Strengthening Tribal-State Relations · years, the Tribal State Relations Work Group played a key role in implementation of the RTT-ELC project and will continue to play a key role

Strengthening Tribal-State Relations Wisconsin Race to the TopmdashEarly L earning Challenge Grant

Final Report 2013 to 2017

Wisconsin Department of Public Instruction Tony Evers PhD State Superintendent

Wisconsin Race to the Topmdash Early Learning Challenge Grant

Strengthening Tribal-State Relations

Final Report 2013ndash2017

Prepared by

Jill Haglund Early Childhood Consultant Department of Public Instruction

Pamela Torres Disproportionality Technical Assistance Network

David OrsquoConnor American Indian Studies Consultant Department of Public Instruction

Madison Wisconsin

This publication is available from

The Office of Early Learning

Content and Learning Team

Wisconsin Department of Public Instruction

125 South Webster Street

Madison WI 53703

(608) 267-9625

httpsdpiwigovearly-childhoodprof-dev

httpcollaboratingpartnerscomdiversity-wi-tribal-nationsphp

httpsdpiwigovamindpublications

December 2017 Wisconsin Department of Public Instruction

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex race

color religion creed age national origin ancestry pregnancy marital status

or parental status sexual orientation or disability

Table of Contents

Foreword iv

Acknowledgements v

Executive Summary 1 Project Objectives 1

Inter- and Intra-Agency and Tribal Collaboration 1

Funded Activities 2

Scope of Work and Impact 2

Sustainability 5

Introduction 6

Scope of Work Seek Input from Tribal Communities

Scope of Work Establish a Structure for Communication and Resource Sharing Among the State Early Childhood

Scope of Work Increase in Inter- and Intra-tribal Networking

Scope of Work Increase Tribal Nation Participation in State

Project Overview 7 Project Objectives 7

Funded Activities 7

Scope of Work Create a Central Point for Coordination 8

on Direction of Project 9

Structures and the Tribal Nations 11

and Coordination with Other Structures 15

Scope of Work Provision of Mini-Grants to Each Tribal Nation 17

Professional Development Programs and Trainings 19

Lessons Learned Initial Input 22

Lessons Learned Project-Specific 23

Lessons Learned Leadership 25

Sustainability 27

Appendices Appendix 1 Overview of Select Tribal Nationsrsquo Early Childhood

Services and Programs 28

Appendix 2 PowerPoint Presentation to the Governorrsquos Early Childhood Advisory Council 29

Appendix 3 90-Day Planning Within the Tribal Nations 35

Appendix 4 RTTndashELC Mini-Grant Summary 38

Appendix 5 State Department Scanmdash2015 42

Appendix 6 Early Childhood Tribal Workgroup Participants 47

Table of Contents iii

Foreword

T o ensure all children receive the best possible education our state must work collaboratively with Wisconsinrsquos American Indian nations and tribal communities For our students the early years

are the best time to start The Race to the TopmdashEarly Learning Challenge Grant presented the state with a unique opportunity to build on our past efforts Wisconsin was one of the only states that recognized how essential it was to include our tribal communities in this project Our partnership allowed us to build systems that will support children in the preschool years so that they can enter the formal educational system equipped with the skills and knowledge they need to succeed

Thank you to the state and tribal partners who collaborated on this project which focused on structure building communication systems professional development and information leadership about early childhood in the tribal communities This publication highlights the many activities results and lessons learned from this important work

Tony Evers State Superintendent

Wisconsin Race to the TopmdashEarly Learning Challenge Grant Final Report Strengthening Tribal-State Relationships iv

Acknowledgments

Project Leadership This projectrsquos lead coordinators state department tribal liaisons and the Head Start Collaboration Office played key roles in the implementation of this project and provided feedback for this final report

Sherry W Kimball Early Childhood Consultant Department of Public Instruction

David OrsquoConnor American Indian Consultant Department of Public Instruction

Heather Jordan RTT-ELC Early Childhood Coordinator Great Lakes Inter-Tribal Council

Robin Mainhardt Northern Region Collaboration Coach

Dee Gokee Rindal Governorrsquos Early Childhood Advisory Council 2013-17

Gail Nahwahquaw Tribal Liaison Department of Health Services

Darwin Dick Tribal Liaison Department of Health Services

Loa Porter Tribal Liaison Department of Children and Families 2013-16

Wisconsin Race to the TopmdashEarly Learning Challenge Grant Final Report Strengthening Tribal-State Relationships v

Stephanie Lozano Tribal Liaison Department of Children and Families 2016-17

Jennie Mauer Head Start State Collaboration Office

Amanda Reeve RTT-ELC Grant Manager Department of Children and Families

The Tribal-State Relations Work Group Throughout the projectrsquos five years the Tribal State Relations Work Group played a key role in implementation of the RTT-ELC project and will continue to play a key role in tribal-state relationships as the project funding ends In the final year of the project Tribal-State Work Group membership includes the leadership listed above as well as these other state department and association representatives

Department of Children and Families

Kath McGurk Bureau of Early Learning and Policy

Erin Gernetzke Bureau of Early Learning and Policy Quality Early Education

Leslie McAllister Bureau of Safety and PermanencemdashHome Visiting

Department of Corrections

Kristi Dietz Tribal Liaison

Department of Health Services

Evelyn Cruz Minority Health Program

Terri Enters IDEA Part C Birth to 3 Program

Dana Romary IDEA Part C Birth to 3 Program

Teofilo (Martin) Salas Chronic Disease Prevention Program

Wisconsin Race to the TopmdashEarly Learning Challenge Grant Final Report Strengthening Tribal-State Relationships vi

Linda McCart Policy Advisor

Department of Public Instruction

Jenny Giles IDEA Part B 619 Early Childhood Consultant Special Education Team

Courtney Reed Jenkins Consultant Special Education Team

Northwest Connection Family Resources

Jacqueline Strand Executive Director

Great Lakes Inter-Tribal Council

Linda Ebbert Program Director Family Foundations and Rural Infant Health

Elaine Valliere RTT-ELC Supervisor Program Support Teachers

Wendi Schreiter CESA 8

Beth Tepper CESA 9

Sue Erickson CESA 12

Stephanie Lulich CESA 12

Regional Collaboration Coaches

Karen Apitz Northeast Region

Teresa Nuttelman Western Region

Supporting Families Together Association

Jill Hoiting Co-Director

Wisconsin Race to the TopmdashEarly Learning Challenge Grant Final Report Strengthening Tribal-State Relationshipss vii

Executive Summary Wisconsin Race to the Topmdash Early Learning Challenge Grant Strengthening Tribal-State Relations

In 2013 Wisconsin was selected to receive $34 million in federal grant dollars for education and early childhood development initiatives through the federal Race to the TopmdashEarly Challenge Grant (RTT-ELC) The Great Lakes Inter-Tribal Council was awarded $548000 to coordinate the implementation of the project

The Department of Children and Families DCF) was the overall RTT-ELC grant lead The Department of Public Instruction (DPI) was the lead on the Tribal-State Relations Project The Department of Health Services (DHS) was also a partner in the grant and project Many other state associations participated in work groups and project activities Wisconsins 11 federally recognized American Indian nations and tribal communities participated in the project A complete report provides more details on this project httpsdpiwigovearly-childhoodprof-dev and httpwwwcollaboratingpartnerscomdiverse-populationswi-tribal-nations

Project Objectives

bull Establish a structure to improve communication and resource sharing among tribal nations state agencies early childhood programs and associations

bull Develop strategies for improving coordination of early childhood professional development efforts

Inter- and Intra-Agency and Tribal Collaboration

bull Collaborate with the Great Lakes Inter-Tribal Council (GLITC) the Disproportionality Technical Assistance Network the Wisconsin Early Childhood Collaborating Partners (WECCP) Braided Funding Initiative the Department of Children and Families (DCF) and the Department of Health Services (DHS)

We needed to work with other organizations and systems to build infrastructures that inform leadership promote collaborations improve communication among sectors and support resource sharing to improve services to young tribal children and their families

Wisconsin Race to the TopmdashEarly Learning Challenge Grant Final Report Strengthening Tribal-State Relationships 1

The project had links to many leadership groups such as the

GLITC Board the Wisconsin Indian

Education Association and the

Inter-Tribal Child Care Association We

needed to find better ways of sharing information and

engaging them in early childhood issues

bull Refocus and expand state and tribal collaboration through meetings of department tribal liaisons the Tribal-State Relations Work Group and the Tribal Early Childhood Workgroup

bull Obtain tribal input and build networks through tribal gatherings

Funded Activities

bull coordinator position at GLITC

bull community engagement mini-grants for tribal communities

bull professional development projects and packages aimed at increasing tribal members participation

bull collaborative planning and networking work groups

Scope of Work and Impact

1) Create a central point for coordination among tribal nations state staff

across multiple departments and other cross-sector professionals

a In 2014 the project coordinator was hired through an interagency agreement with the Great Lakes Inter-Tribal Council (GLITC) to provide the central point for coordination

b The project partnered with the Disproportionality Technical Assistance Network early childhood project

c The project worked in conjunction with the Wisconsin Early Childhood Collaborating Partners (WECCP) Braided Funding Initiative

