Source: NORTHWEST INDIAN COLLEGE submitted to
PREPARING STUDENTS FOR FINANCIAL AND ACADEMIC SUCCESS
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
TERMINATED
Funding Source
Reporting Frequency
Annual
Accession No.
1003720
Grant No.
2014-47002-22123
Project No.
WN.W-2014-05237
Proposal No.
2014-05237
Multistate No.
(N/A)
Program Code
NK
Project Start Date
Sep 1, 2014
Project End Date
Aug 31, 2017
Grant Year
2015
Project Director
Guillory, S.
Recipient Organization
NORTHWEST INDIAN COLLEGE
2522 KWINA ROAD
BELLINGHAM,WA 98226-9278
Performing Department
Cooperative Extension
Non Technical Summary
During 2012, we began meeting with counselors, curriculum developers, and teachers at the Lummi Nation School to develop and deliver financial literacy classes to 7-12 grade students. Priority topics areas were determined and we implemented the classes at the LNS. Then, this past year, the Financial Literacy met with the NWIC Coast Salish Institute to discuss integrating the curriculum at the LNS. We now envision a curriculum designed for middle and high school students that integrates Native language, identity and values and knowledge, as well as meets the WA State Common Core Standards. The Common Core are designed with the same goal in mind: that all young people, no matter what socioeconomic status will complete high school, then graduate from college ready to pursue a career of their choosing. To reinforce tribal identity and values, our curriculum will include the Coast Salish values such as "che'sing'tel." In our language this means to help children start to grow properly, learn to finish what you start, take personal responsibility and pride in what you learn. The curriculum will also teach knowledge of pre-contact economies, a world view of prosperity that is a direct contrast to the poverty experienced by many tribal families today.During years one and two, we will work with our partners to develop a summer bridge program for tribal students. The summer bridge program will also be an opportunity to pilot some of the new curriculum materials and activities developed with the CSI. Through the summer bridge program, we will provide two, one week-long sessions for a total of 30-50 students on the NWIC campus. A holistic approach to developing a college mindset will focus on leadership, wellness, goal setting and life skills, tribal values and identity, and financial management and resourcefulness. Financial literacy staff will serve as mentors to students by being available in both the classroom and summer programs. Curriculum will be geared towards developing and supporting a college-going identity, along with the life skills to succeed in college.A strategy we developed to reduce the risks of NWIC students leaving college because they could not access funding or afford the costs, we began offering student orientation classes for students. The curriculum focuses on financial management strategies and skills for students, access to college funding, the financial aid and admission process, and managing a work-life-school balance. Students have rated the classes highly and we were asked by the NWIC Center for Student Success to expand outreach to other NWIC campus sites.We will continue to offer these classes quarterly and expand outreach to all students by providing on-site classes. We will also develop new eLearning classes for those who unable to attend, or as a refresher.Our final strategy is to offer mentoring, support and technical assistance for new Financial Literacy trainers because our success depends on developing new trainers who can lead financial literacy programs in their communities, including NWIC extended sites. Over the past two years, the staff began a training of trainers strategy to expand financial education to more tribes in our service area. Besides families, they also began reaching new audiences, with new classes, including NWIC students, middle and high school students. During the project period, we will mentor new financial literacy trainers at five sites in Washington State - Lummi, Tulalip, Muckleshoot, Nisqually, Port Gamble S'Klallam and Swinomish. This includes developing a needs assessment, providing ongoing support and technical assistance, and mentoring new financial literacy trainers as they practice integrating these topics into their financial literacy program activities. This effort is intended to expand the new programming to other tribal areas, including those serving NWIC students. Building on successes of their program, the staff will work closely to assess the needs and capacity of new trainers to sustain programming.
Animal Health Component
0%
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
8016099302050%
8066099302050%
Goals / Objectives
The NWIC Financial Literacy Program offers programming to tribal members, NWIC students, tribal school students, youth, families, regional and national partners. This project will bring together the following community partners to build financial and academic success for students: the Lummi Nation School, NWIC Coast Salish Institute, Lummi Nation Youth Enrichment and Social Services, and NWIC extended campus sites.Goal 1) Develop and pilot a program that promotes a college-going culture for Native American youth in grades 7-12;Objectives :collaborate with NWIC Coast Salish Institute to develop curriculum grounded in tribal valuesdevelop and offer summer bridge program for students;Provide training of trainers for LNS teachers and/or staff in summer 2015;Pilot the developed curriculum at the LNS in year 2 of the grant.Goal 2) support NWIC students' academic success and access to funding at the main campus and extended sites by developing campus-community partnerships to deliver financial literacy classes;Objectives:Continue to offer quarterly classes to NWIC students on main campus;Expand classes to all students by providing classes to extended campus sites ;Hold quarterly meeting and planning sessions with the program advisory board;Develop eLearning classesGoal 3) Increase the capacity in tribal communities to provide financial literacy education programs and activities;Objectives:Provide mentoring and technical assistance to five new trainers at tribes, NWIC main campus and extended sites.
