DISSERTATION ABSTRACT Indigenous Educational Policy Development with Tribal Governments: A Case Study

Nicole R. Bowman-Farrell (Mohican/Munsee)

PhD Oral Defense

Educational Leadership & Policy Analysis Department, University of WI-Madison

Wednesday, April 22, 2015

Western public education research rarely includes empirical information about or formal consultation with sovereign Tribal governments and Indigenous stakeholders.  This lack has led to gaps in services, poor resource allocation, inappropriate programming, and a chronic systemic failure of the public educational system to meet the needs of American Indian learners.  To address these issues and gaps, Indigenous scholars and advocates work towards operationalizing Indian civil rights.  The purpose of this “indigenized” descriptive single case study was to document the educational policy-making process of one Tribe by exploring the following research questions:

  • How does the Stockbridge-Munsee (S-M) government develop educational policy?
  • What influences the Stockbridge-Munsee government’s policy making process?

Guiding frameworks of the study included Critical Race and Tribal Critical Theory. Additionally the methodological constructs of community-based participatory research (CBPR), Tribally-based participatory research (TDPR), and an understanding of the multi-jurisdictional legal framework of American Indian research informed the study design and ensured cultural responsiveness, scientific rigor, and adherence to ethical, professional, and legal standards.  Self-assessment surveys and interviews were conducted with 27 participants (unduplicated count) representing Tribal government, local and state education agencies, and the Tribal community.  Key documents were collected from participants, online, and from Tribal, local, state and federal agency records. Constant comparative analysis and triangulating data allowed emerging themes to be confirmed through multiple data sources.  This study had three major findings:

  1. Developing Tribal educational policy is a contextualized and multiple step process. The S-M educational policy system is series of intra-Tribal interactions. Policy is created in multiple steps involving the Tribal government, Tribal Education Board, and Tribal Education Department. Each of these Tribal educational policy stakeholder groups has distinct roles in the policy process.
  2. Multiple factors influence Tribal education policy development. These include “cross-cutting” influences as well as community, cultural/traditional and public/western education influences.
  3. Tribal and public educational policy activities vary across educational agencies and affect the policy environment, inter-agency relations, and perceptions of educational stakeholders.

Findings from the study suggest that multi-jurisdictional policy structures and activities that explicitly foster intergovernmental relations across local, state, federal, and Tribal government agencies will best support public school education of Native-American students. Key study/findings discussion points:

  1. First and one-of-a kind multi-jurisdictional study that views Tribal and public governments/agencies (local, state, and federal) as part of a larger policy system (via tri-lateral model)
  2. Use of a multi-jurisdictional model, Indigenous theories, and Indigenous research methods/tools can inform future public educational policy research studies and educational policy activities between Tribal and public education agencies
  3. Fills a gap in the western and Indigenous literature, documents what is working (strengths-based approach) and builds empirical data for supporting a multi-jurisdictional or tri-lateral model for educational policy and practice collaborations between Tribal and non-Tribal government agencies
  4. TCT used for asserting sovereign rights of Tribes which is legal, culturally responsive, and ethical
  5. CRT gives counter-narrative to marginalized voices to document strengths, gaps, challenges, and solutions

Limitations of study include sample size and the need to replicate more case studies to build the literature base.  Given this is the first study of its kind, it is challenging to “build on the literature base” and consider what else is out there in terms of a comprehensive and multi-jurisdictional study.  Policy studies with programs or agencies (not comprehensively across governments) were utilized to anchor and inform the study.

Future areas of study include:

  1. Replication: more multi-jurisdictional (i.e. tri-lateral) educational policy studies are needed to fill a gap in the western and Indigenous literature bases.  Replicating this study will provide more empirical information about how Tribes develop educational policies (and what those policies include) and will also document strengths/successful educational policy development, a strengths-based and Tribal-centric approach to education.
  2. Systemic educational policy studies are needed to generate more empirical data for further developing, applying, and testing the tri-lateral model in different Tribal/public contexts.
  3. Studying the similarities and differences in Tribal and public educational policy development is important to understanding the policy environment and educational leadership behaviors that strengthen public education for AI students.  This information also would provide a deeper and broader perspective into what resources and capacities Tribal governments need to strengthen Tribal educational policy development.
  4. Correlating or connecting the educational outcomes of AI students in schools with strong Tribal/public policies, policy activities, and policy resources, capacities, and supports is important to understanding the educational experiences and achievement of AI students in K-12 public schools.
  5. Studying how stronger or weaker levels of direct funding and other resources impact Tribal and public educational policy development, implementation, fidelity, and impacts of policies for AI attending K-12 schools can inform leadership, governance, economic, and educational stakeholders and contexts.

