WestEd Justice & Prevention Research Center Update

The Justice & Prevention Research Center (JPRC) has as its core mission providing evidence-based information to help guide policy and practice in areas such as violence prevention, school safety, juvenile and adult criminal justice, and public health. This guidance can come in various ways: through reports and publications, webinars and presentations, technical assistance and training, and by serving on advisory panels and technical working groups.

In this update, we describe a new Justice & Prevention Research Center (JPRC) effort to provide guidance to a large agency providing services across the U.S. to at-risk youth. We also put the spotlight on a National Institute of Justice-funded school safety project getting ready to launch next month in Texas.

Finally, we again underscore the importance of a multi-partner effort, involving the JPRC, to carefully synthesize research to inform the development of new guidelines for Juvenile Drug Treatment Courts. We conclude the newsletter by highlighting a recent blog article on WestEd’s use of regression discontinuity design in the educational context, and a upcoming presentation by WestEd staff at the upcoming crime prevention symposium at George Mason University.

To read complete update click here

WestEd is a nationally recognized not-for-profit research and services firm. The agency’s mission is to promote excellence, achieve equity, and improve social and learning outcomes for children, youth, and adults. WestEd has a long history of effective collaboration with local community, justice, and education agencies in implementing, and evaluating successful programs that promote positive youth development, physical health and well-being, and prevention of risk behaviors including violence.

 

BPC on Congressional Study

usda logoBPC co authored the Feasibility of Tribal Administration of Federal Nutrition Assistance Programs report and was CoPI on this Congressional Study for the United States Department of Agriculture.

*View the report as PDF

What will LEAD do Next?

Enjoy viewing past projects by LEAD. Stay tuned to see what LEAD does next!

Projects

Advanced Fellowships in Women’s Health HUB Site-VA
Annual Biomedical Research Conference for Minority Students (ABRCMS)
Biology Scholars Program
Fair Play
Language, Understanding, Cognition, Intelligence and Data Science (LUCID)
Mentor Training
Wisconsin Alliance for Minority Participation
Women in Science and Engineering Leadership Institute (WISELI)


Delta’s Academic Excellence Initiative, 2011-2015

Project site: University of Wisconsin-Madison
Evaluators: Sara Kraemer

Delta’s Academic Excellence Initiative (AEI) is a University of Wisconsin-Madison program whose aim is to close the opportunity gap in undergraduate courses through changes in course instructor practice and pedagogy. Course instructors attend an eight week immersion to learn about key opportunity gap and diversity issues at U.S. college campuses broadly and UW-Madison campuses specifically, followed by developing and implementing research-based course interventions. In our formative evaluation study, Sara Kraemer has been a member of the AEI team, administering instructor-based surveys and working one-on-one with faculty to evaluate their student data and develop target areas of support. AEI has partnered with the UW-Madison’s HOPE Lab to provide summative impact analysis on student achievement and faculty knowledge and attitudes about opportunity gaps and diversity at UW-Madison.


Wisconsin Collaboratory for Enhanced Learning (WisCEL), 2014-2015

Project site: University of Wisconsin-Madison
Evaluator: Sara Kraemer

The Wisconsin Collaboratory for Enhanced Learning (WisCEL) facilitates innovative teaching and student-centered active learning by providing instructional support and resources in unique technology-enhanced learning spaces on the UW-Madison campus.

Sara Kraemer conducted a mixed-methods evaluation study of a Math 112, an introductory mathematics course that fulfills mathematics requirements for undergraduate students. The study evaluated the impact of the WisCEL on student engagement, student achievement, and perceptions about the efficacy of the WisCEL learning experience in Math 112. Formative evaluation included a student survey, a focus group with TAs, and observations of Math 112 classes to asses student engagement. Summative evaluation included a statistical analysis of student achievement scores (i.e., end of course grades, drop rates) of Math 112 courses before they were taught in WisCEL compared to Math 112 coursers after they were taught in WisCEL. Summative results revealed that the WisCEL classroom had a positive impact on student achievement scores (as a whole and across demographic groups) – students were more likely to receive higher grades and have lower rates of drop out in the WisCEL classroom than in the non-WisCEL classroom. The findings were triangulated with the survey and focus groups results to assess how the classroom instruction interacts with the features of the WisCEL space.

WisCEL program managers are using the evaluation findings for program improvement, a proof-of-concept to campus stakeholders, validation of the program’s efficacy, and assessment of transferability of evaluation methods to other WisCEL courses.


Crossroads Project: Intersecting Workshops, Learning Communities, and Research in Biology to Promote Student Success in STEM, NSF-IUSE Program (PI: Loretta Brancaccio-Taras), 2015-2018

Evaluator: Sara Kraemer
Project Site: Kingsborough Community College, Brooklyn, New York

The Crossroads Project at Kingsborough Community College (KCC) is designed to strengthen the skills, retention, and graduation rates of science, technology, engineering, and mathematics (STEM) students. The project targets biology majors, and is specifically designed to support introductory biology students in success in the course, as well as progression through the biology or other STEM majors through three major efforts. The three major efforts are: (1) Strategies for Student Success in STEM Workshop, (2) Community of Biology Learners sessions, and (3) Campus as Research Lab. The workshops and sessions are aimed to enhance student learning through development of study skills in STEM and biology and create cohesion and community through structured group-engagement outside of the classroom. The Campus as Research Lab provides an opportunity for students to work like scientists with KCC faculty, by engaging in the scientific inquiry process and conducting basic experiments.