Project Methods
The financial literacy staff gathers ongoing input about our program through participant surveys, focus groups, and informal feedback and meetings with our stakeholders. As an effort to increase program impact and reach, staff also form campus, communities, organizational partnerships. Together, this informs ongoing program improvements during the program implementation phase and improves the likelhood of success, as well as sustainability.As an example partnership with Coast Salish Institute and Lummi Nation School was developed through a series of meetings where we discussed the issues related to the needs of students and formed goals and plans together. This project is an example of an extension program's responsiveness to the tribal communities needs to incorporate Native language and values into new curricula, as well as the colleges need to ensure student success and post secondary educational attainment.The evaluation we will use is an outcome-based model which determines in what ways and to what extent the program activities were successful in achieving the intended outcomes in terms of: 1) developing and cultivating a college-going identity among Lummi tribal school students grades 7-12; 2) students actively pursuing their post-secondary educational goals; 3) developing an overall sense of financial empowerment among NWIC students; and 3) building capacity among new financial literacy trainers.The key evaluation questions will be addressed: 1) to what extent and in what ways did the program activities lead to the development of a college-going identity among students? 2) to what degree and in what ways are students applying their knowledge and skills towards pursuing college goals? 3) to what extent did NWIC students gain the knowledge, attitudes, skills and awareness in financial management, and access to college funding? 4) in what ways did the support and technical assistance provided to new trainers result in new financial literacy programs?We will use the Indigenous Evaluation Framework, appreciative inquiry and culturally relevant methods. Data collection will involve both quantitative and qualitative methods, including: 1) informal feedback activities, 2) pre and posttest student surveys, 3) retrospective surveys; 4) quarterly debriefing meetings with stakeholders; and 5) follow-up interviews with high school and NWIC students; 6) document review; and 7) key consultations with stakeholders. Formative and summative data analysis will identify major lessons learned, implementation barriers, moderators and enablers, the value of the project to all stakeholders, and potential replication in other tribal communities. The evaluation will be conducted with stakeholder engagement, and involve the curriculum developers from the Lummi Nation School and the Coast Salish Institute. Working together, they will refine the logic model, develop and approve the key evaluation questions, and approve the final evaluation design and data collection plan. Data analysis will consist of storytelling approaches, case studies, and content analysis. When possible we will engage participants and stakeholders in this process of identifying and determining key themes and patterns across the data sources so as to ensure tribal values and perspectives guide the meaning making process. The findings will be reported to key stakeholders on a quarterly basis, and annually at the college and community levels.

Progress 09/01/14 to 08/31/17

Outputs
Target Audience:At the start of the project September 2016 we hosted the planning meeting with Community partners, school and transition counselors, curriculum developers, and teachers at the local Tribal School to develop and deliver financial literacy classes to 7-12 grade students that attend the local Tribal School. We will continue to expand on the current curriculum that encompasses hands-on simulation, "Spending Frenzy." This simulation consists of play money and requires the student to pay taxes, cost of living expenses that are annualized for the year. The game provides students an opportunity to learn money management through hands-on activities as opposed to a lecture or textbook-based instruction, the $pending Frenzy provides an opportunity for participants to experience a "trial run" with their Big Money in a casual learning environment. In addition to preparing participants for the multitude of challenges and responsibilities that a young adult consumer must face, the simulation also develops organizational and prioritization habits, hones recordkeeping skills, and teaches techniques for handling and counting cash. It also helps youth practice basic math skills that are associated with financial management and budgeting. NWIC received feedback and input from the Middle School and High School students through surveys. Through these processes NWIC decided to hold their 1st Annual Summer Bridge camp in summer of 2015 and host a week long camp for Middle School and a separate week long camp for High School students. Through year one of the project we continued to co-host college preview days which students from local school districts visited NWIC college campus and we offered a tour, and presentations that provide students with a checklist, important timelines for application dates and college expenses and finding funds to pay for college. Another target audience is to offer mentoring, support and technical assistance for new Financial Literacy trainers because our success depends on developing new trainers who can lead financial literacy programs in their communities, including NWIC extended sites. Over the past two years, the staff began a training of trainers strategy to expand financial education to more tribes in our service area. This includes developing a needs assessment, providing ongoing support and technical assistance, and mentoring new financial literacy trainers as they practice integrating