2014 CREA Annual Conference

CREA 2014 Second Annual Conference
September 18-20
Oak Brook Hills Resort Chicago
Oak Brook, Illinois

This is a friendly reminder that registration is open, register by August 15th
to take advantage of the early bird rate.

We are immensely delighted that Professor Edmund W. Gordon (John M. Musser,
Professor of Psychology, Emeritus at Yale University and Richard March Hoe
Professor, Emeritus of Psychology and Education at Teachers College, Columbia
University) will honor us by delivering the first CREA Distinguished Senior
Scholar Address. Professor Gordon will join our renowned keynote speakers:
Drs. Dawn Adams (Tapestry Institute), Pamela Moss (University of Michigan) and
Debra Joy Perez (Annie E. Casey Foundation). Visit our website for more
information on CREA’S 2014 Second Annual Conference at

First time offering of CREA Preconference Workshops
Registration is also open for the preconference workshops! We will be offering
one full day and two half-day workshops. Continuing education credits will be
available. Register early since space is limited and to take advantage of
early bird registration rates.
Please visit our website for more information

Workshop Sessions

Workshop Title: Foundations of Culturally Responsive Evaluation: From Theory
to Practice
Presenters: Rodney K. Hopson, PhD (George Mason University) and Karen E.
Kirkhart, PhD (Syracuse University)
Time: 8:30 am – 12:00 pm

Workshop Title: Workshop on Mixed Methods Approaches to Evaluation
Presenter: Jennifer Greene, PhD (University of Illinois Urbana-Champaign)
Time: 1:00 pm  – 4:30 pm

Workshop Title: Culturally Responsive Indigenous Evaluation
Presenters: Fiona Cram, PhD (Katoa Ltd., Aotearoa, New Zealand) and Nicole
Bowman (Bowman Consulting)
Time: 8:30 am – 4:30 pm (with one hour lunch)

 2014 CREA Annual Conference

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

Mentoring Young Entrepreneurs

Mentoring Young Entrepreneurs

Nicole Bowman explains why an important goal is to begin mentoring young entrepreneurs.

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

Indigenous Language Preservation Resource

Indigenous Language 1
Indigenous Language Preservation Resources
Drafted by Bowman Performance Consulting
(Last Updated: 04/8/14)