2) Seek input from tribal communities on direction of project

a Tribal listening session in 2013 and 2017 brought state leaders together with tribal leaders and their early childhood program representatives with the goal of identifying current community issues related to helping every tribal child from birth to age 8 be safe healthy and successful in school and life Lessons learned focused on grant implementation perceived needs and gaps in service and what leaders need to know about early childhood

b A wide variety of other strategies were identified and addressed and are identified in the full report For example input resulted in changes to project professional development strategies with direct

efforts to ensure that tribal personnel became trainers training came into the tribal communities and trainings were reflective of tribal culture

3) Establish a structure for communication and resource sharing among

the states early childhood structures and the tribal nations

a Early Childhood Tribal Grant Planning Team Partnering coordinators provided leadership and implemented strategies through a jointly developed work plan

b Tribal-State Relations Work Group The RTT-ELC project expanded on a pre-RTT work group to share RTT-ELC resources implementation and strategies among cross-sector state agencies and associations

c State Department Tribal Liaisons Workgroup Tribal liaisons from the state departments met periodically and participated in the other work groups to ensure intra- and interdepartmental coordination and consistent implementation of strategies

d Tribal Early Childhood Workgroup This work group focused on membership of early childhood program personnel and other tribal representatives from each of the 11 tribal nations and many of their community partners Members of the other three work groups also participated

e A variety of communication structures were used to share information and resources related to the project and tribal early childhood issues including a scan of state department programs participant contact information listservs and a web page

4) Increase in inter- and intratribal networking and coordination with

other structures

a The Tribal Early Childhood Workgroup brought the various programs services and leaders from each tribal nation together to share information network create common priorities and develop specific strategies for project work in the utilization of state professional development opportunities potential gaps and areas for improvement

b The use of a common 90-day planning process introduced by the Menominee Nation and consultant Jody Pfarr supported internal tribal planning and intertribal sharing

Communication and networking structures built stronger linkages and supported deeper early childhood awareness representation and collaboration

Project efforts respected that the tribal communities

were different from the norm of educational institutional

instruction and for child development

Our growth marks are intertwined with

cultural beliefs on child rearing

c Throughout the project several existing structures were identified as important systems to engage in the early childhood effort including the GLITC board the Wisconsin Indian Education Association (WIEA) the Wisconsin Inter-Tribal Child Care Association (WITCCA) the Governors Early Childhood Advisory Council (ECAC) and the statutorily required tribal consultation meetings at DCF and DHS

d A presentation was made on February 25 2014 to ECAC to provide information that helped promote the ECACs interest in addressing the achievement gap as well as in culturally relevant professional development

5) Provision of mini-grants to each tribal nation

a RTT funds provided $191107 to eight tribal nations These grants supported internal community coordination implementation of state professional development projects and a number of tribe-specific program activities in areas such as teaching of tribal language fatherhood trauma informed care (Bad River) Wisconsin Model Early Learning Standards and Pyramid Model training Child Find and developmental screening curriculumassessment system purchase and training and safe sleep survival kits

6) Increase tribal nation participation in state and project professional

development priorities

a More tribal nations members participated in state and project professional development training including early literacy Wisconsin Model Early Learning Standards the Pyramid Model for Social and Emotional Competence developmental screening and trauma informed care

b Two existing state training packages were modified to ensure they were reflective of tribal cultures

c Five tribal members became trainers in Wisconsin Model Early Learning Standards

d Ten tribal nations were approved to implement Ages and Stages Developmental Screening in their community and have begun to implement community screening efforts

e Three tribal members participated in train the trainers for trauma informed care

Sustainability The RTT-ELC Tribal-State Relations Project built on existing efforts in Wisconsin While the end of RTT-ELC will result in a loss of funding to support a full-time coordinator at GLITC mini-grants to fund local efforts and supplemental funds for the Early Childhood Tribal Workgroup there are a number of ways that this work will be sustained

bull The Disproportionality Technical Assistance Network will continue to fund the culturally responsive Early Childhood Tribal Project coordinator position This position will help to support ongoing early childhood tribal activities and meetings locally and statewide

bull The GLITC-DCF home visiting project will allow continued partnerships and collaboration on the work of cross-sector early childhood efforts GLITC continues to seek additional grants that would support services to young children and their families and support collaborative structures

bull Communication will continue through the DPI listserv and the braided funding website httpwwwcollaboratingpartnerscom

bull Wisconsin Model Early Learning Standards Pyramid Model training and comprehensive screening and assessment will be incorporated into the state structure for professional development and implementation continued through the individual tribes with trainers

bull The three state departments and related associations have committed staff time to continuing the communication structure which is being redesigned to reduce the number of meetings and travel time

bull The ECAC will continue to be informed of the status of early childhood issues in tribal communities and support efforts to close the achievement gap

bull It is anticipated that early childhood topics will continue to be part of the Wisconsin Indian Education Association (WIEA) conference which will bring issues to the larger tribal education community

bull Tribal nations will continue to utilize their increased knowledge of early childhood and community connections and structures to implement practices that will support positive outcomes for young children and families

This work has helped bring everyone to the table at all economic and cultural levelsmdash poor middle class wealthymdashto discuss problems and consider policy and procedures to promote improved services to young tribal children and their families

Introduction In 2013 Wisconsin was selected to receive $34 million in federal grant funding for education and early childhood development initiatives through the Race to the TopmdashEarly Challenge Grant (RTT-ELC) The Great Lakes Inter-Tribal Council was awarded $548000 to coordinate the implementation of the project

The Department of Children and Families (DCF) was the overall RTT-ELC grant lead The Department of Public Instruction (DPI) was the lead on the Tribal-State Relations Project The Department of Health Services (DHS) was also a partner in the grant and project Many other state associations participated in work groups and project activities

Wisconsins 11 federally recognized American Indian nations and tribal communities participated in the project The Brothertown Indian Nation was also included but is not a federally or state-recognized American Indian nation

bull Bad River Band of Lake Superior Chippewa

bull Forest County Potawatomi

bull Ho-Chunk Nation

bull Lac Courte Oreilles Band of Lake Superior Chippewa

bull Lac du Flambeau Band of Lake Superior Chippewa

bull Menominee Indian Tribe of Wisconsin

bull Oneida Nation of Wisconsin

bull Red Cliff Band of Lake Superior Chippewa

bull Mole Lake (Sokaogon Chippewa Community) Band of

Lake Superior Chippewa

bull St Croix Chippewa Indians of Wisconsin

bull Stockbridge-Munsee Community Band of Mohican Indians

bull Brothertown Indian Nation

The RTT-ELC grant began in 2013 and this project became fully operational in 2014 with the hiring of the project coordinator at the Great Lakes Inter-Tribal Council (GLITC) The data in this report represents work status as of October 30 2017 The official end date for the RTT-ELC grant was December 31 2017

Throughout the project meeting structures and face-to-face contact with tribal members also provided valuable input to the project

ndashRobin Mainhardt

Project Overview

Project Objectives

bull Develop strategies for improving coordination of early professional development efforts

bull Collaborate with the Great Lakes Inter-Tribal Council (GLITC) the Disproportionality Technical Assistance Network the Wisconsin Early Childhood Collaborating Partners (WECCP) Braided Funding Initiative Department of Children and Families (DCF) and the Department of Health Services (DHS)

bull Refocus and expand state and tribal collaboration through meetings of department tribal liaisons the Tribal-State Relations Work Group and the Early Childhood Tribal Workgroup

Funded Activities

bull professional development projects and packages for tribal members

This work opened the door of

communication between the tribes

and the state of Wisconsin in order to

enhance the quality of care provided to

young tribal children

ndash Heather Jordan GLITC RTT-ELC

Coordinator

Scope of Work Create a Central Point for Coordination among Tribal Nations State Staff across Multiple Departments and Other Cross-Sector Professionals As the grant application was being developed in 2013 it was clear to the participating state agencies that a central point of coordination was needed As well as the three RTT-ELC state departments the project would support collaboration with the 11 tribal nations in the state As each tribe is a sovereign nation each has its own structure for tribal government early childhood programs family services and health services (See Appendices 1 and 2 for details)

Initially the project explored options for a central point of coordination It was determined that the Great Lakes Inter-Tribal Council (GLITC) would be an appropriate central point GLITC was incorporated in 1965 with the purpose of providing a mechanism through which the tribes could work through the challenges of governance and services to their constituents

The project coordinator was hired through an interagency agreement with GLITC to provide the central point for coordination among the 11 tribal nations state staff across multiple departments and other cross-sector professionals Throughout the project the coordinator has been a key contact in department and cross-department state collaborations as well as internal and external collaborations among the tribal communities These collaborations are described below

The project was coordinated through a formal partnership with the Disproportionality Technical Assistance Network The ldquoNetworkrdquo is funded by the Individuals with Disabilities Education Act with a focus on equitable referrals services and education for children who are racially and ethnically diverse The Network has an early childhood tribal nations component The Network coordinator and early childhood coordinator worked in partnership with the GLITC coordinator

The project worked in conjunction with the Wisconsin Early Childhood Collaborating Partners (WECCP) Braided Funding Initiative a cross-state department collaborative encouraging regional networks to share resources and promote professional development The northern region collaboration coach was an instrumental partner in all of the work

The unique partnership among these groups provided a central point of coordination for early childhood efforts among the state departments and tribal nations