these topics into their financial literacy program activities. This effort is intended to expand the new programming to other tribal areas, including those serving NWIC students. Building on successes of their program, the staff will work closely to assess the needs and capacity of new trainers to sustain programming. NWIC program staff worked with our Lummi Nation community partners to certify community members as volunteer tax preparers for the Lummi VITA site. The goal is to provide professional development training for the volunteers so they are confident and receive certification from the IRS as a certified volunteer tax preparer and in return the volunteers will provide free tax preparation service to community members and college students. We are actively advertising services to student parents and as a result we are also serving many college students that are parents with older children and students that have no children, many that are first time tax filers. A new strategy for NWIC college student parents is to provide social support and financial empowerment to NWIC student parents through bundled social and financial services that improve college retention and educational attainment. Student parents will gain skills and knowledge in a variety of topics offered monthly, including accessing college funding, financial management, positive parenting, family wellness, healthy eating on a budget, work-school-family balance, and access to campus and community resources. The Cooperative Extension Office serves as a central location where students can access social and financial support and services. We will encourage student parents of young children to participate in monthly workshops designed to provide tools or information that will minimize the struggle with managing a work-life-school balance and to make ends meet financially. Staff will encourage and assist NWIC student parents to make use of "bundled services" available at the NWIC and through our Tribal social and financial service partners such as Lummi Temporary Assistance for Needy Families (TANF), Lummi Community Development Financial Institution (CDFI), the NWIC Early Childhood Education Center, Sacred Little Ones Project, and behavioral health counseling. Financial services include tax preparation, financial coaching, financial education workshops, Individual Development Accounts (IDAs), Credit Builder Loans and mental and behavioral support through group activities such as talking circles. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Last summer we offered a Summer Bridge camp which targets middle school and high school students and we were able to hire (2 student parents) as mentors for our camp. This summer bridge camp we were able to offer (2 summer youth workers) interns or mentors for the program. (4 students) September 2016, Financial Literacy Coordinator and Trainer attended the LEAD conference for grantees in Oklahoma and received valuable information in regards to implementing Children's Savings Accounts and offering bundled services. We had a chance to learn about best practices and see what other tribal communities are offering in regards to services that benefit families that are college students, on TANF or young parents. (2 staff attended) In October Northwest Indian College hosted the site visit from FNDI and also hosted the "Money Habitudes" professional development. Which we had 8 participants during the training and we received another great resource to use in a one-one setting but also a classroom. I have used the cards when people discuss the difference between them and their spouses in regards to money and it opens up dialogue in regards to each person's "money culture" or values surrounding money. We invited partners from the Lummi community and Chief Dull Knife Community College. (8 participants) On November 14-16, 2016 we co-hosted a BNC "Train-the-trainer" in collaboration with First Nations Development Institute. During that visit we had FNDI consultant, assist us with the logistics, timeline and children saving account application templates. (14 trainers completed the training) How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? At the start of the project September 2014 we hosted the planning meeting with Community partners, school and transition counselors, curriculum developers, and teachers at the local Tribal School to develop and deliver financial literacy classes to 7-12 grade students that attend the local Tribal School. (During 7th-12th grade we served a total of 204 students) This past summer was the 3rd Annual Summer Bridge Camp with 11 students attending the 7th-9th grade middle school camp and 7 students attending the 10th-12th grade high school camp. During the camp we capture student input which will assist with improving next year's camp. One major celebration is that all the students see themselves as college students and are embracing the "college going identity." Many of the students have expressed interest in attending the Summer Bridge Camp next year and have even said they would consider Northwest Indian College as their college choice. One weakness is that we had low number of students that attended the Summer Bridge Camp due to summer school which was not offered in the past couple of years and other summer youth programs such as Pathways Camp. (Summer Bridge had a total of 19 students) In addition to the classes at the local tribal school and the summer bridge camp, NWIC Financial Literacy program has been co-hosting College Previews which students from local high schools come and have a college experience at NWIC for the day. This past year we had (4 students) attend in February, (10 students) attend in April and (13 students) attend in May. We also offered a Saturday Academy which we hosted (12 students) and discussed banks, money management, things to know about choosing college of your choice and played jeopardy at the end