Printed Books

1. Craw, J. (2000). At war with diversity: US language policy in an age of anxiety. Buffalo: Multilingual Matters.
2. Crystal, D. (2002). Language Death. New York: Cambridge University Press.
3. Fishman, J. A. (Ed.). (2001). Can threatened languages be saved?: Reversing language shift, revisited : a 21st century perspective: Multilingual matters. Buffalo: Multilingual Matters.
4. Grenoble, L. A., & Whaley, L. J. (2006). Saving languages: An introduction to language revitalization. New York: Cambridge University Press.
5. Grenoble, L. A., & Whaley, L. J. (Eds.). (1998). Endangered languages: Language loss and community response. New York: Cambridge University Press.
6. Greymorning, S. (Ed.). (2004). A will to survive: Indigenous essays on the politics of culture, language, and identity. Boston: McGraw-Hill.
7. Harrison, K. D. (2008). When Languages Die: The Extinction of the World’s Languages and the Erosion of Human Knowledge. New York: Oxford University Press.
8. Hinton, L. (2002). How to keep your language alive: A commonsense approach to one-on-one language learning. Heyday Books: Calif.-Berkeley.
9. Hinton, L., & Hale, K. (Eds.). (2001). The green book of language revitalization in practice. San Diego: Academic Press.
10. Hornberger, N. (2008). Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents [Palgrave Studies in Minority Languages and Communities]. London: Palgrave Macmillan.
11. Hornberger, N. H. (Ed.). (1997). Indigenous literacies in the Americas: Language planning from the bottom up. New York: Mouton de Gruyter.
12. Nettle, D., & Romaine, S. (2002). Vanishing Voices: The Extinction of the World’s Languages. New York: Oxford University Press.
Books Online
1. Reyhner, Jon Allan (Ed.). (2002). Indigenous languages across the community. Flagstaff: Northern Arizona University. Retrieved from http://jan.ucc.nau.edu/~jar/ILAC/
Indigenous Language 2
2. Reyhner, Jon Allan, & Lockard, L. (Eds.). (2009). Indigenous language revitalization: Encouragement, guidance & lessons learned. Flagstaff, Ariz.: Northern Arizona University. Retrieved from http://jan.ucc.nau.edu/~jar/ILR/
3. Reyhner, Jon Allan (Ed.). (2003). Nurturing Native languages. Flagstaff, Ariz.: Northern Arizona University. Retrieved from http://jan.ucc.nau.edu/~jar/NNL/
4. Reyhner, Jon Allan, & al, e. (Eds.). (1999). Revitalizing indigenous languages. Flagstaff, Ariz.: Center-Northern Arizona University for Excellence in Education. Retrieved from http://jan.ucc.nau.edu/~jar/RIL_Contents.html
5. Reyhner, Jon Allan (Ed.). (1997). Teaching indigenous languages. Flagstaff: Center-Northern Arizona University for Excellence in Education. Retrieved from http://jan.ucc.nau.edu/~jar/TIL_Contents.html
Organizations: Websites
1. Foundation for Endangered Languages. (n.d.). Foundation for Endangered Languages. Retrieved from Foundation for Endangered Languages Web site: http://www.ogmios.org/home.htm
2. Indigenous Language Institute. (n.d.). Indigenous Language Institute. Retrieved from Indigenous Language Institute Web site: http://www.indigenous-language.org/index.html
3. National Alliance to Save Native Languages. (n.d.). National Alliance to Save Native Languages. Retrieved from National Alliance to Save Native Languages Web site: http://www.savenativelanguages.org/links.html
4. Terralingua. (n.d.). Terralingua. Retrieved from Terralingua Web site: http://www.terralingua.org
5. The Endangered Language Fund. (n.d.). Request for Proposals, 2014. Retrieved from The Endangered Language Fund Web site: http://www.endangeredlanguagefund.org
6. The Society for the Study of the Indigenous Languages of the Americas. (n.d.). The Society for the Study of the Indigenous Languages of the Americas. Retrieved from The Society for The Study of The Indigenous Languages of The Americas Web site: http://www.ssila.org/
Potential Funding Sources
1. Administration for Native Americans (ANA). (n.d.). ANA Program Announcements. Retrieved from Administration for Children and Families [ACF] Web site: http://www.acf.hhs.gov/programs/ana/
2. Administration for Native Americans (ANA). Native Language Preservation A Reference Guide For Establishing Archives and Repositories (2006). Retrieved from American Indian Higher Education Consortium (AIHEC) website: http://www.aihec.org/resources/documents/nativelanguagepreservationreferenceguide.pdf
3. First Peoples Worldwide. Keepers of the Earth Fund. Retrieved from First Peoples Worldwide Web site: http://firstpeoples.org/wp/apply/
4. Ford Foundation. (n.d.). Ford Foundation. Retrieved from Ford Foundation Web site: http://www.fordfound.org/
5. Foundation for Endangered Languages. (n.d.). Foundation for Endangered Languages. Retrieved from Foundation for Endangered Languages Web site: http://www.ogmios.org/home.htm
Indigenous Language 3
6. Indigenous Language Institute. (n.d.). Indigenous Language Institute. Retrieved from Indigenous Language Institute Web site: http://www.indigenous-language.org/index.html
7. National Science Foundation (NSF). (n.d.). Documenting Endangered Languages (DEL). Retrieved from National Science Foundation [NSF] Web site: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=12816
8. The Endangered Language Fund. (n.d.). Request for Proposals, 2013. Retrieved from The Endangered Language Fund Web site: http://www.endangeredlanguagefund.org/request.php
9. The Genographic Legacy Fund (GLF). The Genographic Legacy Fund. Retrieved from Genographic Project Web site: https://genographic.nationalgeographic.com/legacy-fund/
10. The Hans Rausing Endangered Languages Project at SOAS. (n.d.). The Hans Rausing Endangered Languages Project at SOAS. Retrieved from The Hans Rausing Endangered Languages Project At SOAS Web site: http://www.hrelp.org/grants/apply/
11. Rosetta Stone. Endangered Language Program. Retrieved from Rosetta Stone Web site: http://www.rosettastone.com/endangered
12. Rockefeller Philanthropy Advisors. (n.d.). Cultures of Giving Fund. Retrieved from Rockefeller
Philanthropy Advisors Web site: http://rockpa.org/special_programs/cultures-of-giving-fund/
13. Seventh Generation Fund for Indian Development. (n.d.). Grant Making Guidelines. Retrieved from Seventh Generation Fund for Indian Development S Web site: http://www.7genfund.org/grant-application