Scope of Work Seek Input from Tribal Communities on Direction of the Project

In 2013 the first ldquolistening sessionrdquo brought state leaders together with tribal leaders and their early childhood program representatives to discuss existing supports and services and challenges to addressing gaps and to identify opportunities that exist

circlerdquo as a format for more informal discussion of the topics The meeting was videotaped and the talking circle discussion was

to leverage increased attention to early childhood at the community and state level The event was co-sponsored by the Governorrsquos Early Childhood Advisory Council (ECAC) Participants initially broke into small groups to discuss each of ECACrsquos goals which are to ensure that children are safe healthy in stable and nurturing families and have access to quality early learning opportunities Small groups were followed by the traditional tribal ldquotalking

transcribed

Throughout the project meeting structures and face-to-face contact with tribal members also provided valuable input to the project This input was summarized at the end of each year and helped improve the strategies that continued throughout the project At the end of each year the project generated ldquolessons learnedrdquo and adjustments were made to the project for the next year This resulted in changes to project professional development strategies Direct efforts were made to ensure that tribal personnel became trainers that training was offered in the tribal communities and that trainings were reflective of tribal culture (See sections on Professional Development and Lessons Learned)

The 2017 a second formal session took place for the state leadership to ldquolisten and learnrdquo from the tribal communities about perceptions of their early childhood programs individual challenges and stated hopes for improving outcomes for tribal children and their families Leaders from the state departments and state associations were invited Tribal leaders and program directors were invited to share input Jerry Waukau health director of the Menominee Nation opened the session The Department of Public Instructionrsquos State Superintendent Tony Evers provided additional opening comments and asked the participants to provide input to state leaders on several questions All participants then participated in an additional activity to identify current priorities in early childhood The list of current priorities is being addressed by the Early Childhood Tribal Workgroup as they identify what work is being done in the priority areas and where there are gaps in services This session created a report and

executive summary A summary of the questions and priorities can be found in the Lessons Learned section of this report

Input from the tribal communities has had a long-term impact on tribal-state communication structures implementation of professional development activities awareness of early childhood issues among leaders and coordination of early childhood efforts

Scope of Work Establish a Structure for Communication and Resource Sharing among the State Early Childhood Structures and the Tribal Nations

Due to the complex nature of this effort and the multiple levels of participation four groups became the structure for communication and resource sharing There was significant collaboration among the groups to ensure consistency in the various levels and efforts These groups capitalized on several communication structures as a means of sharing information to the broadest level of stakeholders

Early Childhood Tribal Workgroup grant planning team Partnering coordinators met monthly to provide leadership in the development of a shared vision implementation strategies and resource sharing through a jointly developed RTT-ELC Network and WECCP collaborative work plan

Tribal-State Relations Work Group The RTT-ELC project built on a pre-RTT group that focused on special education through the Network The work group was expanded to bring in general education and cross-sector partners This state-level work group included state department and state association staff as well as representatives from tribal systems (see appendix for a membership list) They met to share resources and helped shape the implementation strategies related to the RTT-ELC project andor other state efforts with the tribal nations The Tribal-State Relations Work Group meetings were typically held four times each year In 2016 the Tribal-State Relations Work Group adopted the 90-day planning process with three identified goal areas

bull Build an infrastructure among the First Nations the state departments and other early childhood organizations that promotes relationships communication and collaboration

bull Share program knowledge among the First Nations the state departments and other early childhood organizations in order to increase the ability of personnel to understand and access programs services and contact information

bull Coordinate planning and sharing of information sharing of events meetings and project activities

State department tribal liaisons As the project moved into its second year meetings began among the tribal liaisons from the three state departments to ensure interdepartmental coordination and consistent implementation strategies that aligned with the work of each of the

The group has allowed for many important conversations between state and tribal early childhood teams It would be hard to overstate the importance and impact of meeting in person

ndash Martin Salas Department of

Health Services

Itrsquos been amazing to be a part of such a diverse

early childhood professional work group

and collaboration with other tribes and the State

of Wisconsin

ndash Barbara Baker-Larush Lac Courte Oreilles

departments The tribal liaison from the Department of Corrections (DOC) began meeting with the liaison group to explore connections with DOC efforts and early childhood The liaisons also participated in the Tribal-State Relations Work Group and Early Childhood Tribal Workgroup (see below) The tribal liaison group defined their purpose as

bull advising and assisting in promotion of the collaborative purposes of the RTT-ELC initiative

bull participating in the Tribal-State Relations Work Group to share department activities and learn about activities in other departments and

bull representing the cross-sector nature of early childhood in department tribal initiatives

Early Childhood Tribal Workgroup RTT-ELC brought renewed interest and resources to an Early Childhood Tribal Workgroup originally created to focus on tribal children with disabilities and their families This work group was primarily made up of early childhood program personnel and other tribal leadership Over the course of the project representatives from each of the 11 tribal nations participated The Workgroup welcomed the expanded vision for addressing all tribal children and became a mechanism to share information among the tribal nations and with the Tribal-State Relations Work Group The work of this group is described further in later sections of this report

Communication structures A variety of communication structures were designated or created to share information and resources related to the project and tribal early childhood issues

bull A scan of state department programs and projects was created to identify the service linkages among state programs that would be accessible to young tribal children and families (See Appendix 5)

bull An Excel spreadsheet was created which contained contact information and a listserv was established to connect project participants via email

bull A web page httpwwwcollaboratingpartnerscomdiversity-wi-tribal-nationsphp provided a link to information on each tribal nation and other resources It will include more details on 90-day planning mini-grants and other tribal early childhood information

bull A tribal early childhood listserv ectribalworkgrplistsdpiwigov was created for communication among all of the people who have been part of the project through Early Childhood Tribal Workgroup meetings 90-day plans mini-grants and the Tribal-State Relations Work Group

bull The American Indian Studies listserv wi-aislistlistsdpiwigov is being promoted as a broad-based way to share information about tribal education grants resources etc

In late 2016 and into 2017 the work groups began planning for sustainability after the RTT-ELC project was over Recognizing the reduction in RTT-ELC funds and availability of support through the Network and WECCP project participants began to consider how to sustain the work Consultant Jodi Pfarr facilitated two meetings to take the group through the 90-day planning process to identify the ldquonow and futurerdquo and then moved to more detailed planning for continuing the communication structures Structural changes still under consideration include

bull reducing the number of face-to-face meetings

bull increasing the use of technology for meetings and information sharing

bull more intentional combining of the various meeting groups and participants

bull increasing efforts to encourage other groups to put ldquoearly childhoodrdquo on their agenda

bull increasing efforts to bring representation from other existing groups to the early childhood meetings

bull increasing work through collaborative partners such as the Department of Children and Families home visiting projects the Department of Health Services IDEA Part C Birth to 3 program and the Children and Youth with Special Health Care Needs Program through which funds are granted by the state to the tribal nations and

bull seeking funding from new grant sources

Scope of Work Increase in Inter- or Intratribal Networking and Coordination with Other Structures

The project brought the various programs services and leaders from each tribal nation together to share information network create common priorities and develop specific strategies for project work in the utilization of state professional development opportunities potential gaps and areas for improvement

At the May 2015 meeting Early Childhood Tribal Workgroup representatives from eight of the 11 tribal nations worked in community teams to paint a picture of what early childhood looks like now and what it could look like in the future There was a presentation from the Menominee tribal community showcasing their efforts to improve the lives of children and families through a 90-day planning process This 90-day process was facilitated by consultant Jodi Pfarr and became an important component of the entire RTT-ELC project (See Appendix 3 for more information on the 90-day process)

The next Early Childhood Tribal Workgroup meeting was held on October 19 2015 with eight of the 11 tribal nations attending The gathering reinforced the concept of networking within and among the tribal early childhood programs through the use of teams within each tribal nation that engaged in cross-sector future plans The participating tribal communities each adopted the 90-day work plan process that focused on early childhood in their community

In 2016 quarterly meetings of the Early Childhood Tribal Workgroup were held Each meeting included a presentation by Jodi Pfarr on the 90-day process and philosophy Each tribal nation and the tribal-state team shared their 90-day plan progress and gave other presentations or updates

The RTT-ELC mini-grants were released at the February 2 2016 meeting As the 90-day planning progressed plans became increasingly collaborative until most of the mini-grant activities became part of the 90-day projects within each tribal nation

In 2017 meetings of the Early Childhood Tribal Workgroup were held on January 14 February 8 May 11 August 9 and November 3 Each meeting included time for the communities to work on their 90-day plan as well as share their progress with others The meetings began to address

sustainability after the RTT-ELC project was over Meeting agendas included time for consideration of future communication and resource sharing structures (See the previous section for structural changes under consideration)

Throughout the project several existing structures were identified as important to engage in the early childhood effort These include

bull Great Lakes Inter-Tribal Council (GLITC) board The RTT-ELC coordinator and tribal liaisons brought the RTT-ELC project to the GLITC board during their presentations

bull Governorrsquos Early Childhood Advisory Council (ECAC) Early input identified a need to share information and data with the Governorrsquos Early Childhood Advisory Council This presentation occurred on February 25 2014 and provided information that helped promote the ECACrsquos interest in addressing the achievement gap as well as in culturally relevant professional development

bull Inter-Tribal Child Care Association (WITCCA) Increased collaboration brought WITCCA RTT-ELC and Network coordinators to WITCCA and Tribal-State Relations Work Group meetings There was increased communication about how the groups could support each otherrsquos goals and potentially meet together in the future

bull Wisconsin Indian Education Association (WIEA) In 2016 the RTT-ELC grant team members began to collaborate with the WIEA conference planning with the intention of bringing early childhood topics to the WIEA annual conference The Network coordinator became a member of the WIEA planning team and their 2017 conference included a strand on early childhood It is anticipated that early childhood sessions will be incorporated into future conferences

bull Statutorily required tribal consultation meetings with DCF and DHS These meetings are an important structure to elevate early childhood Tribal liaisons worked on ways to incorporate early childhood topics into the meetings Their input helped frame the 2017 listening session as a way to reach tribal program leadership who directly participate in the consultation meetings