to win prizes. Between April and May we offered weekly classes at the Youth Academy and had (2 young women and 3 staff for a total of 5 participants) who completed a series of classes which included; understanding credit, cooking fresh cutting cost, creating a budget, choosing the right college and spending frenzy simulation. All these activities complement the work we are offering during the summer and at the local tribal school and reinforces the pipeline for students to transition from high school to NWIC. (44 participants were served) This year IRS entered into a 5 year contract with a new software company. The software is user friendly but initially was difficult to navigate in regards to setting up the software and training the volunteers how to prepare returns using the software. There were a lot of glitches at the beginning of the tax season and the end of the tax season. For the 2016 tax filing season we had a difficult start. We did open the doors to the Lummi VITA site, Monday February 1, 2017 but it was a little later than planned due to the low number of volunteers. We do not have the numbers in regards to how much money was returned to the Lummi community through refunds, Child Tax Credit or Earned Income Credit since we utilized a new software program. The software did not break down the refunds, EITC, CTC that were returned to the Lummi Community. This is an item that I put on the wish list for the NWIC VITA site. On a positive note we plan on continuing to offer free tax preparation as a result of this grant. We had a Children Savings Plan Night on November 30 with 6 participants in attendance which equaled 4 families. The first family has 3 children, the second family has 1 child and the third family has one child. We provided information and applications to two banks they could choose to use for their child's savings account or they could choose to utilize their current bank. After the event we had a mother who has participated in many of events also sign her two sons up for the children's saving account program. In total we have 4 families and a total of 7 children. Currently Regina J., Financial Literacy Trainer is doing bi-weekly check-ins with families to see how they are doing and she has created ways to check-in with the families. At the end of the CSA we had 5 parents -(2 couples) and a single parent participate until the end with (7 children under the age of 10 were signed up) each received the $50 seed money. (5 children under the age of 10 met their goal) each received the final $50 matching funds. The students who have participated in the CSA program have discussed how difficult it is to save money and more importantly that they have very little extra money to save. This project is allowing student parents to save money with the incentive that their personal contributions to their children's savings account will be matched. This project leads to positive financial behavioral change. We offered Monthly wellness classes from October until June.In October we co-hosted the Trio Day with the Trio Program. We facilitated a "Spending Frenzy" to college students and there were topics on health/wellness, self-care/time management and professionalism/personality type. We had (11 student parents) In November we also hosted a Cultural Sharing Dinner for NWIC students and student parents. We had (31 student parents) attend and the activities were making smudge cubes used for praying and the other activity was teaching students and children how to make cedar rose barrettes and pins. This was facilitated by Lummi Tribal member, Kateri Hillaire, who is also a student parent. In November we offered the Children's Savings Plan night and we had participants decorate piggy banks and we had (5 student parents) attend the session. In March we offered two Cooking Fresh & Cutting Costs class at the College for student parents where we discussed eating and cooking healthy food for our families. All of the parents who attended cooked their own stir fry and we had a wok as a door prize. They were able to pick from a large variety of vegetables, beef and chicken were the protein choices along with noodles or rice. We discussed grocery shopping on a budget, food choices for themselves (3 student parents) and families and the second class we shared recipes that incorporate vegetables without it being noticed. We cooked chicken in a marinade and shredded zucchini in small pieces and cooked it with rice with spices and chicken stalk. Then we combined the chicken and rice/zucchini and baked it in the oven. The meal received rave reviews. (6 student parents) In April we hosted a follow-up for the Children Savings Plan, we shared a meal and had a Do It Yourself Easter Basket activity. All the items came from the dollar store and each participant had an opportunity to create inexpensive baskets for their children. We had (4 student parents) attend. In May we hosted a mother's day make and take (13 students) and in June we hosted a father's day make and take and did not receive a good turnout due to the fact it was finals week which we need to keep in mind in future planning. (1 students) The monthly wellness activities have attracted many students and have been on a variety of topics. We have had a total of 74 participants attend. NWIC offers monthly 2 day financial literacy classes that utilize the First Nations Development Institute BNC curriculum. From September 2016 until August 2017 we have had 29 student participants attend the Financial Literacy classes. The classes focus on developing a spending plan, checking and savings and review the importance of credit. WSU Food Sense was a guest speaker at our Lummi community classes and share up the importance of maintaining healthy food choices and share grocery shopping tips to make healthier food choices without breaking the bank. At the end of the class each participant receives a certificate of completion.