The evaluation study of the Crossroads Project is a mixed-methods design that includes both formative and summative analysis. For the Strategies for Student Success in STEM Workshop, the summative analysis is comprised of statistical analysis of end of course grades for biology students and the formative analysis is an end of course survey to assess student perceptions of the impact of their experience on their academic success. For the Community of Biology Learners, a formative evaluation content analysis of student answers to assignments as well as a written instructor’s log of teaching practices. For the Campus as Research Lab, the evaluation component is a qualitative content analysis of student writing course assignments and an end of course student survey.

collaboration

collaboration


Does LEAD Need You?

Program Evaluation for Proposals

We can meet with you to discuss your program or proposal ideas. Please call (608) 263-4256 or email: cmpribbenow@wisc.edu

Current proposal deadlines

Title: Education grants
Sponsor: Lumina Foundation for Education
Deadline: Ongoing; letters of inquiry accepted year round
Summary: Lumina’s goal is to increase the higher education attainment rate of the United States to 60% by 2025. While the Foundation’s mission focuses on both student access and success in higher education, its emphasis is on attainment, defined as completing associate and baccalaureate degrees and credentials. The Foundation focuses on increasing awareness of the benefits of higher education, improving student access to and preparedness for college, improving student success in college, and productivity across the higher education system. See the website for the foundation’s current funding strategies.
URL: http://www.luminafoundation.org/grants.html


Title: Alliances for Graduate Education and the Professoriate (AGEP)
Sponsor: NSF 16-552
Deadlines: June 14, 2016 and December 9, 2016
Summary: AGEP seeks to advance knowledge about models to improve pathways to the professoriate and success for historically underrepresented minority doctoral students, postdoctoral fellows and faculty, particularly African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders, in specific STEM disciplines and/or STEM education research fields. New and innovative models are encouraged, as are models that reproduce and/or replicate existing evidence-based alliances in significantly different disciplines, institutions, and participant cohorts.
URL: http://www.nsf.gov/pubs/2016/nsf16552/nsf16552.htm


Title: Education Research and Special Education Research Grant Programs
Sponsor: Institute of Education Sciences, Department of Education
Deadline: August 4, 2016
Summary: IES’s research grants program is meant to provide the public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all students. These grants provide national leadership in expanding fundamental knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for disability, and (2) education outcomes for all students from early childhood education through postsecondary and adult education. In carrying out its grants program, IES provides support for programs of research in areas of demonstrated national need and will conduct competitions in FY2017 through two of its centers.

The National Center for Education Research (NCER) will hold six competitions in these areas (topics in parentheses):

  1. Education research (Cognition and Student Learning; Early Learning Programs and Policies; Education Leadership; Education Technology; Effective Teachers and Effective Teaching; English Learners; Improving Education Systems; Mathematics and Science Education; Postsecondary and Adult Education; Reading and Writing; Social and Behavioral Context for Academic Learning; and Special Topics, which include Arts in Education; Career and Technical Education; and Systemic Approaches to Educating Highly Mobile Students);
  2. Education research training (Pathways to the Education Sciences Research Training [NOTE: An institution may submit only one application to the Pathways Training Program]; Postdoctoral Research Training; and Methods Training for Education Researchers);
  3. Statistical and research methodology in education (Statistical and Research Methodology Grants; and Early Career Statistical and Research Methodology Grants);
  4. Partnerships and collaborations focused on problems of practice or policy (Researcher-Practitioner Partnerships in Education Research; and Evaluation of State and Local Education Programs and Policies);
  5. Low-cost, short-duration evaluations; and
  6. Research networks (Exploring Science Teaching in Elementary School Classrooms; and Scalable Strategies to Support College Completion).

The National Center for Special Education Research (NCSER) will hold three competitions in these areas (topics in parentheses).

  1. Special education research (Autism Spectrum Disorders; Cognition and Student Learning in Special Education; Early Intervention and Early Learning in Special Education; Families of Children with Disabilities; Mathematics and Science Education; Professional Development for Teachers and Other Instructional Personnel; Reading, Writing, and Language Development; Social and Behavioral Outcomes to Support Learning; Special Education Policy, Finance, and Systems; Technology for Special Education; and Transition Outcomes for Secondary Students with Disabilities).
  2. Special education research training; and
  3. Low-cost, short-duration evaluations.

URL: http://www.grants.gov/web/grants/view-opportunity.html?oppId=282060 and https://federalregister.gov/a/2016-05155

LEAD Projects

LEAD-center-logoProjects

Advanced Fellowships in Women’s Health HUB Site-VA
Annual Biomedical Research Conference for Minority Students (ABRCMS)
Biology Scholars Program
Fair Play
Mentor Training
Wisconsin Alliance for Minority Participation
Women in Science and Engineering Leadership Institute (WISELI)


Delta’s Academic Excellence Initiative, 2011-2015

Project site: University of Wisconsin-Madison
Evaluators: Sara Kraemer

Delta’s Academic Excellence Initiative (AEI) is a University of Wisconsin-Madison program whose aim is to close the opportunity gap in undergraduate courses through changes in course instructor practice and pedagogy. Course instructors attend an eight week immersion to learn about key opportunity gap and diversity issues at U.S. college campuses broadly and UW-Madison campuses specifically, followed by developing and implementing research-based course interventions. In our formative evaluation study, Sara Kraemer has been a member of the AEI team, administering instructor-based surveys and working one-on-one with faculty to evaluate their student data and develop target areas of support. AEI has partnered with the UW-Madison’s HOPE Lab to provide summative impact analysis on student achievement and faculty knowledge and attitudes about opportunity gaps and diversity at UW-Madison.