Scope of Work Provision of Mini-Grants to Each Tribal Nation In 2016 and 2017 RTT-ELC funds approved grant applications for $191107 to eight applying tribal nations These grants supported internal community coordination and implementation of state professional development projects within each tribal nation The grants served to bring the various programs services and leaders together within each tribe in order to share information network create common priorities and develop specific strategies for project work The grant work helped identify potential gaps and areas for improvement that were built into later 90-day plans

As planning and funding were developed they merged into specific projects within each tribal nation and became part of the 90-day planning process The results were showcased at the Early Childhood Tribal Workgroup meetings on November 3 2016 and February 8ndash9 2017

The mini-grant applications and 90-day plans focused on a variety of activities or priority areas including

bull elders teaching Anishinaabe language fatherhood and trauma (Bad River)

bull 0-3 language immersion school (with parents) including native language curriculum professional development ASQ 3SE training and material (Ho-Chunk)

bull implementation of Pyramid Model Ojibwe language materials (Lac Courte Oreilles)

bull events to promote health and wellness including IDEA Child Find screening Pyramid Model training for staffparents materials re-opening of a licensed child care center (Lac du Flambeau)

bull training and materials to assist staff to implement Teaching Strategiesrsquo GOLD assessment system (Menominee)

bull native language early literacy and fatherhood initiatives (Oneida)

bull mental health consultant training on social-emotional development for parents Wisconsin Model Early Learning Standards training purchase and training of Creative Curriculum and GOLD assessment (Red Cliff) and

bull Safe Sleep Survival Kits (St Croix)

Our Hoocak early learning center has been implementing the 90-day plan since 2015 This process keeps us on track of our goals so we can reach our mission of saving our language Mini-grant funding is so helpful to our tribe as well as other Wisconsin tribes

-Lisa Pesavento Ho-Chunk

Hoocak Early Learning Center

These mini-grants have supported the implementation of native language schools increased identification and referral of tribal children with suspected developmental delays or disabilities increased the number of tribal members trained to provide professional development in their communities and supported a variety of other programs and activities (See the appendix for more details on the mini-grants)

Scope of Work Increase Tribal Nation Participation in State Professional Development Programs and Trainings Several existing state department cross-sector training packages were the initial focus of the professional development work early literacy Wisconsin Model Early Learning Standards and the Pyramid Model for Social and Emotional Competence Input from the tribal communities brought screening and trauma informed care into the professional development work

The RTT-ELC and Network coordinators participated in statewide technical assistance planning to ensure that tribal culture and contexts were considered Through their involvement we learned the importance of bringing training to the tribal communities not expecting them to come trainings in other communities We also learned about the need to make the training packages more relevant to the tribal communities and we learned that we needed to adapt the existing structure that provided state-approved trainers

On June 4 2014 the early literacy training module was presented to the Wisconsin Inter-Tribal Child Care Association (WITCCA) along with resources for providing the training to each tribal nation Those participants expressed concern that the materials were not particularly relevant because they did not have photos representative of the tribal communities did not provide enough information on relevant preschool reading material and disregarded the tribal interest in native language learning Efforts to promote this package were put on hold and focus shifted to making Wisconsin Model Early Learning Standards more relevant by supporting tribal nation-specific literacy activities and promoting efforts at native language revitalization

Through 2015 and into 2016 the tribal coordinator and a small group worked on the Wisconsin Model Early Learning Standards revisions to the trainer approval process and the standards training package With the input of five specific tribal nations the Wisconsin Model Early Learning Standards state action team maintained the fidelity but strengthened the cultural relevance of this training The changes did not alter the basic structure or contents of the training but provided culturally relevant graphics and substituted some relevant activities The process to approve state trainers was also adapted for the tribal communities to bring the training closer to their communities and provide financial support for potential trainers In July 2015 the Wisconsin Model Early Learning Standards leadership committee approved the proposal to adapt the trainer process and training materials The Wisconsin Model Early Learning Standards tribal training cohort began training on September 10 with eight potential trainers from five tribal communities In November and

The mini-grant funding has allowed us to provide early childhood literacy materials throughout the Oneida Reservation Very much appreciated

ndash Carla Witkowski Oneida Nation

December 2015 the trainers were involved in coaching and mentoring activities to support their movement through the approval process These trainers will begin doing training when approved See the Wisconsin Model Early Learning Standards section for more on how these trainings support tribal involvement in YoungStar Eight potential trainers from five tribal communities began the Wisconsin Model Early Learning Standards trainer approval process By the end of 2016 Red Cliff will be the first tribal community with two fully approved tribal trainers Stockbridge-Munsee will be next with one fully approved trainer Eight potential trainers from five tribal communities began the WMELS trainer approval process In 2016 Red Cliff will be the first tribal community with two fully approved tribal trainers In 2017 Stockbridge-Munseersquos trainer became an approved trainer This trainer then moved back to her native tribe Menominee Nation and will be available to provide training in both tribal communities in the future The remaining potential trainers have either moved or accepted different positions within their community The trainer approval and training adaptations will be available to trainers who will be training in tribal communities They will soon be housed at httpwwwcollaboratingpartnerscom to provide wider access to photos and other graphics representing tribal culture

The Wisconsin Model Early Learning Standards process was so successful that in 2016 plans were made to replicate the process with the Pyramid Model for Social and Emotional Competence In late 2016 fundingmdash

Through our listening and strategic planning we also learned of the tribal communitiesrsquo strong interest in screening and assessment In August 2015 the project

Some of these tribal nations developed screening strategies that were part of their 90-day plans and mini-grants In 2016

three communities hosted events in conjunction with the ASQ training Keshena Primary School in Menominee has completed one new Child Find and plan another event in several months the trainer from Stockbridge-

including RTT-ELC GLITC and RTT-ELC Pyramid fundsmdashwas provided to evaluate the Pyramid Model training materials for cultural relevance adapt the trainer approval process and promote training within the tribal communities However delays in the funding and contracting process did not allow enough time to do this project within the RTT-ELC timeframe with necessary emphasis on accuracy to each tribersquos culture The intent remains to have a sustainability priority within the Pyramid Model Project

hosted training with the Brookes Publishing Company where representatives from 10 of the tribal nations became trainers for the Ages and Stages screening tool

Munsee provided ASQ-3SE2 training to her staff at Head Start and the

Health and Wellness Center and will be training a class at UW-Oshkosh

the trainer from Oneida has provided multiple ASQ trainings to the clinic

staff and the Head Start staff the trainer from Lac du Flambeau assisted

with the ASQ training to the entire Head Start staff and the trainer from St

Croix also completed several ASQ trainings to home visiting staff and staff

at their Health and Wellness Center In 2017 ASQ trainings were provided

for new incoming staff or reviewed with existing early childhood staff at

Head Start programs home visiting programs and wellness centers by

trainers in 10 of the 11 tribal communities

Historical trauma and trauma informed care were identified as professional

development areas of high interest to the tribal communities RTT-ELC

funds were provided to the Child Abuse and Neglect Prevention Board

(previously known as the Childrenrsquos Trust Fund ) to pay for

tuition and materials for three tribal members to become

certified trainers in the ldquoBringing the Protective Factors

Framework to Life in Your Workrdquo curriculum a method of

supporting trauma informed care Three individuals from

the Menomonie Nation attended the training Two

individuals from the Oneida Nation were registered but

had to back out the week before the training The Board

additionally provided funds to ensure that the three

trainers could offer the training and pay a parent to co-

present with them To adapt the curriculum Community

Advisors worked with Board staff to ensure that the pictures

the examples used in the curriculum and the activities

matched the Menomonie Nation culture and experiences One

concrete example was during the Knowledge of Parenting and

Child Development training when the Community Advisors

wanted to include discussion of how the Indian boarding

school experience impacted parenting practice and the

knowledge of parenting that is passed down from one

generation to another Other changes included revisions to

descriptions and vignettes used throughout the curriculum

such as referencing the prevalent role of grandparents as primary

caregivers to match cultural norms

RTT-ELC was also able to support upgrading the training kits and resource materials that are used for these professional development efforts Training kits coordinated by regional collaboration coaches purchasing of ASQ kits and other materials have greatly enhanced resources

Project Overview 21

Lessons Learned Initial Input The 2013 ldquolisten and learnrdquo session provided this input that helped shape the project

bull Involve tribal leaders more directly in planning and implementation of initiatives

bull Improve methods for networking with state-level partners including increased collaboration with DPI DCF and DHS tribal liaisons

bull Improve methods for networking among the tribal nations and within each tribal community including increasing the role of GLITC in early childhood collaboration

bull Seek direct input from the various tribal nations beyond the obvious addition to existing training modules of videos representing the tribal community

bull Support intertribal coordination and collaboration through the creation of a state council andor a GLITC committee and through events such as tribal gatherings

bull Develop a structure to support tribal-state coordination and collaboration through connections with groups like the Governorrsquos Early Childhood Advisory Council and existing committees in state agencies

bull Encourage professional development and awareness activities that promote the need to work with children and families early to prevent problems later in life