4.8.14 Indigenous Language Preservation Resources-BPC-2014

Custom Training and Consulting Upon Request Bowman Performance ConsultingBowman Performance Consulting  271 River Pine Drive, Shawano, WI  54166  ♦  Phone:  715-526-9240  ♦  Fax:  715-526-6028

Two Exciting Up-Coming Events


1.    Saturday, May 3, 2014:  AIRO Pow-Wow at University of WI-Stevens Point on May 3rd.  For more info call:  715-346-3576 or see the UWSP Events Calendar at:  http://calendar.uwsp.edu/EventDetails.aspx?data=hHr80o3M7J5I%2FP8GPJv9ZT3%2BUsL3cglSv3Te8NHRw8BAbt15csQb1yQERbATt4V5

2.    Saturday, April 12, 2014:  Gerald L. Ignace Indian Health Center (Milwaukee, WI) 9th Annual Red Shawl Gala Fundraiser.  Featuring local Native artist and BPC staff Monique Tyndall (Mohican/Munsee/Omaha) who designed and created the 2014 Red Shawl being auctioned at the event.  More event info is at:  https://www.eventbrite.com/e/9th-annual-red-shawl-gala-tickets-10281118101.

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

Commodity Codes

BPC has many commodity codes based on the level of government (State, Federal, Tribal, or Municipal), the certifying agency, and the registered website that BPC has a profile created on.  In this next section you will learn about all the various agencies and procurement websites that BPC is registered at and the relevant commodity codes associated with BPC’s service areas.  First, BPC is a certified business that is registered in the US Federal Government’s System for Award Management (SAM) which has replaced the Central Contract Registration (CCR).  The SAM (https://www.sam.gov/portal/public/SAM/) follows the North American Industry Classification System (NAICS) codes.

BPC’s NAICS codes are as follows (http://www.census.gov/eos/www/naics/):

  • 541611 – Administrative, Business and General Management Consulting Services
    • Business Start-Up Consulting Services
    • Reorganizational Consulting Services
    • Strategic Planning Consulting Services
    • 541612 – Human Resources Consulting Services
      • Employee Assessment Consulting Services
    • 541613 – Marketing Consulting Services
    • 541618 – Other Management Consulting Services
    • 541720 – Behavioral Research and Development Services
      • Business Research and Development Services
      • Cognitive Research and Development Services
      • Demographic Research and Development Services
      • Economic Research and Development Services
      • Humanities Research and Development Services
        • Learning Disabilities Research and Development Services
        • Psychology Research and Development Services
        • Social Science Research and Development Services
        • Sociological Research and Development Services
        • Sociology Research and Development Services
  • 611110 – Elementary and Secondary Schools
  • 611430 – Professional and Management Development
  • 611710 – Educational Support Services

BPC’s Federal Product Service Codes (PSC) and Federal Supply Codes (FSC) are as follows (https://www.fsd.gov/app/home):

