Quote: Mother Teresa

“Never worry about numbers. Help one person at a time, and always start with the person nearest you.” – Mother Teresa

Quote: Strengthen Communities

“When one neighbor helps another, we strengthen our communities.” – Jennifer Pahlka

Call For Chapters: Proposals Due February 28, 2017


SchoolUniversityCommunity Collaboration in Education in Rural Places

Edited by:R. Martin Reardon, East Carolina University and Jack Leonard, University of Massachusetts, Boston

A volume in the Current Perspectives on School/University/Community Research Series

R. Martin Reardon, East Carolina University and Jack Leonard, University of Massachusetts, Boston

Place is paramount and sometimes problematic in schooling. In the context of rural schooling, Schafft and Jackson (2010) conceived of place as “an articulation of social relations and cultural and political practices that are paradoxical, provisional, and constantly in the process of becoming” (p. 11).

Rural places are home to almost 20% of the U.S. population (2010 Census FAQ) and approximately one third of all public schools (Ayers, 2011)—in which approximately one in five students are educated (Williams, 2010)—but schooling in rural places has been acerbically referred to by Corbett (2007) as the “quintessential institution of disembedding” (p. 251). According to Corbett’s narrative, children in rural places are immersed throughout their formative years in hearing “a story about somewhere else” (p. 117), studying a curriculum designed somewhere else, and striving to meet standards of academic achievement focused on fitting them to perform on a stage set somewhere else. Little wonder, then, that some children graduate from schools in rural places and leave for somewhere else.

The drift of youth away from rural areas and away from the “vision of the common good, locally lived” (Howley&Howley, 2010, p. 47) may be intrinsic to the quest for economic efficiency in agricultural production, the impact of evolving policies regarding resource extraction and utilization, and the spread of urbanization. However, at the same time that there is outmigration from among the youth of the long-time inhabitants of numerous rural places, in some such places there is immigration of ethnically diverse newcomers. These newcomers may be open to low-status employment opportunities, while anticipating that their uniqueness will be embraced—or at least less hatefully construed—than it was in the places from which they came. The respectful integration of such long-term or transient newcomers and the effective education of their children places a strain on the schooling resources in rural places as a new vision of the locally lived common good is born.

For this second volume in the Current Perspectives on School/University/Community Research series, we are inviting chapter proposals from authors who are engaged in school-university-community collaborative educational research endeavors in rural places.

Bryk, A. S. (2015). Accelerating how we learn to improve. Educational Researcher, 44(9), 467‐477. doi:

Cooper, A.,&Shewchuck, S. (2015). Knowledge brokers in education: How intermediary organizations are
bridging the gap between research, policy and practice internationally. Education Policy Analysis
Archives, 23(118), 1‐5. doi: 10.14507/epaa.V23.2355

Among the questions that may be addressed by authors include:

  • How do school‐university‐community collaborative (SUCC) partnerships redress the harm done to rural schools by policies that ignore the “unique assets and challenges of rural schools and communities” (Johnson & Zoellner, 2016, p. 6).
  • How do SUCCs inculcate “an educated hope” (Edmondson & Butler, 2010, p. 150) for the future?
  • In what ways do SUCC partnerships enrich all partners?
  • How do SUCC partnerships value the rural setting and aid in the articulation of the elements of place and/or the integration of newcomers?
  • In what ways do SUCC partnerships address the educational needs of children and youth in rural places?
  • What are the design features of SUCC partnerships in rural places, and how does design capitalize on opportunities, and address inherent challenges?


Chapter proposals of no more than 500 words (not including the listing of up to 10 references) are invited for the second volume of this series. For multiple authored proposals, please list all authors and indicate a corresponding author’s email.

A blind review process of full chapter submissions will be conducted during June, 2017 (see Projected 2017 Deadlines).

Please email chapter proposals as attachments in Microsoft Word format to both Dr. Martin Reardon (reardonr@ecu.edu)and Dr. Jack Leonard (jack.leonard@umb.edu). Enquiries are welcome.

Projected 2017 Deadlines:

Chapter Proposals: February 28, 2017
Notification of Decision: March 31, 2017
Full Chapters Submitted & Blind Peer Review Initiated: June 2, 2017
Blind Peer Review Comments Returned to Authors: June 23, 2017
Authors’ Responses to Peer Review Comments Submitted to Editors: July 3, 2017
Authors Submit Polished and Revised Chapters to Editors: September 1, 2017
Submission to IAP: October 18, 2017

Sign Up Today for the UW Institute for Urban Education Conference August 11th!