Publications


    Progress 09/01/15 to 08/31/16

    Outputs
    Target Audience:In year2 grant period, the Cooperative Extension Financial Literacy Program served Native American tribal members, including middle school, high school and Northwest Indian College Students on Lummi Campus and at the extended campus sites. During this project we worked directlywith Tribal School high school andmiddle schooltransitioncounselors, Lummi Employment Training Center (LETC)Youth Coordinator, LETC Youth Advocate, curriculum developers, NWICScience Facultyand teachers at the local tribal school.The accomplishments in year two, required that we meet regularly with community partners and Tribal school partners to deliver non-credit classes/workshops, two two-week long summer camps for high school and middle school students, quarterly classes for NWIC students, and mentor new trainers. In fall of 2015, we offered threeclasses to the 12th and 11th grade class and two classesfor the 8th-10th grade students and developed curriculum with input from Tribal school teachers and staff and also input from NWIC college faculty and staff. Summer Bridge Camp ran in two, 2-week sessions with the first session focused on Middle School youth (July 11th -22nd) and the second focused on High School youth (August 1st-12th). Attendance during each session fluctuated day to day, but by the second week of each session established a core group of consistent participants. Middle school attendance saw participation range from a max of 22 during the first day, to a core group of 18 by the end of camp. High school attendance was slightly less with a max of 20 and a core group of 16 consistent participants. We also received funding from the BIE to support the Summer Bridge Camp which also provided the opportunity to hire 6 college student mentors and extend the camp from a one week camp to two weeks. Our staff also had an opportunity toprovide placement for 2 summer youth employees that assisted the mentors and NWIC staff during the Summer Bridge Camp. In the first year of the grant we split the travel between the campus sites: Nisqually, Swinomish, Tulalip, Lummi Port Gamble and Muckleshoot. We were able to visit each extended campus site at least once and a few of the sites as least twice. In year two of the grant we were able to visit the Tulalip site inwinter quarter and received invitation to travel with TRIO staff to the other extended campuses but it conflicted either with the Lummi VITA site, which we offer free tax preparation for NWIC students and Lummi Community members or conflicted with Tribal school classes. We are planning to visit the extended campus sites in Winter and Spring quarter this coming school year. We had carry over money and would like to use the money for the Summer Bridge Camp and also to travel to the extended campus sites. Starting December 2015, the Cooperative Extension Financial Literacy Program received a grant to start Native Family Empowerment Program which serves Northwest Indian College Student Parents with Young Children (10 years-old and younger).Which we offer monthly wellness classes,Lummi VITA site (free tax prep in partnership with IRS), and we are offering Children SavingsAccounts. Our target audience during the reporting period included Northwest Indian College students, both on and off-campus, middle and high school students from the Lummi Nation, NWIC Student Parents with Young Children and Native Americans throughout the Pacific Northwest. Changes/Problems:The reason that we requested a no cost extension is because we were unable to spend down the money due to receiving a grant from BIE to support the Summer Bridge project. An additional problem is we are unable to provide mentoring and technical assistance to extended campus sites because the original staff that were identified at each site are no longer a student or employed at the campus site. Also having a change in Site Coordinators has been a problem in maintaining the building on the classes and services we have offered to the sites in the past. In winter and spring quarter we will have two site managers that we will need to build relationships with and we will also have to identify new staff and/or students who have an interest in teaching financial education topics at the site. What opportunities for training and professional development has the project provided?In October, NWIC offered BASIC/ADVANCED tax preparation training for Lummi VITA site volunteers. 8 people attended the training and we had five volunteers certify at the ADVANCED level and were able to prepare taxes for free for NWIC students and Lummi Community members. In February, we sponsored a Financial Instructor Training for the NWIC financial literacy trainer and partners from the Lummi Community: LETC caseworkers, TRIO coaches, and two individuals who work for the Makah Tribe. (education department & Housing department) During the 2015 Tax season, we were able to hire two Lummi VITA greeters utilizing NWIC funds and Native Family Empowerment Program funds. Both interns were young college students: one of the students was a young mother working on her GED and took the opportunity to gain employment opportunities. The second intern was a college student stopped out of college because she had a balance owing to NWIC. She planned on working to earn money to pay off her balance. Through this grant period we were able to provide 6 college students the opportunity to earn work experience and money as mentors during the Summer Bridge Camp. The funds we used to pay these positions came from BIE grant funds. Two summer youth workers had the opportunity to gain employment experience and worked directly with the mentors and NWIC staff. In September we attended the LEAD conference in Oklahoma and attended a session that shared information and best practices with implementing Children's Savings Accounts. We are compiling a list of families to recruit for the Children's Savings Accounts from the pool of families that have been participating in our events. This will be an opportunity for NWIC student parents of young children an opportunity to start a savings accounts for their children. How have the results been disseminated to communities of interest?We have not disseminated the results of our project. The plan is to share the curriculum with neighboring communities and school districts that have a large number of Native American Students. Before we share the results we would need to receive approval from the Dean of Indigenous Education. We will use the no cost extension time to fine tune the curriculum and continue to work on the eLearning class and expand classes to the extended campus sites. What do you plan to do during the next reporting period to accomplish the goals?Each year we create a detailed work plan to assist with implementing projects to ensure that we are on target and meeting objectives and goals. I will need to ensure that we include eLearning classes, Expand classes to all students by providing classes to extended campus sites in winter and spring quarter and Provide mentoring and technical assistance to new trainers at tribes the extended sites.