  • AB11 – Crime Prevention and Control (Basic Research)
  • AB12 – Crime Prevention and Control (Applied Research/Exploratory Development)
  • AB31 – Rural Services and Development (Basic Research)
  • AB36 – Rural Services and Development (Management/Support of R&D)
  • AB41 – Urban Services and Development (Basic Research)
  • AB91 – Urban Services and Development (Basic Research)
  • AB92 – Urban Services and Development (Applied Research/Exploratory Development)
  • AE21 – Product or Service Improvement  (Basic Research)
  • AE91 – Economic Growth-Productivity (Basic Research)
  • AE92 – Economic Growth-Productivity  (Applied Research/Exploratory Development)
  • AF10 – Educational (Unclassified)
  • AF11 – R&D – Education: Educational (Basic Research)
  • AF12 – R&D – Education: Educational (Applied Research/Exploratory Development)
  • AF13 – R&D – Education: Educational (Advanced Development)
  • AF14 – R&D – Education: Educational (Engineering Development)
  • AF15 – R&D – Education: Educational (Operational Systems Development)
  • AF16 – R&D – Education: Educational (Management/Support)
  • AF17 – R&D – Education: Educational (Commercialized)
  • B542 – Educational
  • G010 – Dir Aid Tribal Government-Di (PL93-638)
  • R405 – Operations Research
  • R407 – Program Evaluation
  • R408 – Program Management-Support
  • R410 – Program Review-Development
  • R422 – Phone and Field Interview
  • R702 – Data Collection
  • U001 – Training Services – Lectures for Training
  • U002 – Training Services – Personnel Testing
  • U004 – Training Services – Scientific and Management Education
  • U006 – Training Services – Vocational – Technical Training
  • U008 – Training Services – Training/Curriculum Development
  • U010 – Training Services – Certifications and Accreditations
  • U099 – Training Services – Other Educational and Training Services

BPC’s National Institute of Governmental Purchasing (NIGP) Codes are as follows (https://www.fsd.gov/app/home):

  • 91800 – Consulting Services
  • 91803 – Alcohol and Drug Abuse Consulting Services
  • 91832 – Consulting Services (not otherwise classified)
  • 91890 – Strategic Technology Planning and Consulting Services
  • 92405 – Advisory Services, Educational
  • 92416 – Course Development Services, Instructional/Training
  • 92419 – Educational Research Services
  • 92435 – In-Service Training (For Employees)
  • 92460 – Not-For- Credit Classes, Seminars, Workshops, etc.
  • 92464 – Partnering Workshop Facilitation Services
  • 95277 – Research and Evaluation, Human Services
  • 96129 – Economic Impact Studies
  • 92132 – Environmental Impact Studies
  • 96160 – Public Opinion Surveys

BPC’s State of WI Department of Transportation Commodity Codes are as follows: (http://www.dot.wisconsin.gov/business/purchase/vendoreg.htm)

  • 906 64 – Planning, Urban (community, regional, area wide, and state)
  • 924 10 – Training Services
  • 948 21 – Consulting Services
  • 952 60 – Job Search Workshop
  • 952 90 – Training and Instruction (for clients, not staff)
  • 961 32 – Environmental Impact Studies
  • 961 34 – Feasibility Studies (all kinds)
  • 956 70 – Research Services
  • 961 03 – Analytical Studies and Survey Services

NOTE:  BPC is also registered with the WI Vendornet System (WI State Procurement Website), many Native American (TERO, Indian Preference) procurement databases, local or State Chambers of Commerce or Economic Development databases, and professional/academic service databases. For more information please contact Nicole Bowman, BPC President at nicky@bpcwi.com or 715-526-9240.

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

Corporate Capabilities



Bowman Performance Consulting (BPC) began offering professional consulting, scientific research, and evaluation services in 2001.  BPC’s main office is located in Shawano with several regional offices throughout the state.  BPC provides culturally responsive and contextually applicable services to hundreds of national clientele across multijurisdictional contexts: public, private, non-profit and tribal sectors.  BPC’s clients and projects also span many interdisciplinary areas:  health, human services, education, governance, economic development, and justice.

BPC develops projects, provides training/technical assistance, and designs studies that not only complete the scope of work on time and within budget, but engages clients in a meaningful way so the skills, capacities, and resources are increased as an intentional result of BPC working with you.  When we say that, “BPC works with you and not on you” we truly mean it!  Our job is not done unless the client is more equipped and empowered to do the job after BPC leaves the job site.  As a client of BPC you can expect to be authentically engaged, thinking critically, and making decisions based on measurable targets and data.

