Project Abstract/Summary

"Financially Fit"

"Financially Fit" is an expansion of financial education activities that have been conducted for the past seven years under the auspices of the Family Extension and Education Program (FEEP) at Southwestern Indian Polytechnic Institute (SIPI). The program addresses not only the financial education needs of college students, but also those of community members in surrounding tribal communities. The program is driven by the following three goals:

• Goal I: To develop and implement a replicable mandatory 3 hour workshop curriculum for students receiving financial aid at SIP!.

• Goal 2: To continue to develop and expand delivery of financial education workshops to students and members of tribal communities in the areas of personal financial management, asset development, taxes, identity theft, car purchases, credit cards, high interest loans, banking services, and entrepreneurialism.

• Goal 3: To train a cadre of peer educators who will be able to present workshops on financial education and serve as resources in this area.

"Financially Fit" utilizes well-trained peer educators to implement workshops in all areas of financial education. A desired effect will be the ability of these Native Americans to return to their home communities and continue to provide financial education. The curriculum produced in this program will be mandatory for all students who receive financial aid. Better financial management skills should help these students stay in school. Community financial education will empower participants to make knowledgeable choices and not be victimized financially.

The Principal Investigator on the project is B. Joan Goodman jgoodman@sipLbia.edu

Financially Fit- Project Narrative

Project Narrative

1. Opportunity Statement

Financial education is a "hot topic" in the United States! Many programs call it financial literacy, but I personally object to this term. People are not "illiterate." They know about money and what it does, but many people do not have the mainstream knowledge that is necessary in our society. They must be taught-----they must be educated. As the Native American/Alaska Native people we serve expand their economic horizons, it is imperative that they learn the basics that many non-minority people have learned as a part of their daily life. The curriculum for financial education must reflect the cultural values and mores of the people we are addressing. There are definite feelings about money and resources and how they are to be managed that are particular to tribal communities. For this reason, we will utilize materials that have been developed for Indian populations, as well as collaboratively develop materials with our stakeholders.

The Family Extension and Education Program at SIPI has actively been involved in financial education for over nine years. They have worked with other Tribal Colleges to develop appropriate materials and implement culturally relevant programs. They have served many people and had great impact, but there is always more to be done. Limited funding has impacted the program and some of the activities have had to be reduced.

Dr. Sherry Allison, President of SIPI, is extremely supportive of our efforts. She would like to eventually institutionalize the financial education program so that EVERY student would need to take a course in personal financial management.

The proposed Financially Fit program will expand upon what FEEP has done by addressing the needs expressed by the Financial Aid office, and by creating a Peer Educator Program.

1

Financially Fit- Project Narrative

A Special Emphasis grant would allow SIPI to expand an embellish a successful program and address a situation that impacts the United States as a whole.

2. Target Audience and Program Areas

Southwestern Indian Polytechnic Institute (SIPI), a National Indian Community College and Land Grant Institution located in Albuquerque, New Mexico, provides a responsive learning environment within which Native Americans and Alaskan Native tribal members develop skills that will he needed by Tribal Nations to build strong cohesive communities. SIPI is an important part of the New Mexico higher education system. The Institute has agreements with New Mexico four- and two- year institutions that ensure better recruitment, transfer, and retention rates for Native Americans as well as increase the numbers of well-educated American Indians who can meet the needs ofthe state's workplace on and off the reservations. Located in the center of New Mexico's agricultural and technological corridors, home to national laboratories, industry and corporations, major university and the largest technical force all within a SOO-mile radius, SIPI has established excellent working relationships with these industries, universities and Tribes. In September 2001, SIPI celebrated 30 years of service to Tribal Nations and looks forward to continuing to provide the highest quality and most relevant information, training, and services.

This semester, SIPI has 750 enrolled students. This is the first time in history that our spring enrollment surpassed our fall enrollment! Since we are a federally funded Tribal College, 100% of our students are enrolled members of federally-recognized Native American/Alaska Native tribes. Currently, there are 83 tribal communities represented in our student body, however, 46% of the students do come from Navajo Nation in New Mexico and in Arizona. 64% of our enrolled students do receive financial aid through PELL, tribal scholarships and American Indian College Fund. We do not work with loans. There is a wide age-range in our student body! Our youngest

2

Financially Fit- Project Narrative

full-time student is 17 years and our oldest is 67 years old. Residential students comprise 50% of

our student body. The dormitories are at capacity.

The Financially Fit project will also serve the needs of staff and faculty at SIPI and interested

participants from the surrounding Native American communities and the urban population

served by the Albuquerque Indian Center. It will provide quality information in the areas of

personal financial management and entrepreneurism and respond to the needs of the participants

as they arise.

