation slides below:


Full Presentation Here!

The excitement is building…

#BPC is getting excited to present with Indigenous scholars at the #NCAI Tribal/Scholar forum 6/12/17 at the #MoheganSun in CT! As we prepare let us reflect and consider who’s voices are heard/privileged and also missing/silent as we do our academic work.

Considerations for “Scientific” Research & Evaluation … 

When you research/evaluate the values, beliefs, assumptions, perspectives, and prejudices

the researcher/evaluator brings to the scientific project, it has an immediate influence and

powerful impact upon the project staff, project participants, and the project itself.

Consider how the researcher/evaluator determines many things before, during, and after the project, including the following list (this is not an exhaustive list):

 who is heard

(and who is voiceless or silenced);

what is focused on

(and what is not included);

the design and method used

(or not used);

the data identified and collected

(or missed and even ignored);

who interprets and what gets interpreted

(or is excluded from the interpretation);

how interpretations are made

(or are not made or are not ever checked for validity and accuracy with community members);

 whose interpretations are valued as scientific and educational knowledge

(or whose are not valued, not present, and/or are not even considered “real” data);

 what conclusions are drawn

(or are not drawn or are not member checked for accuracy);

 how the conclusions are presented or published

(or not presented in the literature or are presented without consent);

who has access and control over the data once the study is done

(or who is powerless to access, control, and own their community’s evaluation data);

and based on evaluation data what policies, programs, and other initiatives continue to get funded

(or not funded, discontinued as programs, or who have policies that are ill-informed).

All of these research/evaluation decisions have a profound and direct impact on the long-term struggles, challenges, and unsolved issues that communities and people face.

Will you be part of the solution to solve these long-standing issues that communities face?

Do you recognize that you are privileged and different in many ways than the communities you work with?  How do you recognize that privilege and move beyond that to take concrete steps to empower and authentically include those often disempowered?

How might that make a difference in your life and in other’s lives?

With culturally and contextually responsive strategies, you can build consideration into projects.

Are you responsible and prepared to do this?

(Adapted by N. Bowman in 2015 from the Howard University Evaluation Training Institute, 2003)

Please do not reprint without permission from Nicole Bowman at

First Cohort of Native Students to Graduate From UW Madison College Pipeline Program

Tacked to the wall of his bedroom on the Oneida Indian Reservation is evidence of how hard Michael Williams worked as a high school student — an acceptance letter to Hamline University in St. Paul, Minnesota.

But the real prize, the acceptance letter to UW–Madison, his dream school, travels with him in his backpack, always within reach.

Growing up, Williams, 18, says he watched too many young people flounder in their attempts to leave the reservation and find opportunities elsewhere. He was determined not to be one of them.

“I’ve always wanted to further my education,” he says. “The more I know, the better I feel personally. And I think college is the step to a successful job and a secure future.”

Williams participated in an extensive college pipeline program sponsored by UW–Madison for students from tribal communities. It is a new component of a long-running UW diversity initiative called the Information Technology Academy. The first cohort of 10 Native students, including Williams, is graduating from the program this spring and will be in Madison June 3 for a ceremony marking the occasion.

“The program changed my life,” says Williams, who plans to begin classes at UW–Madison this fall.

He had always hoped to attend college, he says, but UW had not been on his radar prior to the program. During a trip to Madison, he was captivated by the urban environment and found everything on the campus “new and exotic.” He could picture himself among the student body.

“I especially like the idea of walking to class every day and running into friends and new strangers,” says Williams, who has always traveled to school by bus or car. “It’ll be an experience I’ve never had before.”

The initiative is one of the most direct ways university administrators are trying to increase enrollment of American Indian students, currently estimated at just under 1 percent of 43,336 students.

A little background: The Academic Technology Department of the UW’s Division of Information Technology created the Information Technology Academy (ITA) 17 years ago. There are now three programs under its umbrella. All work to increase the number of students of color at UW–Madison and in the field of information technology — two areas where historically they’ve been underrepresented.

ITA Madison, the original program, began in 2000 and works with students from Madison public schools. Three years ago, the tribal component was added to more explicitly recruit American Indian students. It is called ITA’s Tribal Technology Institute and serves two communities: the Oneida Nation near Green Bay and the Lac du Flambeau Band of Lake Superior Chippewa in northern Wisconsin.