Wisconsin Collaboratory for Enhanced Learning (WisCEL), 2014-2015

Project site: University of Wisconsin-Madison
Evaluator: Sara Kraemer

The Wisconsin Collaboratory for Enhanced Learning (WisCEL) facilitates innovative teaching and student-centered active learning by providing instructional support and resources in unique technology-enhanced learning spaces on the UW-Madison campus.

Sara Kraemer conducted a mixed-methods evaluation study of a Math 112, an introductory mathematics course that fulfills mathematics requirements for undergraduate students. The study evaluated the impact of the WisCEL on student engagement, student achievement, and perceptions about the efficacy of the WisCEL learning experience in Math 112. Formative evaluation included a student survey, a focus group with TAs, and observations of Math 112 classes to asses student engagement. Summative evaluation included a statistical analysis of student achievement scores (i.e., end of course grades, drop rates) of Math 112 courses before they were taught in WisCEL compared to Math 112 coursers after they were taught in WisCEL. Summative results revealed that the WisCEL classroom had a positive impact on student achievement scores (as a whole and across demographic groups) – students were more likely to receive higher grades and have lower rates of drop out in the WisCEL classroom than in the non-WisCEL classroom. The findings were triangulated with the survey and focus groups results to assess how the classroom instruction interacts with the features of the WisCEL space.

WisCEL program managers are using the evaluation findings for program improvement, a proof-of-concept to campus stakeholders, validation of the program’s efficacy, and assessment of transferability of evaluation methods to other WisCEL courses.


Crossroads Project: Intersecting Workshops, Learning Communities, and Research in Biology to Promote Student Success in STEM, NSF-IUSE Program (PI: Loretta Brancaccio-Taras), 2015-2018

Evaluator: Sara Kraemer
Project Site: Kingsborough Community College, Brooklyn, New York

The Crossroads Project at Kingsborough Community College (KCC) is designed to strengthen the skills, retention, and graduation rates of science, technology, engineering, and mathematics (STEM) students. The project targets biology majors, and is specifically designed to support introductory biology students in success in the course, as well as progression through the biology or other STEM majors through three major efforts. The three major efforts are: (1) Strategies for Student Success in STEM Workshop, (2) Community of Biology Learners sessions, and (3) Campus as Research Lab. The workshops and sessions are aimed to enhance student learning through development of study skills in STEM and biology and create cohesion and community through structured group-engagement outside of the classroom. The Campus as Research Lab provides an opportunity for students to work like scientists with KCC faculty, by engaging in the scientific inquiry process and conducting basic experiments.

The evaluation study of the Crossroads Project is a mixed-methods design that includes both formative and summative analysis. For the Strategies for Student Success in STEM Workshop, the summative analysis is comprised of statistical analysis of end of course grades for biology students and the formative analysis is an end of course survey to assess student perceptions of the impact of their experience on their academic success. For the Community of Biology Learners, a formative evaluation content analysis of student answers to assignments as well as a written instructor’s log of teaching practices. For the Campus as Research Lab, the evaluation component is a qualitative content analysis of student writing course assignments and an end of course student survey.

* Information from http://lead.wceruw.org/projects.html

View our Client List

view our client listSelected Clients and Partners

Public Sector (Government & Education)