    Impacts
    What was accomplished under these goals? Goal 1) Year 2 of the grant, we had regularly meetings with tribal school counselors, Tribal school curriculum developer, NWIC Science Faculty member, Lummi Employment Training Center (LETC) Youth Coordinator and Youth Advocate and NWIC partners to develop and deliver financial literacy classes to 7th-12th grade students. The curriculum that we use has been developed with input from all of the Financial Literacy partners. During the first class the students go through the "Spending Frenzy" simulation that was developed by First Nations Development Institute. The second class focuses on preparing for college and discusses college tuition, scholarships, student loans, budgeting, application processes, important deadlines and a checklist for senior, junior, sophomore and freshman students. Students are given incentives for completed homework, positive engagement and participation. The curriculum that we have developed has been piloted with Tribal school partners, Cooperative Extension co-workers and the curriculum has received positive feedback from partners, Tribal school teachers and students. The curriculum provides students the information they need to learn to prepare them for the transition from high school to college. Our grant received a no cost extension which will provide time to ensure the curriculum includes Coast Salish values and teachings to promote self-sufficiency, tribal identity and encourage students to take ownership of their learning. This grant period we made connections with 187 students that are in 8th-12th grade. This year we were unable to connect with 7th grade students but this current grant period we have scheduled classes with 7th-12th grade students at the Tribal school. Summer Bridge Camp ran in two, 2-week sessions with the first session focused on Middle School youth (July 11th -22nd) and the second focused on High School youth (August 1st-12th). Attendance during each session fluctuated day to day, but by the second week of each session established a core group of consistent participants. Middle school attendance saw participation range from a max of 22 during the first day, to a core group of 18 by the end of camp. High school attendance was slightly less with a max of 20 and a core group of 16 consistent participants. While there were a few select activities that varied between the groups, the majority of activities remained the same. Students were all recruited from within the Lummi Nation community and Ferndale School District. The Johnson O'Malley program sent out application to every 7th-12th grade student that attended the Lummi Nation School and Ferndale school district. The camps were planned and coordinated with the Lummi Nation School, LETC Summer Youth Program and NWIC staff and faculty. The purpose of the camp is to promote a college-going culture among middle and high school tribal students. Overall Camp Experience - Survey Results (Sessions 1 & 2) Three questions were asked of students each regarding one of three themes for camp: 1) Exploration of Science (STEAM), 2) Engagement in Culture & Arts (STEAM), and 3) College Experience & Preparedness. The fourth theme, Team Building & Leadership, was assessed through individual activities (see activities assessment). Here are the results from students surveyed: Middle School (10 Surveys) High School (14 Surveys) Topics in Science 70% students liked to very much liked their experience 57% students liked to very much liked their experience; 35% neither liked or disliked Culture & Arts 70% students liked to very much liked their experience 100% students liked to very much liked their experience The College Experience 90% students liked to very much liked their experience 78% students liked to very much liked their experience The college was able to secure funding from BIE to support the Summer Bridge Program and we were able to hire 6 NWIC College student mentors, we also provided the opportunity for two summer youth workers to gain work experience by working with the Mentors and NWIC staff. Goal 2) 67 student parents participated in monthly wellness classes/workshops from September 2015to August 2016. We did not offer monthly workshops this summer due to the low number of student parents taking summer courses. A handful of student parents were taking advantage of summer internships or filling temporary summer positions. From September 2015 until August 2016 we offered monthly two-day (10 hour) financial literacy classes utilizing Building Native Communities Curriculum with a total of 35 participants. We offered a student orientation class at the Tulalip site with a total of 7 participants. In order to continue to update curriculum based on student needs and to receive feedback on current projects and upcoming projects, we meet regularly with NWIC partners and Lummi Community partners. In the final year of the grant we will need to put an emphasis on develop eLearning classes and we will need to work on when and how students will access the on-line tool. Goal 3) In year one of the grant we met with extended campus site managers to identify training needs and potential trainees. We received interest from Tulalip, Muckleshoot, Port Gamble, Nisqually, Swinomish to offer Financial Student Orientation for their site students and we were able to travel to each site at least once and a couple of the site we were able to visit twice. In year two of the grant we were able to visit Tulalip site in Winter quarter and received invitation to travel to site with TRIO staff. We were unable to travel with TRIO staff because the site visit usually conflicted with the Lummi VITA site (free tax