Financially Fit: A Financial Education Program in Indian Country will serve the same target

audience as does the Family Extension and Education Program at SIPI. This program will build

upon a collaborative relationship between SIPI~ Tribal communities, Economic Development

Programs, Head Start and Early Childhood Centers. The following table provides a socio-

economic overview of the communities that SIPI serves.

Table 1 - Socio·Economic Indieators
Bachelor's
FEEP Partners Total Population Percent 9 Years Family Percent Median Families Degree or
and Under Households Married Family Below Higher
Couples Income Poverty (%) (Individuals)
United States 281,421,986 72,261,780 $50,046 9.2 20.3%*
New Mexico 1,819,046 15.0* 466,515* 50.4* $39,425 14.5 23.5
Acoma Pueblo 2,802 18.3 574 47.3 $26,419 27.2 129 individuals
Alamo Navajo 1,259*" 17.9* 1,220+ 53.7* $10,517* 58.9* 32~
Cochiti Pueblo 1,502 14.1 392 49.9 $39,412 13.2 257
Isleta Pueblo 3,166 16.8 787 39.4 $31,000 17.7 110
Jemez Pueblo 1,958 17.8 416 39.0 $30,880 27.2 79
Jicarilla Apache 2,755 21.3 631 40.] $29,457 23.6 192
Laguna Pueblo 3,815 18.4 899 47.6 $30,724 25.2 160
Mescalero 3,156 21.3 712 38.6 $23,163 32.6 92
Nambe Pueblo 1,764 14.6 507 52.0 $34,091 14.3 245
Picuris Pueblo 1,801 15.7 501 47.7 $28,047 22.5 174 3

Financially Fit- Project Narrative

Pojoaque Pueblo 2,712 ]4.6 75] 50.3 $41,331 11.3 412
Ramah (pine Hill) 542* 16.1* 121 * 38.2* $6,667* 64.0* 7*
Santo Domingo Pueblo 3,166 21.1 518 41.9 $25,437 39.3 42
Sandia Pueblo 4,414 17.8 1,160 48.4 $31,830 14.7 249
San Juan Pueblo 6,748 16.2 1,738 47.5 $31,047 17.6 342
San Ildefonso Pueblo 1,524 16.1 412 50.3 $31,531 12.4 205
San Felipe Pueblo 3,185 19.2 593 42.5 $31,100 27.9 100
Santa Ana Pueblo 487 18.5 101 40.8 $45,714 4.1 7
Santa Clara Pueblo 10,658 14.8 2,821 46.2 $36,550 i6.4 1,368
Tohajiilce* 1,193* 16,4* 1,155* 56.4* $7,701* 59.6* 7*
Taos Pueblo 4,492 10.9 1,081 34.1 $27,500 20.3 722
Tesuque Pueblo 806 18.9 199 39.9 $32,500 16.5 91
Zia Pueblo 646 18.6 138 43.9 $37,679 15.0 27
Zuni Pueblo 7,758 19.0 1,638 49.5 $20,804 43.0 288
Southern Ute 7,886 16.8 2,145 82.0 $45,932 8.3 1,800 Source: U.S. Census Bureau, Census 2000 and 1990 (*lndlcates 1990 data. Most current data available).

The social and economic indicators of our target population emphasize the need to strengthen Tribal communities by providing access to knowledge and resources that will improve economic development, parenting skills and will enhance family and child development. SIPr recognizes that a responsive learning environment within which children, youth and family members develop skills is fundamental to building strong cohesive communities and to fulfilling SJPI's mission.

In 1999 the percentage of New Mexico individuals who held bachelor degrees was 24.5% compared to 25.2% for the nation. Nationally, the percentage of American Indians who have received bachelor degrees is only 9.4%. The predominant American Indian tribes in New Mexico (Navajo, Apache, and Pueblos) all have percentage figures below the 9.4% average for American Indians. 4.5% of the Navajo population, 6.9% of the Apache and 7.3% of Pueblo tribal members

4

Financially Fit- Project Narrative

hold bachelor degrees (Statistical Abstract of the United States, The National Data Book, 2000,

p.45).

Table 2 - Poverty and Educational Attainment
Poverty/Educatlonal Attainment United States New Mexico
Percent of population below poverty 13.3% 19.3%
Estimated median household income $37,005 $30,836
Children in poverty 20% 28%
Children in extreme poverty (below 8% 13%
50% of poverty)
83.4% 80.9%
High school completion
25.2% 24.5%
Bachelor's Degree Source: U.S. Census Bureau, 2000.

In New Mexico:

• 119,00 chi1dren have no health insurance (21.9 percent of children under age 19). New Mexico ranks 47th in the percentage of uninsured children.

• 7.6 percent of births are babies of low birth weight. New Mexico ranks 23rd in low birth

weights.

• There are 7.2 infant deaths per 1,000 live births. New Mexico ranks 22nd in infant mortality.

• The teen birth rate is 69.0 per 1,000 females ages 15-19.

