NATIVE YOUTH COMMUNITY PROJECTS WEBINAR SERIES April 26, :00 PM EST. OIE 2016 Demonstration Grants

Transcription

1 NATIVE YOUTH COMMUNITY PROJECTS WEBINAR SERIES April 26, :00 PM EST OIE 2016 Demonstration Grants 1

2 Participants phone lines will be muted throughout the presentation Housekeeping To ask a question, please type your question in the question box and click enter Let s take a few moments to go over a few housekeeping items If you are disconnected from the webinar or from the conference line, please contact GotoWebinar for technical support at (855) This webinar will be posted on the TMG TA website: OIE 2016 Demonstration Grants 2

3 GoToWebinar Housekeeping: attendee participation Your Participation Open and close your control panel Join audio: Choose Mic & Speakers to use VoIP Choose Telephone and dial using the information provided Submit questions and comments via the Questions panel Note: Today s presentation is being recorded and will be provided within 48 hours. OIE 2016 Demonstration Grants 3

4 Office of Indian Education (OIE) Staff: Joyce Silverthorne Director John Cheek Discretionary Team Leader Bernard Garcia Formula Group Leader Shahla Ortega Senior Program and Management Analyst OIE 2016 Demonstration Grants 4

5 Introducing Today s Facilitator Invest in the human soul. Who knows, it might be a diamond in the rough. - Mary McLeod Bethune Patrice Williams Senior Research Associate, The Millennium Group International OIE 2016 Demonstration Grants 5

6 Introducing Today s Expert Presenters Kevin R. Shendo Education Director Pueblo of Jemez Department of Education Pamela J. Carter, PhD Associate Director of Research, NIWL FHI 360 OIE 2016 Demonstration Grants 6

7 Agenda Here s what we ll be talking about today Our goals for the day Introduction: Weaving the pieces of the story together ~ Pamela J. Carter Learning from Others Stories ~ Kevin R. Shendo Aligning the sections of your work: From needs assessment to evaluation ~ Pamela J. Carter The importance of the needs assessment to ground the work Pulling it all together ~ Pamela J. Carter and Kevin R. Shend OIE 2016 Demonstration Grants 7

8 What do we hope to accomplish today? Participants will: review the elements of a comprehensive needs assessment process and ensure that their program/solution is aligned with the needs. understand the definition of measurable goals and objectives and learn how to match concrete activities to the measureable goals and objectives. learn how to assess the staffing and personnel for each activity, in addition to partners and grant leadership. be introduced to tools such as work plans and management plans to create a through line in the proposal. learn how to collect and present information for the program evaluation. OIE 2016 Demonstration Grants 8

9 ??? Participant Poll?? OIE 2016 Demonstration Grants 9

10 Weaving the Pieces of the Story Together Pamela J. Carter Associate Director of Research, NIWL FHI 360 OIE 2016 Demonstration Grants 10

11 THE STORY WHO ARE WE? WHO DO WE WANT TO BECOME? - THE NEEDS ASSESSMENT The story begins DESIGN: What do we need to do to successfully get us there? PROJECT PERSONNEL: Do we have the right people in place to help us get there? Do we have someone to lead our work who knows us, our goals, and has the experience to help us along the way? RESOURCES: Do we have the resources in place to accomplish the work? MANAGEMENT PLAN: How will we show all of the pieces coming together? Who will be responsible for each piece and what will our products be? PROJECT EVALUATION: How will we document our success? What evidence will we need to show this is working? OIE 2016 Demonstration Grants 11

12 Who are we and what do we want to become? Describe your community From this description, consider any gaps that emerge. Are there areas that need to improve? Consider these barriers that may exist both in the classroom and outside of school day. What are the barriers that stand between who you are and who you want to become? What will you pursue? What evidence do we have to inform our decision? How can those deficits and barriers be addressed in this grant? This information will help you respond to your needs assessment - NEED FOR THE PROJECT. OIE 2016 Demonstration Grants 12

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15 Redefining Education in Jemez Kevin R. Shendo Education Director, Pueblo of Jemez Department of Education OIE 2016 Demonstration Grants 15

16 Why Redefine Education in Jemez? Tribal Priority: Goals: Vision 2010 Comprehensive Plan Build Capacity Vision 2020 Take Ownership Redefine Education OIE 2016 Demonstration Grants 16

17 Demographics Tribal Population: 3,788 Living on Reservation: 2,500 91% Speak Jemez 9% English Only (2010 Census) 80% Considered Fluent (Jemez Lang Survey) OIE 2016 Demonstration Grants 17