  1. Administration for Children & Families, Tribal Home Visiting,
  2. Arizona State University, AZ
  3. Bowler School District, WI
  4. California Institute of Technology, Jet Propulsion Laboratory, CA
  5. California State University, CA
  6. Cardinal Stritch University, WI
  7. College of St. Scholastica, MN
  8. Congressman Steve Kegan’s Planning Committee, WI
  9. Cooperative Education Service Agency (CESA) #6, WI
  10. Cooperative Education Service Agency (CESA) #12, WI
  11. DC Everest School District, Education Technology, WI
  12. Fox Valley Technical College, WI
  13. Green Bay Public Schools, WI
  14. Green Bay Public Schools, Title VII Indian Advisory Group, WI
  15. Gresham School District, WI
  16. Howard University, Washington DC
  17. Kansas State University, KS
  18. Lakeland Union High School, WI
  19. Lakeshore Technical College, WI
  20. Mid State Technical College, WI
  21. Milwaukee County, Health & Human Services, WI
  22. Milwaukee Public Schools, WI
  23. Minority Business Opportunity Council, WI
  24. Mississippi State, MS
  25. Nicolet Area Technical College, WI
  26. North Central Technical College, Wausau, WI
  27. Northeast WI Technical College, Board Member, Presidential Advisory Committee for Diversity, WI
  28. Northern Arizona University, AZ
  29. Northern Michigan University, MI
  30. Northwestern University, IL
  31. Oklahoma University, OK
  32. Pennsylvania State University, PA
  33. Norbert College, WI
  34. Shawano School District, Title VII Parent Committee, WI
  35. State of MT, Systems of Care, MT
  36. State of WI, Birth to 3 Interagency Coordinating Council, WI
  37. State of WI, Governor’s Interagency Collaborative Council, Quality Assurance Chair, WI
  38. State of WI, Governor’s WI Women’s Council, Appointee, WI
  39. State of WI, Lieutenant Governor’s Educational Achievement Task Force Member, WI
  40. State of WI, Office of Justice Assistance, WI
  41. Tennessee Tech University, TN
  42. University of Wisconsin-Madison, The Board of Regents, WI
  43. S. Administration for Native American Department, Washington DC
  44. S. Center for Disease Control, GA
  45. S. Department of Education, Washington DC
  46. S. Department of Commerce, WI Minority Business Opportunity Council, Advisor, WI
  47. S. Department of Health & Human Services, Substance Abuse and Mental Health Services Administration, Washington DC
  48. S. Department of Justice, Bureau of Justice Assistance, Washington DC
  49. S. Department of the Interior, Bureau of Indian Affairs, Washington DC
  50. S. Department of the Interior, Bureau of Indian Education, Washington DC
  51. S. Office of Juvenile Justice, Washington DC
  52. Unity School District, WI
  53. University of Alaska, AK
  54. University of Illinois, Center for Culturally Responsive Evaluation & Assessment, IL
  55. University of Kansas Center for Indigenous Nations Studies, Project Advisor, Book Reviewer, KS
  56. University of Maine, ME
  57. University of Minnesota, MN
  58. University of New Mexico, NM
  59. University of Oklahoma, Native American Studies, OK
  60. University of WI-Eau Claire, WI
  61. University of WI-Extension, WI
  62. University of WI-Green Bay, WI
  63. University of WI-Madison, WI
  64. University of WI-Milwaukee, WI
  65. University of WI-Oshkosh, WI
  66. University of WI-Stevens Point, WI
  67. University of WI-System, WI
  68. University of WI-Whitewater, WI
  69. Village of Gresham, WI
  70. Viterbo University, WI
  71. Wausaukee School District, WI
  72. Winter School District, WI
  73. WI Center for Education Research, WI
  74. WI Department of Administration, WI
  75. WI Department of Public Instruction, WI
  76. WI Department of Transportation, 41 Project Advisory Committee, Member, WI
  77. WI Interagency Collaborative Council, Quality Assurance, Chair, WI
  78. WI Office of Justice Assistance, WI

 

Native American (Tribal Government, Non-Profit, & For Profit)

  1. All Mission Indian Housing Authority, CA
  2. American Educational Research Association, Indigenous People of the Americas, Secretary, Washington DC
  3. American Evaluation Association’s Indigenous Peoples in Evaluation, Special Interest Group, Secretary, MA
  4. American Indian Alaska Native Crime & Justice Research & Criminal Justice Technology Assessment Project, Peer Reviewer, Washington DC
  5. American Indian Chamber of Commerce, Indigenous Education Committee Board Member & Chair, WI
  6. American Indian Chamber of Commerce, First American Capital Corp, WI
  7. American Indian Chamber of Fox Valley, WI
  8. American Indian Science & Engineering Society, NM
  9. College of Menominee Nation, WI
  10. Dennis Hipsher Trucking, Inc, WI
  11. East-West University, Leadership Advisory Board, WI
  12. Forest County Potawatomi, WI
  13. Gedakina Advisory Board, Member, NH
  14. Great Lakes Intertribal Council Inc., WI
  15. Ho-Chunk Nation, WI
  16. Hoopa Valley, CA
  17. Indian Summer Festival, Art/Media Reviewer, WI
  18. Intercultural Leadership Initiative, WI
  19. Journal of American Indian Education, Journal Review Board Member, Editorial Board, AZ
  20. Karuk Tribe, CA
  21. Keweenaw Bay Indian Community, MI
  22. Lac Courte Oreilles, WI
  23. Lac du Flambeau School, WI
  24. Lac du Flambeau Tribal Labor Advisory Committee, WI
  25. Lower Sioux Indian Community, MN
  26. Marlow Martin Logging, WI
  27. Menominee Indian Business Center, WI
  28. Menominee Indian Chamber, WI
  29. Menominee Indian School District, WI
  30. Menominee Indian Tribe, WI
  31. Mohican Family Center, WI
  32. Mooretown Rancheria, CA
  33. National Congress of American Indians: Policy Research Center, Washington DC
  34. National Indian Child Welfare Association, OR
  35. National Indian Education Association, Washington DC
  36. Native American Journalists Association, OK
  37. Native American Management Services, VA
  38. Native Americans in Philanthropy, MN
  39. Native Research Network, UT
  40. Northwoods NiiJii, WI
  41. Oneida Tribe, WI
  42. Pawnee Nation, OK
  43. Sac & Fox Tribe, IA
  44. Saginaw Chippewa Tribe, MI
  45. Seminole Tribe, Native Learning Center, FL
  46. Spotted Eagle Inc., WI
  47. Stockbridge Munsee Tribal Community, WI
  48. Stockbridge Munsee Historical Committee, WI
  49. Susanville Indian Rancheria, CA
  50. Tribal College Journal, CO
  51. Tribal Education Departments National Assembly, CO
  52. Tribal Law & Policy Institute, CA
  53. United South & East Tribes, TN
  54. Waadookodaading Ojibwe Language Charter School, WI
  55. Winds of Change Magazine, CO
  56. Wisconsin Indian Business Alliance, WI
  57. Wisconsin Indian Education Association, WI
  58. Yurok Tribe, CA

 