View entire article here

Midwest Comprehensive Center American Indian Education Newsletter: May 2017

view complete newsletter here



Michigan: Michigan endorses its first K–12 Foreign Language-Native teacher in Anishinaabemowin, the native language of the Ojibwe people. Michigan Radio

Minnesota: Minnesota parents call for more K–12 teacher training on American Indian education. Education Week

New Mexico: American Indian students’ academic performance remains well below the national average for Native youth in New Mexico. Albuquerque Journal

Oklahoma: Tribal officials and Oklahoma educators met in Tulsa for a first-of-its-kind gathering to foster collaboration and develop strategies that strengthen education for the state’s American Indian students. Oklahoma State Department of Education


National and International

The Montana Office of Public Instruction developed a list of 10 ways to engage students and make rural schools more welcoming for Native children. Indian Country Today

Proposed federal school choice legislation may have negative impacts on American Indian students. Indian Country Today

WANTED: Indigenous Evaluation Scholars Interested in AEA’s Race and Class Dialog Discussions

We are looking for suggestions of Indigenous evaluation scholars who would be interested in participating in the third American Evaluation Association‘s Race and Class Dialog townhall discussions (AEA’s R&C Dialog info here).

Sessions are live streamed and the next session is September 29th, 2017 in Chicago IL at the Center for Culturally Responsive Evaluation and Assessment (CREA) (CREA) Conference. YOU MUST BE AT THE CREA CONFERENCE IN PERSON TO PARTICIPATE. Information about the CREA conference and how to register is here.

If you are interested in participating or could suggest someone who would be please send that info by May 31, 2017. Please forward the full name, job title organizational affiliation, and their e-mail directly to (AEA’s IPE TIG Chair and CREA Affiliate Researcher). I’ll compile the information and will forward it to AEA. AEA will be in touch to let you know if you’ve been selected. Thank you for your help and for sharing this information.

Native Education and School Choice 101…register now!

Register today for the Tuesday, May 23, 12pm – 1pm CST, webinar “Native Education and School Choice 101—What Does Local Control Mean for Tribal Leaders and Educators?”

With the new Administration considering school choice as a vehicle for delivery of education, join this webinar intended to prepare tribal leaders to participate in the ongoing dialogue to determine what “Local Control” means for Native students. The webinar will present background and create an opportunity for tribal and educator input into federal policy recommendations on how tribes can gain increased control over education over Native students.

Register Here

After registering, you will receive a confirmation email containing information about joining the webinar.

NCAI Contact Information: Gwen Salt, Policy Analyst,

BPC Partners with Northwest Area Foundation & Rainbow Research on National Workforce Development Project

Shawano, WI May 19, 2017 Bowman Performance Consulting (BPC) has been hired to work as an evaluation and technical assistance subject matter expert to work on a new workforce development initiative funded by the Northwest Area Foundation (NWAF).  The NWAF “Reservation-based Work Opportunity Initiative” is part of the “Work Opportunity” portfolio of NWAF to provide funding and support to Native-led grantees for the focus areas of:

  1. Promising career pathway programs that link training to available jobs.
  2. Capacity building efforts to increase the effectiveness of workforce organizations and their leaders.
  3. “Building the field” activities that lead to a larger and more networked field of stakeholders invested in reservation-based workforce efforts.

BPC’s partnership with Rainbow Research (RR) will support the efforts of the grantees who will work to increase workforce development skills and capacities of their organizations; strengthening systemic supports with non-Tribal workforce partners; and increasing the participation, knowledge, and skills of Tribal workforce participants.   This will result in a Native-led grantee portfolio that documents Tribal workforce development best practices, best strategies for program effectiveness, and a greater understanding and capacity of local Tribal and non-Tribal workforce system partners to increase reservation-based work opportunities.

BPC will work with RR as an Indigenous evaluation and multi-jurisdictional workforce education systems subject matter expert.  BPC will provide support to needs assessments, grantee training and technical assistance, curriculum development and implementation, and design of a culturally responsive Indigenous evaluation study.  BPC will also provide technical feedback to grantees on their evaluation and data collection instruments and support the capacity, knowledge, and skill building of RR and NWAF to strongly support the efforts of Native-led grantees from Reservation or urban workforce contexts. Bowman Performance Consulting has contributed over two decades of culturally responsive and multi-jurisdictional evaluation, research, training and technical assistance.  Their living mission and motto is “working WITH people and not ON them.” If you would like more information about this project, please contact BPC at 715-526-9240 or by email