18 Goals and Partners Pamela J. Carter Associate Director of Research, NIWL FHI 360 OIE 2016 Demonstration Grants 18

19 THE CHARACTERS AND PLOT The story begins DESIGN: What do we need to do to successfully get us there? PROJECT PERSONNEL: Do we have the right people in place to help us get there? Do we have someone to lead our work who knows us, our goals, and has the experience to help us along the way? RESOURCES: Do we have the resources in place to accomplish the work? MANAGEMENT PLAN: How will we show all of the pieces coming together? Who will be responsible for each piece and what will our products be? PROJECT EVALUATION: How will we document our success? What evidence will we need to show this is working? OIE 2016 Demonstration Grants 19

20 What do we need to do to successfully get there? Focus the plan on a defined local geographic region Review the needs assessment of this region and create a plan of action Create a plan you need measurable goals and objectives Provide concrete activities that are aligned and related to culturally appropriate and measurable objectives Make sure all activities address the needs presented in the assessment and determined to be the goal(s) of the proposal. Involve and collaborate with appropriate partners to help implement project services Determining where you want to go will help you determine the path that you need to take to get you there.. This information will help you create your PROJECT DESIGN. OIE 2016 Demonstration Grants 20

21 Goals versus Objectives Goals are overarching principles that guide decision making. Objectives are specific steps that can be taken to meet the goal. All goals, objectives and outcomes listed under NYCP must be specified and measurable. Goals and objectives must be aligned with project activities/strategies. Objectives identified in the proposal must be realistic, as they will be measured and reported on annually. OIE 2016 Demonstration Grants 21

22 Writing Goals and Objectives Consider: WHO (The persons involved) WILL DO WHAT (The performance or action being taken) HOW WELL (The quality or criteria expected) UNDER WHAT CONDITIONS (The context) OIE 2016 Demonstration Grants 22

23 Turning a Goal into a SMART Goal NYCP Program Focus: To increase the number of Indian children who are prepared for college and careers (not appropriate as a project level goal) Related Goal: To improve outcomes for students in the middle grades so that they are better prepared for high school success (lacks specificity) Related Goal: Awareness of college and careers (not measurable) Related SMART Goal: To significantly decrease dropout rates by improving the number of Eagle s Nest Middle School students scoring at or above grade level on the reading exam by 10% each year, for four years. OIE 2016 Demonstration Grants 23

24 Goal: To significantly decrease dropout rates by improving the number of Eagle s Nest Middle School students scoring at or above grade level on the reading exam by 10% each year, for four years. MEASURABLE OBJECTIVES: (A) Increase the number of EN middle school students that score at or above grade level in Reading by 10% by WHO: current middle grade students at Eagle s Nest Middle School WHAT: improve literacy rates (determined by increase those at or above grade level in Reading) HOW WELL: It will increase by 10% each year UNDER WHAT CONDITIONS: The increase will be tracked on the grade-appropriate Reading exam (B) In year-end surveys, increase the number of EN middle school students who indicate on a student perception survey that they feel more confident in their reading ability by 20% by WHO: current middle grade students at Eagle s Nest Middle School WHAT: increased confidence in their reading ability HOW WELL: It will increase by 20% UNDER WHAT CONDITIONS: Increase will be determined by a student perception survey OIE 2016 Demonstration Grants 24

25 Do you have the right people to help you get there? Assess your community to determine the right people to help get the job done. Ensure that the people you hire are they invested in the work and have the skills (qualifications) and experience needed to successfully implement the plan. Do they understand your vision? Do they have a track record for accomplishing such tasks? Can they accomplish the actions spelled out in your plan? This information will help you respond to the: QUALITY OF YOUR PERSONNEL OIE 2016 Demonstration Grants 25

26 Your Staff Justifying the quality of your personnel The areas to include in the application are: 1. Relevant training and experience of the Project Director (in narrative) 2. Relevant training and experience of key personnel (in narrative) 3. Resumes for Project Directors and Key Personnel that describe qualifications for the responsibilities they will carry out under the project (attachment) OIE 2016 Demonstration Grants 26

27 Your Overall Team Justifying the quality of your partners The two key areas to include in the application are: 1. Extent to which applicant or partners demonstrate capacity to improve outcomes (project narrative) 2. Evidence of this capacity to improve outcomes through experience with other similar programs (an attachment document this evidence) OIE 2016 Demonstration Grants 27

28 Redefining Education Federal Programs Tribal Programs Schools Department of Education Institutions of State Agencies Higher Learning Coordinate to symbiotically maximize the efficiency of the education system. 28

29 ??? Questions??? OIE 2016 Demonstration Grants 29

30 Choosing Activities and Programs Kevin R. Shendo Education Director, Pueblo of Jemez Department of Education OIE 2016 Demonstration Grants 30