• Childcare fora four-year old in a childcare center in an urban area averages $4,801 per year.

This is more than the cost of public college tuition in New Mexico-$2, 180 per year, or 45 percent of the cost of care for a four-year old. The average infant care cost is even higher$5,607 per year.

• 7,135 children were served by Head Start in 2000.

• Providers in childcare centers are not required to have any early childhood training before serving children.

• Providers in family childcare homes are not required to have any early childhood training before serving children.

• There were 47 total firearm deaths of children and teens in 1998, including 14 suicides, 25 homicides, and 8 accidents. There is not a state Child Access Prevention (CAP law and there is not a Trigger Lock law.

• 3,730 children were victims of abuse and neglect in 1999.

• 78 percent of 4th graders read below the proficient level.

• 92,563 children received Food Stamps in FY 1999.

5

Financially Fit- Project Narrative

• The maximum monthly cash assistance TANF benefit for a family of three is $349. (January 2000)

• There were 57,804 participants in the Supplemental Food Program for Women, Infants, and

Children (WIC) in FY 2000.

• 191,195 children participated in the School Lunch Program in FY 2000.

• 76,906 children participated in the School Breakfast Program in FY 2000.

• 41,371 participated in the Child & Adult Care Food Program in FY 2000.

• 42,327 children participated in the Summer Food Program in FY 2000.

Source: "New Mexico, Children in the States, 2001"

The Native American population is rapidly growing, still socially and economically

disadvantaged; though experiencing pockets of economic development that requires educated

and trained workforce members and entrepreneurs. The number ofV.S. businesses owned by

American Indians, Eskimos and Aleuts increased 93% between 1987 and 1992, from 52,980 to

102,271. The rate ofincrease for all U.S. firms was 26%. Receipts for the nation's American

Indian-, Eskimo- and Aleut-owned businesses increased 115%, from $3.7 billion to $8.1 billion,

during this same period. Receipts for all U.S. firms grew by 67%. (U.S. Census Bureau.

Economic and Statistics Administration.), Current Census Bureau statistics report that in 1997

American Indian-and Alaska Native-owned business, in the U.S, totaled 197,300, employed

298,700 people and generated $34.3 billion in revenues. From 1992 to 1997 there was an 84%

increase in the number of American Indian-and Alaska Native-owned firms, compared with a 7%

increase for all U.S. firms. Receipts of American Indian-and Alaska Native-owned firms rose

179%, to $22 billion in 1997, compared with a 40% increase for all U. S. firms over the same

period (U.S. Census Bureau. Economic and Statistics Administration.).

According to the 2000 U.S. Census, New Mexico's population is 1,819,046. It is the fifth largest

state in square miles. New Mexico is a rural state as indicated by the average number (15) of

persons per square mile when compared to (79.6) for the United States as a whole. (U.S. Bureau

of Census, 2000; www.census.gov).

6

Financially Fit- Project Narrative

The data noted above from "New Mexico, Children in the States, 2001" supports the need for outreach, intervention and skill development. New Mexico and its regions' Native American population are rural and isolated from mainstream resources. Tribal communities have fewer resources to address education, family and community health strategies, and the means to strengthen families and create safer and healthier community environments. Former Health and Human Services Secretary Tommy G. Thompson stated, "Despite improvements in many areas, serious health disparities continue to affect ethnic and racial minorities, including American Indians and Alaska Natives ..... reduce these disparities through prevention and education efforts .... " (Indian Health Services, News Release, January 16,2002).

Financially Fit will address the need for financial education of SIPI students and members of surrounding communities. Historically, there have not been programs such as this on the reservation. On many reservations, there are no banks or financial institutions. As with other minority populations, Native Americans have often been victimized by unscrupulous lenders and car dealers. In today's mobile society, it is critical that ALL people be financially savy at a basic level.

3. Specific Objectives and Activities

"Financially Fit" is an expansion of financial education activities that have been conducted for the past seven years under the auspices of the Family Extension and Education Program (FEEP) at Southwestern Indian Polytechnic Institute (SIPI). The program addresses not only the financial education needs of college students, but also those of community members in surrounding tribal communities. The program is driven by the following three goals:

• Goal 1: To develop and implement a replicable mandatory 3 hour workshop curriculum

for students receiving fmancial aid at SIP!.

7

Financially Fit- Project Narrative

• Goal 2: To continue to develop and expand delivery of financial education workshops to

students and members of tribal communities in the areas of personal financial management, asset development, taxes, identity theft, cal' purchases, credit cards, high interest loans, banking services, and entrepreneurialism,

• Goal 3: To train a cadre of peer educators who will be able to present workshops on financial education and serve as resources in this area.

It is important to realize that the activities involved in Financially Fit will be the collaborative effort of the students, community members, peer educators, and the Extension staff. Although the basic financial information will be at the core of each workshop and activity, the format may well change. Focus groups, evaluation sheets and formal and informal interviews will provide input necessary for planning.

