College of Menominee Nation Wins Major Grant

The following is an announcement from Tribal College Journal of American Indian Higher Education.

The office of U.S. Senator Tammy Baldwin has announced a $798,199 grant from the U.S. Department of Education to help provide ACT preparation courses and leadership opportunities to Menominee Indian High School students. The award will be managed by the Sustainable Development Institute (SDI) of the College of Menominee Nation.

Project partners collaborating with SDI include the College of Menominee Nation’s teacher education program and digital media program, Menominee Indian School District; Menominee Tribal School; Mawaw Ceseniyah, a community-based Menominee culture and language organization; and the Bureau of Indian Affairs’ Midwest Region Fire Prevention program. The four-year grant will enhance and expand SDI’s successful youth enrichment program model known as the Sustainability Leadership Cohort. Funding will bring new multifaceted activities centered on fire, which will help introduce language and culture teachings, science, technology, engineering and math concepts, along with leadership and responsibility. The students will gain a better understanding of how Indigenous ecological knowledge and Western science can interact, and how to apply that understanding to address environmental issues both inside and outside the classroom.

The project team will be providing more ACT preparation opportunities for the Menominee Indian High School students to generate an increase in the number of students who take the ACT and apply to college. In addition to receiving ACT preparation, students will work with teams made up of in-service and pre-service teachers, language and culture practitioners, and CMN staff to develop science lessons for elementary classrooms using Indigenous knowledge as the base. This work will take place on the Menominee reservation in Wisconsin, at the College of Menominee Nation’s Keshena campus, the Menominee Tribal School, and in the Menominee Indian School District.

Both high school and undergraduate interns (pre-service teachers) will be hired in early 2018. Students will receive a stipend for participation in this program and have the opportunity to present their work at relevant conferences. Funding for the project, titled “Preparing Native Youth for the Future through the Sustainability Leadership Cohort,” is through the U.S. Department of Education’s Office of Elementary and Secondary Education and Office of Indian Education: Indian Education Discretionary Grants Programs: Demonstration Grants for Indian Children Program.

*Blog originally published here.

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.

Bowman Performance Consulting will be Working with IMPAQ


Date:  8/5/14

Contact:  Nicole Bowman, 715-526-9240,

Local scientific Native American firm contracted to complete a Congressional Study for the US Department of Agriculture for regarding Policy/Programming Changes for the US Food & Nutrition Service Department

Bowman Performance Consulting and IMPAQ to establish requirements and regulatory changes necessary for Tribal Administration of Federal Nutrition Assistance Programs. Final Report will be provided and report to US Congress in fall 2015 by BPC and IMPAQ.

Green Bay, WI – Nicole Bowman of Bowman Performance Consulting will be working with IMPAQ as a co-PI (Primary Investigator). They will be using a formal tribal consultation process (FORMAL Tribal Consultation Policy for USDA FNS is here: or here: ) to determine the interest and feasibility of tribal governments to administer  Federal nutrition assistance programs (U.S. Department of Agriculture, Food and Nutrition Service (FNS) in lieu of State agencies or other administrative entities. There are 15 FNS nutrition programs administered by FNS. Currently states administer several of these programs with varying levels of shared responsibility with tribal organizations or other community based organizations.  Results of the study will be reviewed by USDA Undersecretary Concannon  and the Office of Tribal Regulations as part of process with the final study being submitted as a formal report to the US Congress.  Information from the study will inform future policy, operations, and administrative decisions regarding FNS nutrition programs.

Bowman says, “I believe in using a Community Based Research Approach (CBPR) to collaboratively work with tribal leaders and the USDA. In addition to CBPR the study’s methods will be responsive and inclusive of the unique tribal cultures, governmental infrastructures, and geographic contexts (Reservation, urban areas) that FNS programs are implemented in.  This multijurisdictional and Indigenous centered approach is central to bringing Tribal and non-Tribal governments, agencies, and staff together so that the information collected is meaningful and useful to a wide group of stakeholders. We’ll discover if current legislation is adequate or needs to change to accommodate shifts in administrative focus. Examination of existing nutrition program guidance, regulations, manuals, reports, and other relevant documents will show us where infrastructure needs to be improved. During this project we’ll collaboratively develop data collection instruments that will ensure the long-term success of tribal administration of Federal nutrition assistance. Getting involved at the ‘ground floor’ of a project like this gives me a lot of satisfaction. I get to see it go from an idea to reality. This will be fun!”