Non-Profit/Philanthropic Sector

  1. Alliance for Community Peace, IL
  2. American Civil Liberties Union, NY
  3. American Evaluation Association, MA
  4. American Institute for Research, Washington DC
  5. American Journal of Evaluation, Journal Review Board Member, MA
  6. American Legion Post #117,WI
  7. American Vets, WI
  8. Annie E. Casey Foundation, MD
  9. Aspen Institute, Center for Native American Youth, DC
  10. Community Foundation for the Fox Valley Region, WI
  11. Great Lakes Industrial History Center, OH
  12. High Scope, MI
  13. Honor Inc.,FL
  14. Institute of Women’s Policy Research, Technical / Scientific Reviewer, WI
  15. Journal of Multidisciplinary Evaluation, Editorial Board, MI
  16. National Alliance for Partnerships in Equity, STEM Equity Pipeline Project, Consultant, PA
  17. National At-Risk Education Network Wisconsin Chapter, WI
  18. National Science Foundation, Grant Reviewer-DRK12, VA
  19. National Small Business Association, Member, DC
  20. New Directions for Evaluation, Editorial Board Member, MA
  21. New North Small Business, WI
  22. Nonprofit Center of Milwaukee, WI
  23. Northwest Area Foundation, MN
  24. MGT of America, FL
  25. Public Allies, Inc., WI
  26. Robert Wood Johnson Foundation, NJ
  27. Rural Health Initiative of Shawano, WI
  28. SEVA Foundation, CA
  29. Shawano Area Veterans, WI
  30. Shawano Chamber of Commerce, WI
  31. Shawano County Economic Progress Inc., WI
  32. Small Business Development Center, WI
  33. Space Education Initiatives, WI
  34. VFW,WI
  35. K. Kellogg Foundation, MI
  36. WestEd, CA
  37. WI Procurement Institute, WI
  38. Wisconsin Association of School Boards, WI
  39. WI Association for Supervision & Curriculum Development, WI
  40. World Hope Foundation, CA

 

Private Sector

  1. About Learning, Inc., IL
  2. Avar Consulting, Inc., MD
  3. Best & Flanagan Law Office, MN
  4. Cable in the Classroom
  5. Caldwell & Associates, NC
  6. Capitol One, WI
  7. Communication Works, DC
  8. Danya International, MD
  9. Exceed Corporation, MD
  10. Fitnessology, WI
  11. IMPAQ International, Washington DC
  12. Kittleman & Associates LLC,IL
  13. Manhattan Strategy Group, MD
  14. Master Key Consulting, MD
  15. McRel International, CO
  16. National Institute for School Leadership, Washington DC
  17. OPUS International Consultants, Inc., MI
  18. Pacific Institute for Research & Evaluation, Advisory Committee Member, MD
  19. Randy Hella & Associates, MN
  20. REAP Change Consultants, CA
  21. Robles-Schrader Consulting, IL
  22. Russell Research, NJ
  23. Sacred Heart School, WI
  24. Shawano Leader, WI
  25. Shope Performance Group, OH
  26. Space Explorers, WI
  27. WestAt, MD

 

Enjoy this video sample of BPC Projects and Partners.

BPC Awarded by SAMHSA

The State of Montana has completed the evaluation of Invitation for Bid for the OPI Systems of Care Grant Evaluator. Bowman Performance Consulting has been awarded Government Evaluation for the Substance Abuse and Mental Health Services grant (SAMHSA).  BPC will be providing evaluation of multijurisdictional programming between state and tribes in Montana.

About the Program

(Taken from RFA)

The Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, is accepting applications for fiscal year (FY) 2012 Implementation Cooperative Agreements for Expansion of the Comprehensive Community Mental Health Services for Children and their Families Program (System of Care (SOC) Expansion Implementation Cooperative Agreements).  The purpose of this cooperative agreement is to improve the behavioral health outcomes of children and youth with serious emotional disturbances and their families.  This program supports broad-scale operation, expansion and integration of systems of care through the creation of sustainable infrastructure which allows for the provision of and access to required services and supports to ensure the values, principles, and practices comprising the system of care approach to become the primary way in which children’s mental health services are delivered throughout the nation.  This cooperative agreement is intended to support the provision of mental health and related recovery support services to children with serious emotional disturbances along with the implementation of systemic changes in policy, financing, services and supports, training and workforce development, and other areas that are necessary for expanding and sustaining the system of care approach, and to accomplish these goals through linkages with other health reform implementation efforts.

The goal of the System of Care (SOC) Expansion Implementation Grants is to build upon progress made in developing comprehensive strategic plans to expand and sustain the system of care values and principles to address children and youth with serious mental health conditions and their families.  SAMHSA expects that these grants will help facilitate wide scale adoption and operation of the SOC framework (across large geographic regions such as those represented by States, Tribes and Territories) and increase State Medicaid and other third party reimbursement for the SOC spectrum of services and supports.  Applicants are expected to implement plans and activities that support comprehensive and sustainable policies, infrastructure, required services and supports consistent with the requirements authorized under Sections 561-565 of the Public Health Service Act, as amended.  This announcement addresses Healthy People 2020 Mental Health and Mental Disorders Topic Area HP 2020-MHMD.

This intent reflects the SAMHSA Theory of Change that takes the development of an innovation through the phases of demonstration, implementation, dissemination, and wide scale adoption. The Comprehensive Community Mental Health Services for Children and Their Families Program (i.e., Children’s Mental Health Initiative or CMHI) supports the demonstration of the innovative system of care approach, progresses through these stages, and promotes wide scale implementation.