WHAT WE SELL:  BPC services fall under four main categories:   research, development, implementation, and evaluation:

  1. Research services involves studies to document baseline information; test ideas, programs, or theories; and/or to find innovative solutions to problems.  Examples:  feasibility studies, policy studies, workforce studies, literature reviews, customer service studies, or market studies/analysis.
  2. Development services include creation of new policies, programs, organizational, or systemic processes that support long-range efforts by the organization.  Examples:  professional development for staff; board or leadership training; policy and handbook development; creation of a strategic plan; or development of funding proposals. 
  3. Implementation services are better known as technical assistance and these services help the client to fully develop ideas, programming, or organizational structures.  Examples include:  implementation support for new grants or programs; monitoring and providing feedback on new policy/procedural implementation; working on certifications/accreditations; or providing support for implementation of a new strategic plan or workforce practice learned through trainings.
  4. Evaluation services help the client understand the short and long-term impacts by developing common performance metrics and indicators so changes in the human, program, organizational, or systems are documented.  Data is generated for intended changes to document baselines and so short-term impacts are noted and supports or hindrances for changes are known (process/implementation data).  Trend data is gathered over a longer time frame to know the annual or longitudinal (multiple year) impacts of programs, policies, procedures, or other organizational/systemic strategies (outcome data).  Examples include:  needs assessments; external grant evaluations; setting up monitoring/performance systems; or data retreats using evaluation or research data generated by the client and/or BPC to make data-driven and strategic decisions about programming, workforce, or organizational initiatives.

WHO WE SELL TO:  BPC provides culturally responsive and contextually applicable services to the public, private, non-profit, and Tribal sectors.  Our primary target markets are the educational, academic, economic development, health, and Native American communities.  We work in a “multi-jurisdictional” manner to support collaborative projects that enrich all who participate.  Often these customers work together on joint projects but have lowered capacity, working knowledge, practical experiences, and/or sensitivity to the culture, context, or community needs that the projects are being implemented into.  BPC serves to work “with” clients and not “on” them in order to build authentic partnerships and active participants in the project.  Through grant funded projects (public and non-profit sources); government sponsored initiatives (Public and Tribal Governments); and private sector partnerships BPC provides services where these target markets all meet by building capacity, strengthening coalitions, and supporting effective and evidence or research based programming.  Uniquely, BPC’s multijurisdictional projects and services have been carried out through projects in the disciplines of:  health, education, human services, justice, economic development, transportation, and STEM (science, technology, engineering, and math). BPC’s value-added client services allow the greatest opportunity for success so positive changes can be institutionalized and targeted resources are leveraged and sustained after the project ends.

FINANCIAL SUMMARY:  BPC is an award winning and nationally credentialed professional service organization that generates revenue through services on a fee-per-client basis not contingency.  Seeking long-term projects (3 to 5 years), BPC has had organizational stability since 2001 through multi-year grant evaluations, research projects, and technical assistance/development projects to sustain, expand, and deepen our service offerings to a national clientele.  Since 2001, our annual organizational revenues have ranged from $450,000 to $900,000 that has been generated by 8-10 multi-year projects (on average).  BPC tracks how our projects are awarded and over 85% our awards come not by competitive bids but rather by repeat clients and/or through word-of-mouth based on our high quality, on time, within budget, and valued added services.  Yes, BPC is a vendor but we’ve grown to have a reputation of being a partner for collaborative and sustained improvement efforts.  BPC’s reputation has resulted in many state, national, and Tribal awards as well as appointments to boards, committees, and task force groups across the country.  Our high quality services, strong business operations, and consistent performance over the years have helped to secure certifications and credentials in the academic and business community.  Certifications include:  Woman-owned Business Enterprise, Disadvantaged Business Enterprise, Minority-owned Business Enterprise, What Works Clearinghouse/U.S. Department of Education Scientific Evaluator, Culturally/Contextually Responsive and Trained Evaluator, Native American / TERO Certified Firm, and former 8a certified organization.  A full list of BPC’s certifications and credentials can be found at www.bpcwi.com.