This conference highlights partnerships between school, university, and culturally diverse communities as a means to support classroom practices, improve student outcomes and engage families. In addition, they always highlight culturally responsive pedagogy as a necessary practice for cooperating teachers and other educators working with children who are culturally, linguistically and economically diverse.

To learn more click here: https://uwm.edu/education/community/partnerships/institute-urban-edu/professional-dev-opportunities/

N7 Announces Funding Opportunities For Native Youth Through Generation Indigenous. Deadline is November 15th!

cnay logo

As a part of President Obama’s Generation Indigenous (Gen-I) initiative, Nike, Inc. and the N7 Fund has partnered with the Center for Native American Youth (CNAY) to extend grant opportunities as a resource for Native youth leaders promoting health and wellness through sport and physical activity in their community. Gen-I is an initiative to help improve the lives of Native youth and to cultivate the next generation of Native leaders. Gen-I includes new investments and policies to expand educational, employment, and health and social services for Native youth. CNAY, along with the Department of the Interior, have partnered to launch a National Native Youth Network. Through this Network, CNAY has engaged over 2,000 Native youth from across the country in 2015.


For more information and to apply, please visit: http://n7fund.com/apply/.

6th American Indian / Indigenous Teacher Education Conference July 10-11 at Northern Arizona University

Northern Arizona University’s College of Education is hosting its Sixth American Indian / Indigenous Teacher Education Conference “Honoring Place, Community, and Culture” on July 10-11, 2015 at NAU’s High Country Conference Center with a reception at NAU’s Native American Culture Center on July 9 from 6:00 to 7:30 PM. A map of the NAU campus and the surrounding area is available at http://www2.nau.edu/nau-map/. This conference for preschool, K-12, college, and university educators and concerned community members was designed through panels, workshops, and papers to share ideas for improving the lives and education of Indigenous children. Northern Arizona University’s College of Education has worked with Indian Nations to improve the education of American Indian students for decades. It has hosted a variety of American Indian teacher and administrative preparation programs, including the well received Learn In Beauty program, and published a number of monographs, including Honoring Our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students and Honoring Our Children: Culturally Appropriate Approaches for Teaching Indigenous Students. Drs. Joseph Martin and W. Sakiestewa Gilbert, who have been long involved in working to improve Indian education, are co-chairing the conference.

To find more information: http://jan.ucc.nau.edu/~jar/AIE/AIITEC6.html

Personal Finance and Economics for Students

econ wi

*from economicswisconsin.org

Welcome back to school!

EconomicsWisconsin and Lakeland College Center for Economic Education would like to invite you to the 8th Annual Get Your Students Pumped Up on Personal Finance and Economics! in conjunction with the Fourth Annual Wisconsin Summit of Financial Literacy.

Join us Friday, October 17 at Lambeau Field on the North Balcony. Check in begins at 8:30 and the program kicks off at 9:00 AM.  This event features 3 breakout sessions, presentation of the Excellence in Teaching Awards, and luncheon speaker, Mark Murphy, Packer’s President.


Topics Include:

  • The Geography of Jobs During the Great Recession and the Long, Slow Recovery 2007-2014
  • The Student Debt Crisis
  • The New World of Monetary Policy
  • Are you Living Beyond Your Means and Why is it So Difficult to Save?
  • The ACA and the Labor Market
  • This Little Piggy Cried Earn, Spend, Save: Creating a Classroom Economy
  • Educator Effectiveness and Personal Finance: It’s a Match!
  • Currency and the Fed
  • Who Desegregated Major League Baseball: Jackie Robinson or Adam Smith?
  • Bringing Your Community into the Classroom: The Community Exploration Project
  • Talk to Your Kids About Money Panel Discussion
  • Money $mart in Head Start: Financial Outreach and Coaching through the Head Start Program


To register with a check, please remit payment with the back side of the attached flyer.  To pay by Credit Card, please use the form online – https://events.r20.constantcontact.com/register/eventReg?oeidk=a07e9g9hy6l55299bea&oseq=&c=&ch=

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