31 Redefining Learning Environments Community Determined Native Language-An Asset Small Class Sizes Community-Based Curriculum Academic Rigor Family-Like Atmosphere Native and Non-Native Teachers Co-Teaching by Elders & Traditional Leaders in Curricula Integration of Traditional Cultural Practices & Activities Visits to Ancestral & Sacred Sites Coordinated School Health Leadership Development Tribal Priorities OIE 2016 Demonstration Grants 31

32 Shift in Philosophy Where does learning begin? Teaching Method (classroom vs. home) (masses vs. one-on-one) Teaching Mechanisms Definition of Success (paper and pen vs. experiential) (mastery as evidence by test score and grades vs. ability to fully participate OIE 2016 Demonstration in Grants the community) 32

33 Transforming Young People Thinking Outside the Box Community Based Models Creating School Choice Defining Partnerships Exposure & Investment Taking Healthy Risks Tribal Government and Program Coordination Defining Connections and Contributions Leadership Development A Supportive Environment OIE 2016 Demonstration Grants 33

34 Challenges & Healthy Risks Enriching the experiences of students on a local, national and global level. Multilingualism (Jemez, Spanish, English) Expand their horizons Impact of world events and lifestyles on Indigenous communities Develop cross-cultural relationships OIE 2016 Demonstration Grants 34

35 Opportunities for Experiential Learning Project India The Junior Class OIE 2016 Demonstration Grants 35

36 Management and Resources Pamela J. Carter Associate Director of Research, NIWL FHI 360 OIE 2016 Demonstration Grants 36

37 Do you have what it takes to accomplish the work? Make sure that everything adds up Ensure that 1. nothing is added that doesn t align with the goals or objectives. (everything is relevant). Are all of the activities relevant to the work that needs to be accomplished to reach the goal? 2. everyone serving as a partner or player is not only committed to the work, but that they are experienced and capable to complete assigned tasks. 3..costs are reasonable to the number of persons to be served and to the anticipated results and benefits This information will speak to the ADEQUACY OF RESOURCES. OIE 2016 Demonstration Grants 37

38 How will you show others that all of the pieces are coming together? What will make this a strong plan? Completed on time and within budget Clearly defined responsibilities, timelines, and milestones for each task. Evaluation plan is formative and provides performance feedback to advise the program of progress towards meeting the intended outcomes Evidence is provided to show that Indian tribes were involved in the developing and implementing the proposed activities. Sustainable aspects will be highlighted; Show where the project has built the capacity to continue the work beyond the grant. This information will help you complete your MANAGEMENT PLAN. OIE 2016 Demonstration Grants 38

39 An excerpt from a management plan Milestone Person(s) responsible Timeline GOAL 1: Administer XYZ survey Title VII directors Year 1 and 2 Conduct student-led conferences Instructional coach Years 1, 2, 3, and 4 Launch PD and Service Delivery model Conduct ACT workshops Technology-based ACT access in place Project Manager, Instructional coaches, ISS Partner GOAL 2: Project manager, Instructional coaches Year 1 Year 1 Project manager, Instructional Years 1, 2, 3, and 4 coaches Post-Project Management and Evaluation Post assessment Project manager Year 4 Project evaluation report Project director Year 4 OIE 2016 Demonstration Grants 39

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41 Assessing your Work Kevin R. Shendo Education Director Pamela J. Carter Associate Director of Research FHI 360 Jemez Pueblo OIE 2016 Demonstration Grants 41

42 What evidence will you need to respond to our efforts? How will you document our success? The evidence of the evaluation should provide guidance about effective strategies used during the project that might be suitable for other projects (replicable in other settings) It is this information you will use to create your PROJECT EVALUATION. OIE 2016 Demonstration Grants 42

43 Government Performance and Results Act (GPRA) Measures for NYCP The percentage of the annual measurable objectives, as described in the applications, that are met by grantees; The percentage of grantees that report a significant increase in community collaborative efforts that promote college and career readiness of Indian children. OIE 2016 Demonstration Grants 43

44 WHAT GOES IN TO YOUR EVALUATION? What types of data will be collected When the data will be collected What methods will be used to collect the data When reports of results and outcomes will be available What instruments will be developed and when How the data will be analyzed Monitor progress, provide accountability, allow for replication in other settings OIE 2016 Demonstration Grants 44

45 WHAT DO YOUR RESULTS TELL YOU? Respond to: CHANGE PROGRESS REPLICATE OR TEST IN OTHER SETTINGS GROWTH OIE 2016 Demonstration Grants 45