prep) or the classes we were offering at the Tribal School. We plan on traveling to the sites in winter and spring quarter. There are two new site managers: Tulalip site manager and the Muckleshoot site manager are new and we will need to build relationship with the site manager. Change in staff has been a challenge with offering regular ongoing financial trainings at the extended campus sites. We have invested time in training staff or students to offer quarterly classes at their campus sites and many of the individuals have moved onto new job opportunities or no longer work at the college. As we continue to visit the extended campus site this upcoming winter and spring quarter hopefully we can identify staff or students that we can share Financial Student Orientation curriculum and other training materials with them. With a supplemental grant, the Financial Literacy Program has expanded its services to NWIC students who are parents of young children. As a result of the grant, NWIC became a certified VITA Tax site, and program staff worked with our Lummi Nation community partners to certify 7 community members as tax preparers. During the current reporting period, the Lummi VITA Site re-opened for 2015 tax season to provide service to the Lummi Tribal community from January 20 to April 15, 2016. This tax season the IRS accepted tax returns through April 18, 2016 and although the Lummi VITA site was not scheduled to be open the site stayed open to provide tax preparation for families through April 18. The staff actively recruited NWIC students and served 5 student parents as a result. Students from other NWIC campuses are now using the Lummi VITA Site and take advantage of the free tax preparation services. During the 2015 tax season, our staff and partners electronically filed 121 tax returns, saved Tribal families over $109,262 in EITC and $44,995 in Child Tax Credits. The total amount refunded to families was $246,882. Due to the extensive outreach for the VITA site, we completed 10 paper returns and 121 e-filed returns and expect to surpass those numbers over the next few years.

    Publications


      Progress 09/01/14 to 08/31/15

      Outputs
      Target Audience:In year 1 grant period, the Cooperative Extension Financial Literacy Program served Native American tribal members, including middle school, high school and college students throughout the Pacific Northwest. During this project we continued to work with high school counselors, curriculum developers and teachers at the local tribal school. Some of the accomplishments in year one, required that we meet regularly with community partners to delivered non-credit classes, two one-week long summer camps, extended campus quarterly classes, and mentor new trainers. In the first year of the grant we were given the opportunity to teach two classes to the 7th-12th grade students. This was coordinated through the assistance of the school counselors and tribal school staff. The Financial Literacy Program also served 22 students during the Summer Bridge Camp. In week one we served 8th and 9th grade and had 13 Native American students participate. In week two we served 10th through 12th grade and had 9 Native American students participate. Our staff had an opportunity to employ 2 summer youth employees that were college students and they mentored the participants at the Summer Bridge Camp. In the first year of the grant we split the travel between the campus sites: Nisqually, Swinomish, Tulalip, Lummi Port Gamble and Muckleshoot. We were able to visit each extended campus site at least once and a few of the sites as least twice. Our target audience during the reporting period included Northwest Indian College students, both on and off-campus, middle and high school students from the Lummi Nation, and Native Americans throughout the Pacific Northwest. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?NWIC Financial Literacy program presented at National Congress of American Indians Conference on Sunday, October 26, 2014 at Atlanta, GA. The theme of the conference was Financial Education Summit: Ensuring the Financial Capability of the Next Generation. The NWIC Financial Literacy Coordinator was asked to sit on the Young Adult Financial Education Programs Panel. The individuals that attended were Tribal Leaders from across Indian Country. NWIC Financial Literacy program presented at the Four Directions: Problem Gambling Conference at Tulalip Casino on November 6, 2014. The presentation "Valuing and Managing Money" was delivered to 14 counselors that attended our session at the Four Direction conference. NWIC Finanical Literacy program opened a VITA site for the Lummi community in partnership with the IRS. This is a free tax preparation for the community and students. We had to take an exam to become certified tax preparers and we also worked with volunteers to have them certified and in year one we completed 55 tax returns and we expect twice as many in year 2. How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?We are still fine tuning the curriculum and will be meeting monthly with curriculum developers, Tribal School Counselors and elders who will provide guidance and input in the revision and edits to the currciulum.We are still working on the curriculum and plan on piloting the curriculum at the Summer Bridge Camp this summer. We have met with extended campus site managers to identify training needs and potential trainees.This will be ongoing throughout year 2 of the grant and we are still working with each site to offer ongoing quarterly classes. We are still working on the eLearning and plan on completing in year 2 and will write about it in the final report.