Lessons Learned Project-Specific In 2015 and 2016 we continued to learn through more informal methods Below are the strategies identified during coordinator meetings with tribal communities through meeting communication structures and in the 90-day planning process

bull Encourage state agencies to put more effort into better coordinating across sectors

bull Fund tribal efforts that align with state-level projects

bull Modify the Wisconsin Model Early Learning Standards materials to better reflect cultural practices

bull Sponsor and host events specific for tribal participation including ASQ training and Wisconsin Model Early Learning Standards ldquotrain the trainerrdquo

bull Focus on how to raise public awareness to provide leaders with a better understanding of early childhood issues and bring early childhood efforts to the table at multiple levels Instead of focusing on a central point of coordination focus on the existing systems to coordinate and build awareness

bull Bring the state departments together to build a cross-sector common vision and approach with the tribal nations

bull Work with GLITC to establish a structure for communication

bull Build inter-tribal communication by supporting the creation and expansion of early childhood collaboration work groups or councils within each of the tribal nations

bull Bring together cross-sector early childhood stakeholders from each tribal nation to share and learn from each other

bull Explore the best approach to bringing early childhood to the GLITC board meetings which meet quarterly and have an annual meeting Consider if board presentations should be project-specific or broad cross-sector early childhood-focused

bull Explore the best time and format to bring early childhood to the DHS and DCF tribal consultation meetings Consider if the topics should go to GLITC first and if it should be project-specific or broad cross-sector early childhood

Communication is the key This is huge as we benefitted from increased collaboration

- Sam Seidler Gresham Public School District

bull Bring early childhood topics to the Wisconsin Indian Education Association (WIEA)

bull Consider how to keep tribal relations in the forefront with the ECAC

bull Consider linkages with the Wisconsin Inter-Tribal Child Care Association (WITCCA) with a focus on tribal communities child care and subsidy issues

bull Continue to focus and expand professional development efforts to ensure that they are culturally responsive

bull Sustain collaborative meetings at the tribal level across the tribes and among the tribal nations and the state departments

bull Continue to develop communication tools such as a tribal-state early childhood professional listserv

Lessons Learned Leadership On February 8 2017 the project conducted its second formal session to ldquolisten and learnrdquo from the tribal communities The intention was to engage state and tribal leadership in a conversation about the importance of early childhood and cross-sector collaborations Leadership from the RTT-ELC state agencies the Tribal-State Work Group associations and tribal programs were invited to attend Throughout the day meeting participants provided feedback in two areas summarized below

What questions should state and tribal leaders ask about tribal early childhood programs providers and parents

bull Community strengths How does your community support young children and their families

bull Forward thinking What is your future story and how can we support you to get here

bull Community needs Unmet needs How can we support in this

bull State policies Are there state policies that are barriers to early childhood best practices

bull Resources and communication Do you have information education about early childhood issues (laws constitution etc)

bull Budget priorities Within your community or program how are you using the money provided by the state to support early childhood issues

What do state and tribal leadership need to know about tribal early childhood

bull Cultural framework Traditional tribal values culture and language need to be incorporated into policies and requirements with funds to provide it

bull Community collaboration and outreach Everyone needs to be brought to the table to discuss problems and develop policy and procedures All economic and cultural levels need to be included Invitations should include all community members faith-based organizations and the range of service providers

bull Parent engagement All programs and services must facilitate parent engagement in early childhood services Community functions can be geared toward educating and asking for feedback with incentives to increase participation of the community

bull Collaboration with schools Act 31 needs to start in early childhood and support needs to exist when schools are resistant

bull Knowledge of resources and how to obtain them Find better ways to provide information on grants loans programs and resources that could help the communities

bull Availability of resources The availability of resources varies within each community There needs to be equitable access to resources such as child care Birth to 3 early intervention home visiting mental health professionals maternal health and other services for children and families with special needs

bull Language immersion Stronger language begins in the earliest years Language immersion schools and programs are needed so babies and young children can also be immersed in their native language

bull Professional development tribal communities need more well trained teachers for early childhood Head Start child care and schools Teachers need more training on trauma informed care play and nature based instruction social-emotional development and sensitivity to traditions culture and heritage

Sustainability The RTT-ELC Tribal-State Relationships Work Group builds on existing efforts in Wisconsin While the end of the RTT-ELC will result in a loss of funding to support a full time coordinator at the GLITC mini-grants to fund local efforts and supplemental funds for the Early Childhood Tribal Workgroup there are a number of ways that this work will be sustained

I have benefitted greatly by the development of the 90-day plansmdashit helped us focus We have increased in opening up communication and willingness to meet and talk about our issues and in working together

ndash Monica White Lac Courte Oreilles

Ojibwe School Family and Child Education Program

Appendix 1 Select Overview of Tribal Nationsrsquo Early Childhood Programs

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Use of State Child Care

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

(BIE)mdashIDEA Part C and

Part B

BIE Tribal

Schools Tribe-

Specific

Bad River Band of Lake Superior Chippewa

X X X X

Forest County Potawatomi

Ho-Chunk Nation X X Early Language Immersion Program

Lac Courte Oreilles Band of Lake Superior Chippewa

X X X X X Early Language Immersion Program

Lac du Flambeau Band of Lake Superior Chippewa

X X X X

Menominee Indian Tribe of Wisconsin

X X X X X X

Oneida Nation of Wisconsin

X X X X X Tribal funded home visitation

Red Cliff Band of Lake Superior Chippewa

X X X X

Mole Lake (Sokaogon Chippewa Community) Band of Lake Superior Chippewa

St Croix Chippewa Indians of Wisconsin

Stockbridge-Munsee Community Band of Mohican Indians

Appendix 2 PowerPoint Presentation to the Governorrsquos Early Childhood Advisory Council (February 25 2014)

Appendix 3 90-Day Planning Within the Tribal Nations

After the Menominee Nation shared their use of a 90-day planning process the work group began using consultant Jodi Pfarr to work with them on this process The process began with each tribal nation examining the ldquonowrdquo of early childhood in their community and then the ldquofuturerdquo of where they want to be Throughout the project the planning process considered conceptual and practical ways to apply the plans in any of these four areas individual institutions community and policy

A common 90-day plan was used throughout the process to identify the direction in which each planning team was heading to move from ldquonowrdquo to the ldquofuturerdquo The planning document was used to identify direction share responsibilities define steps and help define progress Here is a sample of the plan

Early plans focused on the individual or institution level and were often specific to a program within a tribal service area Some examples include

bull Host a Child Find screening to identify children with disabilities

bull Maintain compliance throughout our five-year Early Head Start and Head Start Program

bull Provide mental health observations of children enrolled at the early childhood center in the

Head Start classrooms

bull Provide consultation with teaching staff and administration following observations

bull Provide parent and staff training about childrenrsquos social and emotional development

bull Provide all new staff with complete Wisconsin Model Early Learning Standards training and

refresher training for those who have completed it

bull Conduct wider screening in ASQ-3ASQ-SE2

bull Provide Circle of Life training

bull Bill Medicaid for clients who qualify for PNCC

bull Teach teachers and children language confidence

At each of the Early Childhood Tribal Workgroup meetings throughout the project each tribal nation reported on their progress and updated their 90-day plan Each meeting also included presentations from Jodi Pfarr that moved the focus from individuals and institutions to community and policy

Here is more detailed information about the 90-day plans from the May 11 2017 Early Childhood Tribal Workgroup meeting

Bad River Direction Community involvement in early childhood education

Accomplishment Title Community awareness

Intent Get more directors programs and community members involved

Ho-Chunk Direction Hoocak national education

Accomplishment Title Hoocak Ee Cooni learning center curriculum

Intent Saving the Hoocak language

Lac Courte Oreilles Direction Develop open strategies among community agencies

Intent Collaboration and better understanding of our roles

Lac du Flambeau Direction Working toward more options of quality care for early childhood that includes infrastructure and workforce

Accomplishment Title Implement discussion on early childhood expansion

Intent Set up meetings with stakeholders

Lac du Flambeau Direction Collaboration with tribal resources

Accomplishment Title Establish contact with one representative from each tribal resource agency

Intent Meeting with library commodities food program education police economic support wellness family resource center Head Start and domestic violence

Red Cliff Direction Determine what each party wants from the MOU process and timelines

Accomplishment Title Re-establish MOU between school district and tribe

Intent To support the education of all children in the district

Potawatomi Direction Parent involvement

Accomplishment Title Increase of parent attendance

Intent Wersquore seeing by age 3 already significant behind socially and developmentally

Stockbridge-Munsee Direction Communication collaboration strategic long-term planning

Accomplishment Title Engagement around 90-day plan

Intent Increase collaboration and involvement to eliminate crossover (silo effect)

Appendix 4 RTT-ELC Mini-Grant Summary

Tribe TitleTopic Amount

Requested Total Spent Summary

Bad River Lake Superior Chippewa 2016

Increase knowledge of Anishinaabe Language with children enrolled in the Head Start program

$975200 $270866 These funds were to help with salary to have an elder in classrooms with children speaking the native language Elder became unable to do this during this school year

Ho-Chunk Creating native $400000 $229954 Did not complete all the curriculum Nation language board purchasing but made wonderful board 2016 books purchasing

creative curriculum sets

books for their children 0-3 years of age

Ho-Chunk Nation 2017

HOOCAK Ee COONI Early Childhood Center Attendance to the EC Tribal Work group for professional development ASQ training literacy