46 FAMILY CIRCLE PROGRAM GENERAL STRUCTURE OF EACH SESSION All Sessions: Tribal Facilitators All Sessions: Mostly in Towa Session Start: Dinner Together Practice: Towa Greetings Practice: Use of Hemish Names Sharing: Home Practice Ice Breaker/Warm up Activity Curriculum Activities: Adult/Youth Specific Curriculum Objectives Planning: Community Action Projects Journals: Adults/Youth Wrap-up & Take Home Practice Facilitator Journals OIE 2016 Demonstration Grants 46

47 Family Circle Program Evaluation Plan -Facilitator observations after each session -Journals by the children after each session -Pre/Post-Tests of Parent and Child -Three open-ended questions at end of program To parents and children - about each other: Did they observe any changes in 1) family, 2) in child, 3) or in parent OIE 2016 Demonstration Grants 47

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50 Do you plan to finish high school? Yes 12% 21% 16% 51% Maybe No I'm not sure OIE 2016 Demonstration Grants 50

51 High school completion Yes, Maybe, 16 No, 12 I'm not sure, 21 0 YES MAYBE NO I'M NOT SURE pre post OIE 2016 Demonstration Grants 51

52 ??? Questions??? OIE 2016 Demonstration Grants 52

53 Pulling it All Together Kevin R. Shendo Education Director Pamela J. Carter Associate Director of Research FHI 360 Jemez Pueblo OIE 2016 Demonstration Grants 53

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57 FLP/FCP Conceptual model of Risk & Protective factors towards outcomes OIE 2016 Demonstration Grants 57

58 THE STORY WHO ARE WE? WHO DO WE WANT TO BECOME?---THE NEEDS ASSESSMENT The story DESIGN: What do we need to do to successfully get us there? PROJECT PERSONNEL: Do we what the right people in place to help us get there? Do we have someone to lead our work who knows us, our goals, and has the experience to help us along the way? RESOURCES: Do we have what it takes to accomplish the work? Do we have the resources needed? MANAGEMENT PLAN: How will we show all of the pieces coming together? Do we have everything and everyone in place to make this happen? PROJECT EVALUATION: What evidence will we need to respond to our efforts? How will we document our success? OIE 2016 Demonstration Grants 58

59 A few words about Part 6: Other attachments ALL PARTS ARE CRITICAL TO AN APPROPRIATELY SUBMITTED APPLICATION. Items of Part 6 are not optional. Review these carefully. Everything has a purpose and needs to connect to another part of the application. OIE 2016 Demonstration Grants 59

60 Jemez Educational Model Educational Vision Jemez Education Standards International Standards Opportunities & Options: Seamless P-20 System Tribally Defined Research Strong Partnerships Education Collaborative OIE 2016 Demonstration Grants 60

61 Whoever controls the education of our children, controls our future -Wilma Mankiller, Former Chief of the Cherokee Nation Only the tribe can really determine the needs of its People Vincent A. Toya, Former Tribal Administrator, Former Governor & Tribal Councilman OIE 2016 Demonstration Grants 61

62 ??? Questions??? OIE 2016 Demonstration Grants 62

63 Final Words from U.S. Department of Education Joyce Silverthorne Director, Office of Indian Education (OIE) OIE 2016 Demonstration Grants 63

64 2016 NYCP WEBINAR SERIES Telling Your Story: Understanding The NYCP Application and What it Can Do For Your Community Click Here for the Recording Telling Your Story: Using a Needs Assessment for Problem Solving Click Here for the Recording Telling Your Story: Partnerships as Supporting Characters Click Here for the Recording Documenting Your Story in the Grant Application: A Step-by-Step Workshop on Writing a High Quality NYCP Grant Proposal Click Here for the Recording Weaving the Pieces of Your Story Together: Aligning Your Grant Application from Needs Assessment to Evaluation OIE 2016 Demonstration Grants April 26th 64

65 Resources Available To You NYCP Application Tools A one-stop shop where you can find: Registration links Timeline Submission information Scoring metrics Application components TA webinar information FAQs Resource links Detailed digital version available for download OIE 2016 Demonstration Grants 65

66 Resources Notice Inviting Applications: Application: Instructions: FAQs: System for Awards Management: Grants.Gov: Grants.Gov NYCP Opportunity Number: ED-GRANTS Uniform Administrative and Cost Principles (2 CFR 200): FAQs on the Cost Principles: Frequently-Asked-Questions.pdf Waiver request requirements in 20 USC 7861 on the U.S. General Printing Office website at: subchapix-partd-sec7861.pdf OIE 2016 Demonstration Grants 66

67 The Millennium Group International Please add something awesome here OIE 2016 Demonstration Grants 67

68 Thank you for Participating in Today s Webinar We will keep you informed of upcoming events! OIE 2016 Demonstration Grants 68