      Impacts
      What was accomplished under these goals? Goal 1)This past year, we planned the necessary activities to implement the program. These included meeting with tribal school counselors, staff and NWIC partners to develop and deliver financial literacy classes to 7th-12th grade students. The curriculum that we are revising and developing will require more input from tribal elders and NWIC Coast Salish Institute staff to ensure that the curriculum meets WA State Common Core Standards. We currently have a curriculum that we have developed but now are working on adding the cultural component that is part of the Coast Salish values and reinforces tribal identity. The NWIC Financial Literacy Program delivered its first Summer Bridge Camp (SBC) for students in middle and high school this past summer. The 2 one-week sessions brought together 13 middle school students and 9 high school students. Students were all recruited from within the Lummi Nation community and Ferndale School District. The week-long camps were planned and coordinated with the Lummi Nation School and Lummi Youth Recreation Summer Program. The purpose of the camp is to promote a college-going culture among middle and high school tribal students. We are little behind with the curriculum development with the major reason we are behind schedule is that we recently hired a new Financial Literacy Trainer. It is taking time to catch the new Financial Literacy Trainer up to speed with the project goals and in addition to provide training and mentoring for the new Financial Literacy Trainer. We are still working on the curriculum and plan on piloting the curriculum at the Summer Bridge Camp this summer. Goal 2)We are currently offering a NWIC student financial orientation each quarter to new students that attend NWIC at the Lummi campus. Fall quarter 2014 is the first time we presented at the extended campus sites at Muckleshoot, Nisqually, Swinomish, Tulalip and Port Gamble. Winter quarter we presented at Nisqually, Tulalip and Port Gamble site. The Extended Campus site managers advertised and recruited for the classes. We had a good turnout at each class and the site staff appreciated that we were reaching out to the extended sites. We delivered student orientation classes at the extended sites for about 50 students. The eLearning classes will be developed in year two of the grant; it is taking time to work with appropriate staff and departments to establish the on-line learning tool for students. Goal 3)We have met with extended campus site managers to identify training needs and potential trainees. The two NWIC sites, Muckleshoot and Swinomish, have identified individuals who will develop financial education classes for students. Two other NWIC sites, Nisqually and Port Gamble, are interested in providing classes, but are in the process of identifying trainees for our program. As we provide mentoring and one-on-one support for trainees we continue to learn from our needs assessment of partners how to best provide mentoring and one-on-one support. Ideas include quarterly on site visits by the FL staff, mini-practice sessions, and monthly conference calls. We have compiled an equipment supply list for NWIC extended sites participating in the training of trainers program. Prior to providing the supplies and equipment we will develop a contract and MOA for new trainers or their employers. This takes into consideration how each tribe or tribal organization will keep inventory of the supplies and equipment. If there is ever a change in staff or trainers, this will ensure the materials and equipment stays with the tribal organization or program for future trainers to utilize. This goal is an on-going effort since we have seen turnover among staff at the extended campus sites. Often times site managers might recommend that a college student or part-time staff member go through training and when the student graduates or attains full-time employment, we are finding another staff/student to mentor and train. In addition to the goals outlined in this grant project, the Financial Literacy Program is focusing this year on two strategies leading to economic health and financial security: providing social and financial support to NWIC students who are parents, and fostering a college-going identity among middle and high school students through the Summer Bridge Camp. Over the past year, this has increased both the number of student participants from the college and local schools, and the length of their participation in our programs. For example, many of the students who participated in the week-long Summer Bridge Camp then went on to intern with the Traditional Plants and Foods Program. All activities took place on or around the NWIC campus where they interacted with college faculty and tribal elders and teachers. This provided them with an authentic experience that fostered their college-going identity. With a supplemental grant, the Financial Literacy Program has expanded its services to NWIC students who are parents of young children. As a result of the grant, NWIC became a certified VITA Tax site, and program staff worked with our Lummi Nation community partners to certify 7 community members as tax preparers. This will increase the number of Native Americans who receive assistance filing their tax returns, and improving their chances of receiving tax credits and an IRS return to support their families In addition to its monthly financial literacy classes and activities, the program also serves NWIC students who are parents of young children. The "Native Family Empowerment Project" provides bundled social and financial services to support Native parents pursuing higher education at tribal colleges. Services include financial education, assistance accessing benefits, filing IRS returns, and family wellness activities. This project is helping Native parents pursue their education, prepare for a job, and gain the financial skills needed to succeed and build assets. The goal is to provide more stable and secure environments for Native youth and their extended families. The NWIC Financial Literacy Program also works with community partners to build new program activities. For example, we partnered with the Lummi Community Development Financial Institution (CDFI), Lummi Indian Business Council Economic Development, Lummi Housing Authority, and Lummi Ventures to offer tax assistance to tribal members. In March, the NWIC was certified as a Vita Tax site, and 7 volunteers were certified as tax preparers. As a result, we prepared 55 tax returns for a combined total refund of $122,334 to families, and $55,388 in tax credits or savings. Other services offered through the program include classes in financial management, positive parenting, time management, and access to resources through monthly wellness activities offered by NWIC staff and partners.

      Publications