Applicants are expected to create comprehensive and sustainable actions that promote and provide required services, supports and infrastructure that are consistent with the requirements authorized under Sections 561- 565 of the Public Health Service Act, as amended.

The SOC Expansion Implementation Cooperative Agreements closely align with SAMHSA’s Recovery Support, Trauma and Justice, and Health Reform Strategic Initiatives by focusing resources on reducing the impact of substance abuse and mental illness on American communities and addressing the behavioral health impacts of trauma through a systematic public health approach.

More About BPC

Bowman Performance Consulting’s team (BPC) is very interested and qualified to be a teaming partner with the State of Montana, WestAt, and the tribal community partners involved in the Montana Office of Public Instruction (OPI) Systems of Care project.  Since BPC opened in 2001, we have served on a national level as a scientific and social entrepreneurial business.  BPC supports projects, teaming partners, and communities to help them build capacity, evaluate programs, and provide training and technical assistance.  We are comfortable and experienced in providing all of the services noted in the RFP Section 3 “Provision of Services” (pages 12-13).  Specifically we will demonstrate our skills, knowledge, and proven abilities and how it directly aligns to the services desired by the State of Montana noted in the RFP.  This detailed alignment will be described later under the “Company Profile and Experience” section of the bid narrative.  Project examples and references are included as well.

To provide a company overview, we offer that BPC (Shawano, WI) is a trusted organization working in and outside of Indian Country.  We have shown ourselves to be multijurisdictional experts who can work across government agencies (federal, state, municipal, tribal) and sectors (public, private, and nonprofit).  BPC has nearly 15 years of satisfied partners and clients that demonstrate how we’ve helped to support building awareness, understanding, capacities, and infrastructure between tribal and non-tribal contexts, systems, organizations, programs, and governments.  We enjoy engaging collaborative groups that most often include diversity in age, socioeconomic status, educational attainment level, racial/ethnic groups, and geographic diversity (rural, urban, suburban, and tribal contexts).  The multijurisdictional and culturally responsive approach that BPC uses has helped us build trusted relationships across sectors, governments, and communities which speak to the quality and care of our work—and we are humbled to have the trust of such diverse stakeholders.  More detailed information about BPC’s organizational structure, staffing pattern, service areas, and performance are included later in the “Company Profile and Experience” section of the bid narrative.  Please also refer to the “Organizational Credentials” and “Resume” tabs located in the bid package from BPC.  As always, BPC is happy to provide additional information or work samples upon request or you may view them at www.bpcwi.com.

BPC’s Experience

BPC is skilled in federal and state program evaluation work with Native and non-Native clients.  Since 2001, BPC has provided research, evaluation, and technical assistance services to nearly 250 clients from the public, nonprofit, private, and tribal sectors.  BPC has strong experience and unique training for conducting complex, mixed-method, and culturally responsive external grant evaluations in and outside of Indian Country.  BPC most often engages tribal and non-tribal governments and organizations to carry out a multijurisdictional and mixed method approach to evaluation.  BPC’s process for supporting implementation of a grant evaluation as well as providing high quality organizational development, technical assistance, and capacity building services are well known in the education, Indigenous, academic, and evaluation community.

BPC brings unique certifications and qualifications to this project.  BPC is the only certified business in the nation registered with external evaluation expertise (What Works Clearinghouse, Institute for Educational Sciences, U.S. Department of Education) who is also a Native American vendor (State of WI and multiple Native American Tribal Government TERO or Indian Preference Certifications).  BPC is a state, tribal, and federally certified award winning research and evaluation firm with the primary office located in Shawano, WI.  BPC has satellite offices in the Fox Valley, Madison, and Milwaukee WI.  BPC has federal certifications from the U.S. Small Business Administration (8a) and from the U.S. Department of Education as a certified and uniquely qualified scientific evaluation organization.  These credentials are included under the “Organizational Credentials” tab of this bid package.

BPC has produced peer reviewed publications and presentations to inform the literature base in evaluation, education, and capacity building for Indigenous organizations, programs, and governments that work with other non-Indigenous entities.  We are active on leadership, journal review board, and/or committee events for the American Evaluation Association (AEA), New Directions in Evaluation, 360 Evaluation Webinar Series by AEA, are a Founding Board Member of the AEA WI Affiliate Evaluation Organization (Milwaukee, WI), and have completed a book chapter manuscript “Culture & Context Matters: Continuing the Journey to Reposition Culture and Cultural Context in Evaluation Theory and Practice” (2014 in press, Information Age Publishing, Dr. Stafford Hood, et al., Editors).  BPC has also provided expert presentations and/or congressional testimony on educational, governance, and evaluation topics to:  National Congress of American Indians (Policy Research Center), U.S. Department of Education (Office of Indian Education), United South and Eastern Tribes, Great Lakes Intertribal Council, U.S. Department of Justice, U.S. Department of Health and Human Services, U.S. Center for Disease Control, National Indian Education Association, and the American Civil Liberties Union to name several.  Please see the “Resume” or “Organizational Credentials” tabs in the bid package for more information.  We are also pleased to provide additional work examples or other information upon request or by directing you to www.bpcwi.com