About the Project:

The U.S. Department of Agriculture, Food and Nutrition Service (FNS) will be working with Bowman Performance Consulting and IMPAQ to determine the feasibility of tribal administration of Federal nutrition assistance programs, in response to Section 4004(b)(2) in the Agriculture Act of 2014. This study will examine the requirements of administering the federal nutrition assistance programs, by examining the services, functions, and activities associated with program administration and assessing the capabilities of tribes to administer all or portions of the programs.


IMPAQ is a premier woman-owned public policy organization that has an exemplary track record of managing large Federal contracts, conducting FNS feasibility studies, and executing and managing complex projects with very tight timelines. Dr. Steven Garasky, Vice President of Human Services Research and proposed Project Director (PD), has over 25 years of project management experience. While at IMPAQ, he has led as either prime contract or subcontract PD several similar studies for FNS. These FNS projects include SNAP feasibility, research, quality control, and point of sale

About Bowman

Bowman Performance Consulting (BPC) is a professional consulting and scientific research & evaluation company.  BPC provides services to a national clientele from the public, private, non-profit and tribal sectors.  BPC gathers measurable and meaningful data from clients and their stakeholders/customers so that individuals, programs, and organizations can use the data, improve performance, and build capacity in order to function more efficiently and effectively for the short and long-term.

– ### –

More information and free resource materials available at

Phone: 715-526-9240    Email:  Twitter:  @NBPC1

Tribal Histories Project on WPT


Wisconsin Public Television (WPT) recently premiered the first three parts of the Tribal Histories project, which over the next two years, will share the history and traditions of all of the state’s American Indian tribes and bands.

In the first three programs, tribal members share their nation’s oral traditions with David Grignon from the Menominee Nation, Randy Cornelius from the Oneida Tribe of Indians of Wisconsin and Jim Thunder and Mike Alloway Sr. from the Forest County Potawatomi. At the following link (, you can watch all three currently available programs online.

Programs featuring the eight other sovereign nations located within Wisconsin’s modern boundaries and the Brothertown Indian Nation, whose sovereign status is no longer recognized by the federal government, will air on WPT in the next couple years.

WPT’s Tribal Histories project is part of Wisconsin’s Act 31 Initiative to provide educational materials about American Indians in Wisconsin to the state’s schools of education and K-12 teachers.

If you would like to provide comments and feedback on the shows, please visit the WPT online survey (




AIGC Deadline ApproachingSTEM Graduate-Level

Loans for Service Scholarship Fund

The American Indian Graduate Center (AIGC) is pleased to announce the limited availability of Science, Technology, Engineering and Mathematics (STEM) specific graduate-level Loans for Service, made available through the Bureau of Indian Education (BIE), for the academic year 2014-2015.

The specific purpose of the Science Post-Graduate Scholarship Fund (SPGSF) program is to provide financial assistance, to eligible American Indian and Alaska Native graduate and professional degree candidates, to promote Science, Technology, Engineering and Mathematics (STEM) research in, and opportunities for, careers with Bureau of Indian Education (BIE) and BIE-funded organizations on and off reservation and tribal governments.


Future employment with other federal and state agencies and private entitiesmay be eligible if the organization’s primary mission is assistance and support to tribal communities or individuals.  The SPGSF is a loan for service program, to be served on a 1 per 1 basis, i.e., one year of funding per one year of service.  The maximum amount of an award will be up to $20,000 per year.  Actual award amounts and the number of awards will be determined based on the number of funded students at each academic level (master’s, professional and doctoral).


The deadline is July 31, 2014.  For more information and to apply, please clickhere.

For More Info:



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

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
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
3. Reyhner, Jon Allan (Ed.). (2003). Nurturing Native languages. Flagstaff, Ariz.: Northern Arizona University. Retrieved from
4. Reyhner, Jon Allan, & al, e. (Eds.). (1999). Revitalizing indigenous languages. Flagstaff, Ariz.: Center-Northern Arizona University for Excellence in Education. Retrieved from
5. Reyhner, Jon Allan (Ed.). (1997). Teaching indigenous languages. Flagstaff: Center-Northern Arizona University for Excellence in Education. Retrieved from
Organizations: Websites
1. Foundation for Endangered Languages. (n.d.). Foundation for Endangered Languages. Retrieved from Foundation for Endangered Languages Web site:
2. Indigenous Language Institute. (n.d.). Indigenous Language Institute. Retrieved from Indigenous Language Institute Web site:
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:
4. Terralingua. (n.d.). Terralingua. Retrieved from Terralingua Web site:
5. The Endangered Language Fund. (n.d.). Request for Proposals, 2014. Retrieved from The Endangered Language Fund Web site:
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:
Potential Funding Sources
1. Administration for Native Americans (ANA). (n.d.). ANA Program Announcements. Retrieved from Administration for Children and Families [ACF] Web site:
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:
3. First Peoples Worldwide. Keepers of the Earth Fund. Retrieved from First Peoples Worldwide Web site:
4. Ford Foundation. (n.d.). Ford Foundation. Retrieved from Ford Foundation Web site:
5. Foundation for Endangered Languages. (n.d.). Foundation for Endangered Languages. Retrieved from Foundation for Endangered Languages Web site:
Indigenous Language 3
6. Indigenous Language Institute. (n.d.). Indigenous Language Institute. Retrieved from Indigenous Language Institute Web site:
7. National Science Foundation (NSF). (n.d.). Documenting Endangered Languages (DEL). Retrieved from National Science Foundation [NSF] Web site:
8. The Endangered Language Fund. (n.d.). Request for Proposals, 2013. Retrieved from The Endangered Language Fund Web site:
9. The Genographic Legacy Fund (GLF). The Genographic Legacy Fund. Retrieved from Genographic Project Web site:
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:
11. Rosetta Stone. Endangered Language Program. Retrieved from Rosetta Stone Web site:
12. Rockefeller Philanthropy Advisors. (n.d.). Cultures of Giving Fund. Retrieved from Rockefeller
Philanthropy Advisors Web site:
13. Seventh Generation Fund for Indian Development. (n.d.). Grant Making Guidelines. Retrieved from Seventh Generation Fund for Indian Development S Web site:

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

Electa Quinney Book Release


Date: 4/3/14

Contact: Bowman: Physical Address:  715 East Green Bay Street Shawano, WI  54166 Mailing Address:  271 River Pine Drive Shawano, WI  54166 Email: Phone:  715-526-9240

“In 1828, Wisconsin’s first public school teacher went to work in a log building near present-day Kaukauna. Electra Quinney was a Stockbridge Indian and taught the children of the Stockbridge-Munsee Band of Mohican Indians as well as the sons and daughters of nearby white settlers and missionaries.”


More Book Information

“A new Wisconsin Historical Society Press biography for young readers, Electa Quinney: Stockbridge Teacher (Paperback, Retail $12.95) by Karyn Saemann, tells Quinney’s interesting and inspiring story. This new addition to the Society Press’ Badger Biographies Series documents Electa’s early years in New York, where she attended boarding schools and began teaching, and follows her journey to Wisconsin, into education, and through a long and productive life.

In 1828, when the government and white settlers forced her tribe resettle to Wisconsin, Quinney moved to the Fox River area on the eastern shore of Lake Winnebago. Almost as soon as Quinney arrived in Wisconsin, she began teaching and became the state’s first public school teacher. The story of her life and lifelong love of learning – from Wisconsin to Missouri, Oklahoma, and back again – provides a detailed window into pioneer Wisconsin and documents the challenges and issues faced by American Indians, and women, in the 19th century.

Quinney was a well-known and respected teacher in her lifetime, and her legacy remains strong in Wisconsin education today. The University of Wisconsin-Milwaukee’s Electa Quinney Institute for American Indian Education is named in her honor, as is a grade school in Kaukauna.”

More information and free resource materials are available at:

Information taken from: “Wisconsin Historical Society Press.” Electa Quinney: Stockbridge Teacher from the. N.p., n.d. Web. 10 Apr. 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

2014 WIEA Conference Details

The annual conference is held each year in April with Board representatives acting as conference coordinators. Each region hosts the conference on an alternating schedule. The conference includes keynote speakers, work-shops and presenters who address education issues from pre-K to postsecondary education.

This year’s conference is being held in collaboration with the School District of Bayfield and the Red Cliff Band of Lake Superior Chippewa. Events are scheduled at the Bayfield School and Legendary Waters Resort and Casino in Red Cliff.

For further information and to register, please visit the following link: ( Thanks!




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

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:

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:

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