$897466 $897466 1 These funds will be used for training and professional developmenttravel expenses to attend the EC Tribal Work Group

2 Purchase culturally and developmentally appropriate curriculum for their young children

3 Receive ASQ-3SE2 training 4 Purchase books with native

language and other materials that will enhance the quality of their center

Lac Courte Oreilles Band of Lake Superior Chippewa 2016

Pyramid Model Training

$1000000 Unspent After multiple attempts they were not able to get the support from their administration to move forward

Ojibwe School FACE program Early childhood literacy with native language

$900000 $854690 These funds will enhance their early childhood program by assisting in the following projects 1 Ojibwe vocabulary booklets

within the Early Childhood Centers that focus on Parent and Child Together time as well as for use in the homes of these children

2 Books will also be used as a teaching tool for the Ojibwe language instructor and parent community can use on a daily basis for basic oral proficiency

Lac du Flambeau 2016

Events to promote healthphysical development social and emotional development cognition and general knowledge language develop-ment and communi-cation approaches to learning amp cultural and spiritual growth

$1000000 $891877 Nine events were planned to utilize these funds These events included an art therapist who provided a community activity promoting communication (the many ways we communicate) and a Powwow that focused on honoring and educating the community about those with special needs

Little Dreams Day Care Enhancing environment to support implementation of the Pyramid Model

$924201 Final invoice pending

Funds will re-open a licensed child care for Lac du Flambeau Funding will include purchase supplies and equipment that would allow her to adhere to the unique needs of these tribal children and to implement the Pyramid Model within the center and with staff

Head Start and LDF Public School Full implementation for the Pyramid Model program wide through Early Head Start Head Start and the LDF 4K5K program

$3600000 $3400000 Full Pyramid Model training of 55 participants resources and coaching to implement program wide over the 3 programs The Pyramid Model

Menominee Indian School District 2016

Child Find event $900000 Unspent The school was to collaborate with MISD Tribal Day Care Head Start Tribal School Tribal Clinic and the Menominee County HSD The event was planned and very unseasonably hot weather was that daymdashlow participation from staff as well as families Was not re-scheduled

Menominee Early Childhood $900000 Final invoice These funds will look to streamline Nation Services Technology pending teaching assessments of their young 2017 to be used by the 3

Pre-K classroom children that will assis teaching staff to sync with their Teaching Strategies Gold assessment system

children to assist with curriculum planning planning for individual childrenrsquos needs and relaying this information to the parents

Oneida Nation 2016

LiteracyFamily events

$600000 $600000 These funds were used to promote early childhood literacy focusing on fatherhood initiatives They hosted 9 events such as having literacy training for Head Start fathersgrandfathers a ldquoBoo Bashrdquo even which included story telling by fathersgrandfathers ldquoHarvest Feastrdquo which again had fathersgrandfathers telling stories of their culture

Oneida Nation 2017

BIA Intervention program Early Literacy events

$1000000 $999151 These funds will be used to focus early literacy 1 Family caregivers and grand-

parents will be trained in early literacy skills and books will be supplied for each of these childrenrsquos homes

2 In addition materials for a lsquoLong-Housersquo will be purchased for the community to utilize while enhancing the childrenrsquos interest and skill for reading

Oneida Nation 2017

Family and child Education FACE program Family EngagementEarly Literacy

This program will be utilizing their funds two ways 1 The first is to purchase materials

for their Family Circle time that is held monthly These supplies will help provide a variety and ability for the community to spread the word about a quality family time offered in their community

2 The second is to purchase a wide variety of books for their classrooms These books will include the topic of social and emotional development

Oneida Nation 2017

Child Care Early Childhood Literacynative language

This program will be looking at replacing and updating their resources and books for the children they serve from 6 weeks to 5 years old They will look to utilize their Native language in the books they offer as well They have a strong literacyfamily ethic and will look to update out-of-date inappropriate books and equipment

Red Cliff Band of Lake Superior Chippewa 2016

To provide mental health social emotional and early learning stand services to all staff children and their families at the Red Cliff Early Childhood Center

$1000000 $889760 1 Mental health consultation for the children will be conducted Jan-July and then Sept thru Dec These observations would be followed by consultations with teachers families referrals if appropriate

2 Social Emotional Development Parent Trainingmdash2 sessions April and October 2016

3 WMELS staff training scheduled for week of August 22 2016

Red Cliff Band Early Childhood $1500000 Final invoice These funds will be used in two of Lake Superior Center Purchase of pending categories Chippewa 2017 Creative Curriculum

and training for professional development for staff

The first is to cover the purchase of Creative Curriculum for their infants toddlers twos and preschoolers This curriculum aligns with their assess-ment Teaching Strategies Gold and will provide the tools to help teaching staff to simplify their daily planning and make learning an individualized experience for the children This tribal community has identified high risk factors in their immediate homes and families These risk factors include prenatal drug tobacco and alcohol use parental mental health issues incarcerated parent disabled parent single parent child behavior issues children diagnosed with special education needs and a growing number of foster care or out of home placements This curriculum choice will provide the staff serving these families and children with additional ldquotoolsrdquo in their toolbox to offer a high-quality early education setting The second will address the cost of the trainingwages for Creative Curriculum for the Education Manager

St Croix Safe Sleep $900000 $713663 Partnered with Cribs for Kids campaign Chippewa Purchased Safe Sleep survival kits and 2016 Halo sleep sacks and provided

educational materials Administered pre-and post-survey to families to demonstrate increased knowledge on safe sleep

Appendix 5 State Department Scanmdash2015

Department of Children and Families (DCF) Mission

To promote the economic and social well-being of Wisconsinrsquos children and families

DCF Key Early Care and Education Programs DCF Key Funding Sources DCF System

Wisconsin Shares the child care Federal Child Care and CARESCWW ndash Client Assistance for subsidy program Development Block Grant Re-Employment and Economic Support

Fund (CCDF) State General Purpose Revenue (GPR) Temporary Assistance to Needy Families (TANF)

and CSAW (Childcare Statewide Administration on Web)mdashSubsidy Authorization and Issuance Information

and CCPI (Child Care Provider Information) - Attendance

Note MCI (Master Client Index) is contained within CARES

YoungStar subsidized child care

YoungStar is the name WI chose for its QRISmdashQuality Rating and Improvement System

Note QRIS is NOT a computer application or system QRIS is a Quality System However YoungStar Case Management is a system that interacts with other

Federal Child Care and Development Block Grant Fund (CCDF)

CARESmdashClient Assistance for Re-Employment and Economic Support

YoungStar Case Management -provides star-rating calculation educational information about programs and narrative case notes about providers

systems

Note Because of YoungStar data intersects between YoungStar WI Shares and child care licensing and certification

Note Registry data is also within YoungStar

Child care licensing and certification Federal Temporary Assistance to Needy Families (TANF)

Wisconsin Child Care Regulatory System (WISCCRS)

Child Care Quality Improvement State General Purpose Child Care Resource and Referral Initiatives Revenue (GPR) and Child

Care and Federal Development Block Grant Fund (CCDF)

Agencies have a database supported by their national association NACCRRA which is connected to state data

The Registry has a database that is also connected to Young Star Automation System

The Wisconsin Early Childhood Association (WECA) has a database that tracks early childhood educator scholarships and bonuses that is currently not connected to DCF

Home Visiting (Family Foundations Nurse Family Partnership HIPPY Parents as Teachers Empowering Families)

Federal Title IV-E Funds New ACA Federal Funds Federal Temporary Assistance to Needy Families (TANF) and State General Purpose Revenue (GPR)

With one exception the GPR home visiting money for Racine is administered by DHS

SPHEREmdashNote SPHERE is a DHS system not DCF (but DCF is using it for the majority of tracking for home visiting)

Foster Care Federal Title IV-E Funds WiSACWIS

Note MCI (Master Client Index) is contained within WiSACWIS

Note Foster Care data is a subset of data within Child Protective Services (CPS)

Child Support Federal Child Support Funding Federal Title IV-D Funds GPR and parent contributionsfees

KIDSmdashKids Information Data System

Tribal Child Support Federal Child Support Funding Federal Title IV-D Funds GPR and parent contributionsfees

Tribal data is within KIDS ndash the only way you know specific data is tribal data is by looking at the agency The agency is a tribe and not a countymdash3 tribes FIPS codes of counties and tribes are used to ID the local agency (program site)

TANFW-2 Federal Temporary Assistance to Needy Families (TANF)

Tribal TANFW-2 Federal Temporary Assistance to Needy Families (TANF)

Is not in CARESmdashTribes report straight up to a Federal systemmdashtribal TANF has its own rules and processes with no connection to CARES or non-tribal TANF

Child Protective Services (Child Welfare)

Federal Title IV-E Funds WiSACWIS

Tribal Data Migrant Data Refugee Data and Homeless Data

Federal All of the above

Department of Public Instruction (DPI) Mission

To ensure the opportunity of a quality education for every child in the state

DPI Key Early Care and Education Programs DPI Key Funding Sources DPI System

4-year-old and 5-year-old kindergarten

State General Purpose Revenue (GPR)

ISESmdashIndividual Student Enrollment System

and WSLSmdashWI Student Locator System

Early Childhood Special Education Federal Individuals with ISESmdashIndividual Student Enrollment program (children ages 3-5) Disabilities Education

Act (IDEA) Part B System

and PPSmdashProgram Participation System

and Indicator 7 Child Outcomes Application (accessed via the Special Education Web Portal)