BPC takes a utilization-focused, Indigenous-centered, and multijurisdictional approach to the evaluation, technical assistance, and capacity building work we do.  We want our clients and their project stakeholders to have authentic participation, capacity building, and relevant information produced as a result of working with BPC on an evaluation.  We are efficient and effective at gathering evidence that is professionally rigorous, culturally appropriate, and contextually responsive to the communities we are working in.  BPC would bring this high professional standard to the State of Montana’s OPI Systems of Care project as well.  Selected credentials by BPC or Nicole Bowman (Mohican/Munsee), the BPC President/Owner include:

  • Author, Culturally & Contextually Relevant Evaluation in Indigenous Context, 2013 In-Press, Information Age Publishing
  • Technical grant reviewer and/or assistance provider to nearly 20 federal grant agencies or programs (2001- present) specific to Indigenous evaluation for tribal colleges, tribal governments, or Native American programming (health, human services, education, justice)
  • National or Regional Evaluation Presenter for: American Evaluation Association, WI Association of School Boards, U.S. Department of Education, U.S. Department of Justice, National Indian Education Association, American Educational Research Association, Northeastern WI Technical College (Corporate Training Division), and the National Congress of American Indians to name several organizations (2001-present)
  • Journal Review or Editorial Board Member for the following national/international professional industry organizations: New Directions in Evaluation, Multidisciplinary Journal of Evaluation, and American Journal of Evaluation (2004-present)
  • Reviewer of the AEA’s Cultural Evaluation Standards and participated in the 1 year culturally/contextually responsive evaluation training sponsored by AEA to create a pool of responsive evaluators (2005).  There are only 45 total trained evaluators in the Country and Nicole Bowman is one of them.
  • American Evaluation Association (AEA) Presidential Task Force Member for: Presidential Diversity Elections Committee, 2012 International AEA Presidential Conference Work Group, and elected or appointed representative for AEA topical interest groups (TIG): Indigenous TIG, Government Evaluation TIG, and Independent Business TIG (2006-present)
  • Presenter, Indigenous Evaluation & Governance Strategies(), National Congress of American Indians (2007) and American Evaluation Association Conference (2012)
  • Trainer/T.A. Provider for Indigenous Evaluation Capacity Building (2010- present) for Oneida Nation of WI, Yurok Tribe of CA, Ho Chunk Nation of WI, Menominee Indian Tribe of WI, Lower Sioux Indian Community, to name several
  • Evaluation Technical Assistance Presenter for the international American Evaluation Association’s online “Coffee Break” webinar series (2012 – present)

 

Beyond this general description and history of BPC’s organizational activities we offer specific information to be responsive to the other company profile requirements noted on page 14 of the RFP:

  • BPC’s organizational structure is an LLC and for tax purposes is an S-Corporation
  • BPC is a registered and certified business with the State of WI, the United States Government (Small Business Administration), and many other tribal and non-tribal governments and programs.  Relevant certifications are included under the “Organizational Certifications” tab.
  • BPC currently has eleven paid staff and three regular volunteer staff
  • BPC is a certified small, minority, Native American, woman, and disadvantaged business (see “Organizational Credentials” tab)
  • BPC works with public sector (government, university, K-12 school), nonprofit, tribal, and private sector clients.  In the past fiscal year through the current date, BPC’s sources for business break down as follows:
    • Sector Breakdown:
      • Public Sector Clients: 45%
      • Tribal Sector Clients: 34%
      • Nonprofit Sector Clients: 15%
      • Private Sector Clients: 6%
      • Service Area Breakdown:
        • Evaluation Services: 55%
        • Technical Assistance/Training Services: 36%
        • Research Services: 9%

 

BPC has been conducting evaluations for nearly 15 years.  Nicole Bowman (Mohican/Munsee), President of BPC, has done evaluation for two decades on state, federal, and nonprofit funded projects in Indian Country (rural, urban, tribal reservation).  Most of the projects BPC evaluates are multi-year and multi-million dollar projects.  Several recent and related clients that demonstrate BPC’s ability to meet the services noted under the grant goals/objectives in section 3.2 of the RFP are:

  • Midwest Regional Comprehensive Center (MWCC) Project: BPC is the subcontractor to the American Institutes for Research (AIR), who is the prime contractor for this U.S. Department of ED contract.  This is a $15 million dollar and five year educational improvement project and the client is the State Departments of Education for WI, MN, IA, and IL.  BPC provides technical assistance, policy studies, and expert assistance on Native American topics/communities to this four state service area.  Published reports and work examples are available upon request.  Reference/Contact: Sara Wraight, MWCC Project Director, swraight@air.org.
    • MN MWCC Project: Since 2012 BPC has provided support for a statewide Indian Education Summit that included state, federal, and tribal stakeholders as well as community members, K-12 administrators/teachers, and national experts.  Produced an Indian education literature review report that provided an analysis of state, federal, and tribal report findings, gaps analysis, and recommendations for informing the Indian Education Summit.  Currently providing a literature review and curriculum crosswalk to evaluate 1995 State Indian education curriculum for alignment to the Common Core Standards.  Information from this curriculum work will inform new curriculum writing that will go through a State Legislative approval process.  Reference/Contact: Alicia Garcia, AIR’s State Manager of MN for MWCC Project, agarcia@air.org.
    • WI MWCC Project: Since 2013 BPC has provided support for completion of a comprehensive policy scan.  A historical and contemporary review of state, federal, and 11 tribal government policies related to Indian education in public schools is being completed currently by BPC.  Information from this report will be used to document best practices, determine gaps in services, and will be used to create a memorandum of agreement template for public schools to use as a strategic/operational agreement when working with tribal governments on the education of Indian students in public schools in WI. Reference/Contact: Anna Koelln, AIR’s State Manager of WI for MWCC Project akoelln@air.org.
  • Drug Free Communities and Strategic Prevention Frameworks Projects: Funded by SAMHSA grants for nearly a decade (2001-2010), BPC worked with the prime contractor Pacific Institute for Research & Evaluation (PIRE) and the grantee Great Lakes Inter-Tribal Council (GLITC) which represented all 11 tribes in WI.  BPC provided culturally responsive evaluation, technical assistance, and policy development services for prevention and intervention programming in Indian communities.  Reference/Contacts: Dr. Candace Peterson, former Project PI for PIRE, c.peterson55@live.com or Robert Kovar, former Project Co-PI for GLITC, kovar.robert@marshfieldclinic.org.
  • WI Department of Administration and Office of Justice Assistance Project (OJA): BPC was hired to do a two year study from 2006-08 to review the disproportionate minority contact (DMC) of Native American community members that are incarcerated in the state or municipal government jails.  BPC used a multijurisdictional design to engage all 11 tribal governments, 8 county governments, and the state government to review government policies, shared memos of agreement, and incarceration data.  Using a relative rate statistical index, document review, phone interviews, and focus groups (talking circles), BPC completed the study.  To date it is the only study in the nation that included all tribal governments in a state/federal government DMC study.  Reference/Contact: Ray Luick, WI OJA Director, ray.luick@wisconsin.gov.
  • Lower Sioux Indian Community Project: BPC provided three years of tribal governance training and technical assistance from 2008-2010 to help the executive leadership, elected officials, and program staff build capacity and develop metrics, instruments, and protocols for performance based tribal government improvement efforts.  Reference/Contact: Gaby Strong, former Lower Sioux Executive Director, GStrong@MACPhil.org.
  • Seva Foundation Organizational Development & Native Program Evaluation Project: BPC provided evaluation, technical assistance (t.a.), and nonprofit organizational development services from 2007-2009 to help the Seva Foundation develop metrics for evaluating the Native American programs.  The project also included development of grantee level metrics, instruments, and training to help increase the capacity of the organization’s staff and the grantees.  Reference/Contact: Bonney Hartley, former Seva Native American Program Director, bonney.hartley@gmail.com.
  • Other professional references for BPC regarding scientific and culturally responsive evaluation credentials are:
    • Dr. Rodney Hopson, Associate Professor, Education & Evaluation Policy Department, George Mason University, Graduate School of Education; Past President (2012), American Evaluation Association; rkmhopson@gmail.com, (412) 477-9391
    • Dr. Stafford Hood, Department Chair, Curriculum & Instruction Director, Culturally Responsive Evaluation & Assessment National Center, University of Illinois at Urbana-Champaign; slhood@illinois.edu, (217) 244-8286
    • Dr. Fiona Cram, President, Katoa Ltd., New Zealand; 2012 Conference Planning Co-Chair, American Evaluation Association and Culturally Responsive Book Editor (2014, In Press, Information Age Publishing); fionac@katoa.net.nz, (649) 550-2231
  • Additional project examples are available upon request.  See also the three “project reference forms” contained in this bid package. 

Custom Training and Consulting Upon Request Bowman Performance Consulting

Bowman Performance Consulting  271 River Pine Drive, Shawano, WI  54166  ♦  Phone:  715-526-9240  ♦  Fax:  715-526-6028

BPC Works With University of WI-Madison

Project Summary:

BPC provides external grant evaluation to the University of WI-Madison’s (UW) United States Department of Agriculture (USDA) grant.  This 5 year and $5 million dollar project provides a curriculum development process, professional development training, creation of middle school (gr. 6-8) science/culture units, and utilizes community, culture, and local STEM workforce to guide the curriculum development process.  The project seeks to generate more Native and rural students who are interested in STEM careers.  Participating educators and students are able to be part of hands-on and research based STEM clubs (Sustainability Clubs) and research activities with UW and affiliate university research partners.  BPC has provided the leadership with support on IRB protocols, instruments, and approval; has designed and carried out a comprehensive, scientifically rigorous and culturally appropriate mixed-methods evaluation plan; and has implemented two nationally normed research instruments (Stages of Concern Questionnaire  and the Surveys of Enacted Curriculum).  BPC generates an annual evaluation report and also assists with USDA required presentations and reports as needed.

Client Sector:

Higher Education

BPC Services:

Evaluation

Project Term:

2011 – 2015

Bowman Performance ConsultingCustom Training and Consulting Upon Request

Bowman Performance Consulting 271 River Pine Drive, Shawano, WI 54166 ♦ Phone: 715-526-9240 ♦ Fax: 715-526-6028

BPC Works with All Mission Indian Housing Authority

Project Summary:

BPC provides technical assistance to the All Mission Indian Housing Authority (AMIHA) clients and to AMIHA itself for organizational development activities.  BPC has provided grant writing, research, program development, and organizational development services on this five year indefinite quantity contract through task orders.

Client Sector:

Tribal Non Profit

BPC Services:

Technical Assistance

Project Term:

2012 – 2017

Bowman Performance ConsultingCustom Training and Consulting Upon Request

Bowman Performance Consulting 271 River Pine Drive, Shawano, WI 54166 ♦ Phone: 715-526-9240 ♦ Fax: 715-526-6028