SOCIAL ENTREPRENEUR & PHILANTHROPIC SUPPORT:  Because BPC is a small business, our efforts for strategic partnering, leveraging resources, and running a lean business is critical to our organizational success and financial health.  BPC is a social entrepreneurial organization that wants to leverage our resources (time, money, supplies, etc.) to contribute to the communities we work in and the causes near and dear to our hearts.  Therefore beyond traditional prime or sub-contracting, BPC contributes via pro bono work with colleagues and pattering organizations on task forces, committees, boards, and through presenting/publishing. Additionally BPC volunteers in and outside of the Shawano, WI community and provides sponsorship through events that are important to BPC’s mission.  Examples of BPC’s volunteerism and philanthropy include:  Domestic Abuse Food & Clothes Drives, Bras for the Cause (Breast Cancer Awareness), Melanoma Awareness Sponsorship, Memorial Bike Rides (Ovarian & Prostrate Cancer), Memorial Golf Tournaments, sponsoring local businesses/entrepreneurs in Chambers of Commerce or U.S. Small Business Administration training events, Coats/Food for Children Drives (for at-risk and low socio-economic children/families), and providing Native American, urban, and rural student scholarships for college, travel abroad, and/or work internship experiences.

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

FREE Business Plan Course

The Menominee Business Center is hosting a small business training session.

 Business Plans 101

Date:  Thursday, October 17

Location:  Menominee Business Center

Board Room

Time:  8:30 am– 4:00 pm Lunch included

FREE OF CHARGE – space is limited to first 10 registered

Contact Menominee Business Center to reserve your spot


Presenter:  Renee Mahkimetas

If you have been putting off writing or finishing your business plan, then this training is for you.  This training is also recommended for those who have already written their business plan but need to make changes or polish it up a bit.

Training topics include-

  • Business Plan Outline
  • Business Description
  • SWOT analysis
  • Financials

This training is provided through a Rural Business Enterprise Grant.

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

Preparing for Marketplace Rescheduled!

Please note the dates for Preparing for Marketplace have changed! Join us September 17, 2013.


Preparing to Sell to the Government and Prime Contractors
Getting Ready for Marketplace 2013 – Keshena

Register For This Event Now
September 17, 2013 — Keshena, WI
Preparing to Sell to the Government and Prime Contractors

Time: Registration 8am – 9am, Program 9am – 3pm
Facility: College of Menominee Nation – Campus Commons
Address: N172 State Hyw 47/55
City: Keshena, WI 54135
Focus of Event: Getting Ready for Marketplace 2013
Event Contact: Joseph Smetak 414-270-3600
Contact Email: josephs@wispro.org
Register Online Click Here to Register Now
Hosted by and Sponsored by:
Menominee Business Center
Menominee Chamber of Commerce, Inc.
Wisconsin Procurement Institute (WPI)
U.S. Small Business Administration (US SBA)
American Indian Chamber of Commerce of Wisconsin (AICCW)/ First American Capital Corporation (FACC)
Tribal Procurement Institute (TPI)
Great Lakes Inter-Tribal Council, Inc
WisDOT Inter-Tribal Task Force
Northwoods NiiJii
USDA Rural Development–RBEG

Getting Your Competitive Edge for MARKETPLACE 2013

MARKETPLACE 2013 is being held on October 15 and 16 at the Potawatomi Conference Center in Milwaukee. At this event, you will have the opportunity to present your business to buyers and buyer’s representatives from Federal, State and Local Governments as well as Corporations both large and small. The market is competitive. Understanding your customer, understanding what your customer is looking for and understanding how to present your value and capabilities are critical to success.

– Federal and Non-federal certifications
– Teaming and partnering
– Selling and Marketing to the government
– Finding Government Contracting Opportunities
– Preparing to attend Marketplace 2013
– Targeting Your Search for Local, State, Tribal and Federal Contracting Opportunities
– Contract Financing

To view the AGENDA, please click here.

View their website
Register For This Event Now

Educational Opportunity for Aspiring Entrepreneurs: June 14 & 15


FREE 2-Day Indianpreneurship Business Training in Keshena June 13th & 14th, 2013 from 9am to 4pm. At the Menominee Casino Convention Center, Ada Deer Blackhawk Room. Hosted by ONABEN.

Register by calling Renee Mahkimetas at the Menominee Business Center (715) 799-5720