Note MCI (Master Client Index) is contained within PPS

Head Start state supplement Local property tax revenue PIRmdashProgram Information Report (this is a federal data system in which one can drill down by statemdashgo to wwwclasporg)

PIR data is reported by each individual Head Start grantee to the federal Office of Head Start which then disseminates the data through a series of reports organized by state region etc Data can also be obtained with or without inclusion of tribal and migrant Head Start programs

The grantees need to keep individual child outcome data but they dont need to submit it as part of the PIR

State Supplement program has an online paper application which can be filled out and sent in to the state When the application arrives at DPI data is keyed in and stored in an Excel spreadsheet The paper application is also retained

Teacher Licensing Application Fees Application process today is a paper system ndash will be an automated system in 2013 Also the entire backend of the current system will be upgraded in 2013 (online access and reporting)

Child Care Food Program (in child care centers) ndash Child and Adult Care Food program (CACFP)

Federal Adult and Child Care Food Program

Electronic (FNS 12 Application) ndash Oracle Based

Department of Health Services (DHS) Mission To protect and promote the health and safety of the people of Wisconsin

DHS Key Early Care and Education Programs DHS Key Funding Sources DHS System

Birth-to-3 intervention program Federal Individuals with Disabilities Education Act (IDEA) Part C

PPS (Program Participation System)

Note MCI (Master Client Index) for newborn health profile is contained within PPS

Note PPS is a subset of CARES

WI Medicaid Includes BadgerCare Plus And other sub-programs

Medicaid (Health Care Financing)

CARESmdashClient Assistance for Re-Employment and Economic Support (Medicaid Administrative Data)

and interchangemdash(MedicaidMedicaid Management Information System) claimsencounter data

Women Infants and Children health and nutrition program (WIC)

Federal USDA ROSIE

Maternal and Child Health (MCH) And WI Sound Beginnings Early Hearing Detection and Intervention Program And Newborn Screening Program

Federal Maternal and Child Health Block Grant (Title V Block Grant)State GPR

SPHERE

and WE-TRACmdashNewborn hearing test referral diagnostic audiology program referral data and newborn blood test data

WI Birth Defect Prevention and Surveillance Program

Long-Term Support Childrenrsquos Services Section Programs Katie Beckett Program and

Childrenrsquos Long Term Support Waivers (CLTS waivers) Program

Medicaid

Funding for WBDPSP is from birth certificate fees paid to the vital records program rather than Medicaid

Family Support Program

Birth Defects RegistrymdashInformation on selected birth defects for children diagnosed from birth to age two

KBPSmdashKatie Beckett Case Management

FSIAmdashFunctional Screen Information Access (eligibility data) and Long-Term Care Encounter Reporting (claims data)

Note FSIA and Long-Term Care Encounter Reporting are subsets of CARES

WI Childhood Lead Poisoning Prevention Program

Federal STELLAR

Immunizations Federal WIR

Birth Certificates Program Revenue Vital Records System

FoodShare (Food Stamps) (SNAP) Federal SNAP CARES ndash Client Assistance for Re-Employment and Economic Support

Children and Youth with Special Health Care Needs

(CYSHCN) ndash serves special needs children birth through age 21

Federal Maternal and Child Health Block Grant (Title V Block Grant) ndash 30 of this funding goes towards CYSHCN

SPHERE

Appendix 6 Early Childhood Tribal Workgroup Participants

Tribal-State Work Group membership includes the state Tribal-State Relations Work Group listed on pages v and vi of this document The list below is of the participants who were representing specific tribal nations and their local partners The list is taken from meeting participation logs and tribal listserv subscription lists any omission is unintentional

Bad River Band of Lake Superior Chippewa Emily Bainbridge Penny Charette Jamie Corbine Deb Tutor Sandy Kolodziejski Luanne Wiggins Jennifer Newago Suzette Rembert Daniel Soulier Samantha Kappeler Ashley Leoso LeEllen Pemberton Gina Secord

Brothertown Indian Nation Linda Shady

Forest County Potawatomi Eileen Gobert Michelle Johnson Kerry Kerner Billie Jo Leach Eugene Shawano Connie Stamper Stephanie Mattson Michelle Burki Jodi Harris Yvonne Robles Calli Victor Una Ross Abbey Lukowski Rebecca Jennings Kerry Fox

Ho-Chunk Nation Becky Holcomb Kelly Irving Andrea McCaskey LeeAnn Mortenson Laurel Sackett-Meek

Leah Thompson Carolyn Anderson Marcus Lewis Diane Rave Nehomah Thundercloud Mary Thundercloud-Eary Rosalene Goodbear Shena Munden Jean Day Mark Eary Rachel Thundercloud Lisa Pesavento Cynthia De Florian Joyce Warner

Lac Courte Oreilles Band of Lake Superior Chippewa Delores Belille Laurie Bernier Barb Biller Jenny Bisonette Melody Guibord Geraldine Whiteman Barbara Baker-LaRush William White Dave Wilson Tanisha Treadway Mary Tribble Monica White

Lac du Flambeau Band of Lake Superior Chippewa Katie Collins Sarah Gillich Lowell Hanson Charles Randolph Brian Jackson Kristina Kassien Anthony Negani Ashley Maki

Lac du Flambeau Band of Lake Superior Chippewa (contrsquod) Sue Wolfe Sharon Lewis Vicki Soulier Ron Schmidig Tina Handeland Gloria Cobb Deb Hagamon Flo Ninham Mary McEnroe-Kuhnert Michaela Daubon Jodi Chapman Cressy Cassity David Poupart Brandon Thoms

Menominee Indian Tribe of Wisconsin Sue Blodgett Terri Church Penny Escalante Andrea Fish Karen Fish Amy Gansen Kim Hill Jaime Jameson Candy Mahkimetas Amanda Miller Teresa Miller Cyndi Pyatskowit Brenda Wilber Vicki Belke CSW BS Gary Pyawasay Virginia Nuske Jerry Waukau Wendell Waukau

Mole Lake (Sokaogon Chippewa Community) Band of Lake Superior Chippewa Linda Gade Tina Hoenig Amanda Ackley Cheryl Marvin Vicki Ackley Carla Ruuskanen

Stockbridge-Munsee Community Band of Mohican Indians Crystal Malone Delores Meek Anita Mihtukwsun Jolene Bowman Julie Schultz Joan Olson Elizabeth McDowell Elena Cox

Oneida Nation of Wisconsin Deb Balli Barb Boulanger Candi Cornelius Joanne King Charlene Kizior Michelle Myers Carla Witkowski Rosemarie Navarro Red Hail Misty Herzog Mitchel Metoxen Mary Motquin Vicky Deer Joan Christnot Maria Danforth Trina Schuyler Jessica Last Amber Webster Chenoa Webster

Red Cliff Band of Lake Superior Chippewa Rebecca Benton Krystle Toppings Rachel Garramone Karen Munter Nicole Boyd Cindy Garrity Jamie Goodlet-King Kim Gordon Patty Deragon-Navarro Lorna Gamble Jean Gordon Holly Leask Ashley Peterson Linda Kortbein

St Croix Chippewa Indians of Wisconsin Vanessa Morrison-Barr Janet Nelson Brenda Swett Terri Moritz Jackie Churchill Velma Broome Laurel Lawrence Rhonda Postler Tami Sandwick Karen Washington John Bretl Kathy Dunlap

Ashland County Health and Human Services Jennifer Newago Jennifer Leask

Bowler School District Rachel Binns

Burnett County Department of Health and Human Services Kate Peterson Michelle Fontanille Jodi Reed Sarah Miller Kelly Witrout Dawn Taylor

CESA 8 Diana Ziegler

Forest Oneida and Vilas Counties Human Services Board Diane Johanson Jessica Reidy

Great Lakes Inter-Tribal Council Ellie Orbison Lori Hunter Brandi Neri Cleo Reed Jean Severson

Gresham School District Sam Seidler Cheryl Boettcher

Lakeland School District Brook Kmiecik

Menominee County Vicki Belke

Menominee Indian School District Paul Wilke Natalie Young

Northern Regional Center for Children and Youth with Special Health Care Needs Julia Stavran

Shawano School District Michelle Oss Trisha Springborn Melanie Gretzinger Sally Slezewski

Southeast Region Collaboration Coach Corie Davis

Affiliation Not Defined Cindy Chitko Lavonne Goslin Bridget Kupsky Marilyn Young

Wisconsin Department of Public Instruction bull Tony Evers State Superintendent bull dpiwigov

Strengthening Tribal-State Relations Cover

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

ltlt13 ASCII85EncodePages false13 AllowTransparency false13 AutoPositionEPSFiles true13 AutoRotatePages None13 Binding Left13 CalGrayProfile (Dot Gain 20)13 CalRGBProfile (sRGB IEC61966-21)13 CalCMYKProfile (US Web Coated 050SWOP051 v2)13 sRGBProfile (sRGB IEC61966-21)13 CannotEmbedFontPolicy Error13 CompatibilityLevel 1713 CompressObjects Tags13 CompressPages true13 ConvertImagesToIndexed true13 PassThroughJPEGImages true13 CreateJobTicket false13 DefaultRenderingIntent Default13 DetectBlends true13 DetectCurves 0000013 ColorConversionStrategy CMYK13 DoThumbnails false13 EmbedAllFonts true13 EmbedOpenType false13 ParseICCProfilesInComments true13 EmbedJobOptions true13 DSCReportingLevel 013 EmitDSCWarnings false13 EndPage -113 ImageMemory 104857613 LockDistillerParams false13 MaxSubsetPct 10013 Optimize true13 OPM 113 ParseDSCComments true13 ParseDSCCommentsForDocInfo true13 PreserveCopyPage true13 PreserveDICMYKValues true13 PreserveEPSInfo true13 PreserveFlatness true13 PreserveHalftoneInfo false13 PreserveOPIComments true13 PreserveOverprintSettings true13 StartPage 113 SubsetFonts true13 TransferFunctionInfo Apply13 UCRandBGInfo Preserve13 UsePrologue false13 ColorSettingsFile ()13 AlwaysEmbed [ true13 ]13 NeverEmbed [ true13 ]13 AntiAliasColorImages false13 CropColorImages true13 ColorImageMinResolution 30013 ColorImageMinResolutionPolicy OK13 DownsampleColorImages true13 ColorImageDownsampleType Bicubic13 ColorImageResolution 30013 ColorImageDepth -113 ColorImageMinDownsampleDepth 113 ColorImageDownsampleThreshold 15000013 EncodeColorImages true13 ColorImageFilter DCTEncode13 AutoFilterColorImages true13 ColorImageAutoFilterStrategy JPEG13 ColorACSImageDict ltlt13 QFactor 01513 HSamples [1 1 1 1] VSamples [1 1 1 1]13 gtgt13 ColorImageDict ltlt13 QFactor 01513 HSamples [1 1 1 1] VSamples [1 1 1 1]13 gtgt13 JPEG2000ColorACSImageDict ltlt13 TileWidth 25613 TileHeight 25613 Quality 3013 gtgt13 JPEG2000ColorImageDict ltlt13 TileWidth 25613 TileHeight 25613 Quality 3013 gtgt13 AntiAliasGrayImages false13 CropGrayImages true13 GrayImageMinResolution 30013 GrayImageMinResolutionPolicy OK13 DownsampleGrayImages true13 GrayImageDownsampleType Bicubic13 GrayImageResolution 30013 GrayImageDepth -113 GrayImageMinDownsampleDepth 213 GrayImageDownsampleThreshold 15000013 EncodeGrayImages true13 GrayImageFilter DCTEncode13 AutoFilterGrayImages true13 GrayImageAutoFilterStrategy JPEG13 GrayACSImageDict ltlt13 QFactor 01513 HSamples [1 1 1 1] VSamples [1 1 1 1]13 gtgt13 GrayImageDict ltlt13 QFactor 01513 HSamples [1 1 1 1] VSamples [1 1 1 1]13 gtgt13 JPEG2000GrayACSImageDict ltlt13 TileWidth 25613 TileHeight 25613 Quality 3013 gtgt13 JPEG2000GrayImageDict ltlt13 TileWidth 25613 TileHeight 25613 Quality 3013 gtgt13 AntiAliasMonoImages false13 CropMonoImages true13 MonoImageMinResolution 120013 MonoImageMinResolutionPolicy OK13 DownsampleMonoImages true13 MonoImageDownsampleType Bicubic13 MonoImageResolution 120013 MonoImageDepth -113 MonoImageDownsampleThreshold 15000013 EncodeMonoImages true13 MonoImageFilter CCITTFaxEncode13 MonoImageDict ltlt13 K -113 gtgt13 AllowPSXObjects false13 CheckCompliance [13 None13 ]13 PDFX1aCheck false13 PDFX3Check false13 PDFXCompliantPDFOnly false13 PDFXNoTrimBoxError true13 PDFXTrimBoxToMediaBoxOffset [13 00000013 00000013 00000013 00000013 ]13 PDFXSetBleedBoxToMediaBox true13 PDFXBleedBoxToTrimBoxOffset [13 00000013 00000013 00000013 00000013 ]13 PDFXOutputIntentProfile (None)13 PDFXOutputConditionIdentifier ()13 PDFXOutputCondition ()13 PDFXRegistryName ()13 PDFXTrapped False1313 CreateJDFFile false13 Description ltlt13 ARA 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 CHS ltFEFF4f7f75288fd94e9b8bbe5b9a521b5efa7684002000410064006f006200650020005000440046002065876863900275284e8e9ad88d2891cf76845370524d53705237300260a853ef4ee54f7f75280020004100630072006f0062006100740020548c002000410064006f00620065002000520065006100640065007200200035002e003000204ee553ca66f49ad87248672c676562535f00521b5efa768400200050004400460020658768633002gt13 CHT ltFEFF4f7f752890194e9b8a2d7f6e5efa7acb7684002000410064006f006200650020005000440046002065874ef69069752865bc9ad854c18cea76845370524d5370523786557406300260a853ef4ee54f7f75280020004100630072006f0062006100740020548c002000410064006f00620065002000520065006100640065007200200035002e003000204ee553ca66f49ad87248672c4f86958b555f5df25efa7acb76840020005000440046002065874ef63002gt13 CZE 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 DEU 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 ESP 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 ETI 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 FRA 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 GRE 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HEB 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HRV (Za stvaranje Adobe PDF dokumenata najpogodnijih za visokokvalitetni ispis prije tiskanja koristite ove postavke Stvoreni PDF dokumenti mogu se otvoriti Acrobat i Adobe Reader 50 i kasnijim verzijama)13 HUN 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ltFEFF9ad854c18cea306a30d730ea30d730ec30b951fa529b7528002000410064006f0062006500200050004400460020658766f8306e4f5c6210306b4f7f75283057307e305930023053306e8a2d5b9a30674f5c62103055308c305f0020005000440046002030d530a130a430eb306f3001004100630072006f0062006100740020304a30883073002000410064006f00620065002000520065006100640065007200200035002e003000204ee5964d3067958b304f30533068304c3067304d307e305930023053306e8a2d5b9a306b306f30d530a930f330c8306e57cb30818fbc307f304c5fc59808306730593002gt13 KOR ltFEFFc7740020c124c815c7440020c0acc6a9d558c5ec0020ace0d488c9c80020c2dcd5d80020c778c1c4c5d00020ac00c7a50020c801d569d55c002000410064006f0062006500200050004400460020bb38c11cb97c0020c791c131d569b2c8b2e4002e0020c774b807ac8c0020c791c131b41c00200050004400460020bb38c11cb2940020004100630072006f0062006100740020bc0f002000410064006f00620065002000520065006100640065007200200035002e00300020c774c0c1c5d0c11c0020c5f40020c2180020c788c2b5b2c8b2e4002egt13 LTH 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 NLD (Gebruik deze instellingen om Adobe PDF-documenten te maken die zijn geoptimaliseerd voor prepress-afdrukken van hoge kwaliteit De gemaakte PDF-documenten kunnen worden geopend met Acrobat en Adobe Reader 50 en hoger)13 NOR 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 POL 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Wisconsin Race to the Topmdash Early Learning Challenge Grant

Strengthening Tribal-State Relations

Final Report 2013ndash2017

Prepared by

David OrsquoConnor American Indian Studies Consultant Department of Public Instruction

Madison Wisconsin

Madison WI 53703

(608) 267-9625

Table of Contents

Foreword iv

Acknowledgements v

Funded Activities 2

Sustainability 5

Introduction 6

Funded Activities 7

Sustainability 27

Foreword

Acknowledgments

Beth Tepper CESA 9

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Madison WI 53703

(608) 267-9625

Table of Contents

Foreword iv

Acknowledgements v

Funded Activities 2

Sustainability 5

Introduction 6

Funded Activities 7

Sustainability 27

Foreword

Acknowledgments

Beth Tepper CESA 9

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Table of Contents

Foreword iv

Acknowledgements v

Funded Activities 2

Sustainability 5

Introduction 6

Funded Activities 7

Sustainability 27

Foreword

Acknowledgments

Beth Tepper CESA 9

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Foreword

Acknowledgments

Beth Tepper CESA 9

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Acknowledgments

Beth Tepper CESA 9

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Beth Tepper CESA 9

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Beth Tepper CESA 9

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Objectives

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Funded Activities

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

other structures

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview

Project Objectives

Funded Activities

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Coordinator

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

transcribed

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

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Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Health Services

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

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Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

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Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

of Wisconsin

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

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Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

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Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

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Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

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Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

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Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

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Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

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Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

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Acknowledgments

Executive Summary

Introduction

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Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

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Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Project Overview 21

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

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Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

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Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

Title Page

Verso page

Table of Contents

Foreword

Acknowledgments

Executive Summary

Introduction

Project Overview

Appendices

Tribal Nation

Federal OR

State Funded Home

Visiting

Federal and State

Head Start Funded

Subsidies

State IDEA

Part C Funding

from DHS

Federal Bureau of

Indian Education

Part B

BIE Tribal

Schools Tribe-

Specific

X X X X

X X X X X X

X X X X

Oneida Nation 2016

Oneida Nation 2017

systems

Federal USDA ROSIE

SPHERE

Medicaid

Federal STELLAR

SPHERE

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Executive Summary

Introduction

Project Overview

Appendices

Oneida Nation 2016

Oneida Nation 2017

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Oneida Nation 2017

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Oneida Nation 2017

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Oneida Nation 2017

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Oneida Nation 2017

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Oneida Nation 2017

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Documents

Strengthening Tribal-State Relations · years, the Tribal State Relations Work Group played a key role in implementation of the RTT-ELC project and will continue to play a key role