Goal 1: To develop and implement a replicable mandatory 3 hour workshop curriculum for students receiving financial aid at SIPI.

At the present time, students who receive financial aid are not required to demonstrate knowledge of personal financial management. Many of the students have no idea how to open a bank account, or why they need one. They do not have the basic concepts of budgeting, saving, credit cards, or basic money management. If the truth were known, many of them truly are not able to really distinguish between wants and needs. Another factor that plays in is the personal responsibility that many of our students feel toward their immediate and extended families back home. It is not uncommon for students to get the financial aid check and send it to their families. This results in them not having the finances that they need to continue in school and they leave without completing the course of study and being in debt.

8

Financially Fit- Project Narrative

The Extension staff is going to work with the people in the Financial Aid office to develop a three-hour basic personal financial management course. It will be institutionalized and every student must show a certificate of completion to receive their PELL check. The students will learn about budgeting, loans, wants and needs, banking services, and credit cards. The workshop will be hands-on in approach and information will be culturally sensitive. Students will be given the opportunity to open a savings account with the near-by bank. This curriculum will be available to other institutions that might want to use it in the same manner.

Goal 2: To continue to develop and expand delivery of financial education workshops to students and members of tribal communities in the areas of personal financial management, asset development, taxes, identity theft, car purchases, credit cards, high interest loans, banking services, and entrepreneurialism.

These workshops will actually be an extension of the workshops that are currently offered by PEEP at SIPI. Whereas the previous workshops are destined for students who receive financial aid, these presentations are for tribal members in surrounding communities, students in general, and SIPI staff members. The workshops will vary in length from one-hour noon presentations, to classroom presentations, to all day sessions. Speakers will he invited to present, as wen as the peer educators and the Extension staff. Basic personal financial management, entrepreneurism, home ownership, taxes, asset building and banking services will be a few of the topics covered. All workshops will be hands-on and will encourage participants to share the knowledge they have, and at the same time, gain new skills. Workshops for youth will be presented through the Upward Bound Program and through Family Nights. We will try to have financial education "from the cradle to the grave." This is the only way that we can have a significant impact on the

9

Financially Fit- Project Narrative

financial health of the people we serve. All programming will be the result of stakeholder input and will reflect the needs of our communities.

Goal 3: To train a cadre of peer educators who will be able to present workshops on financial education and serve as resources in this area.

Two peer educators will be chosen through the interview process. They will go through a two-day training period on basic personal financial management. The training will include a field trip to the bank and learning about banking services. They will also have practice in presentation skills. They will continue their training by assisting in all activities of the program. As their skills develop, they will take over the program.

Peel' educators will also present weekly in the Academic Support Center, in classrooms and in the dorms. They will help develop materials that are appealing to their peers and will be available to direct students to resources as needed.

One of the primary goals of the peer education component is the empowerment of young Native American! Alaska Native people. They are the future of their communities and knowledge is power!

4. Long-Term Benefits to the College

Each trimester, there are students who are unable to pay their fees in a timely manner. Many ofthem have received PELL, but the money has been spent in fulfilling immediate needs both of the student at SIPI and often the family back home. The mandatory three-hour financial management workshop is designed to help the students realize the importance of planning ahead and saving the fees and other money they will need to continue in school. The curriculum is designed to promote financial health, and eliminate some of the stress that often forces our students to leave. The skills that the participants will learn will last them a lifetime and hopefully

10

Financially Fit- Project Narrative

will impact the lives of their families and communities. SIPI will benefit with a stability of enrollment.

SIPI is dedicated to meeting the needs of the communities that we serve across the nation.

The financial workshops included in Goal 2 help us fulfill our mission and vision. The format of the workshops allow tribal members from surrounding communities, students and staff members to meet the challenges of our economy by studying topics such as identity theft, personal financial management, getting loans, EITe, and credit cards. The variety of times that the workshops are offered, as well as the variety in length of the workshops allows more participation. As previously stated, partnerships with local banks that work within Native American communities help the participants investigate the special rules that apply to Indian land in situations such as home ownership. SIPI as an institution will benefit from this program by establishing and maintaining productive partnerships, and by fulfilling our responsibility to the Native American/Alaska Native population, It should also see a rise in retention rate as students become financially healthy.

Research indicates that people learn best from people who look much like them and have some of the same life experiences, values and traditions. The peer education program has proven successful at SIPI with previous funding in the health fields. The peer educators have the opportunity to work with students both formally and informally. As they build their own knowledge base and presentation skills, they will be able to present in classrooms, conduct noon workshops, and work with individuals in the area of financial management. They will also be able to take their knowledge and skills back to their home community, and have further impact. The peer education program will have the "ripple effect." There is absolutely no way to measure how many lives these students will affect! It is quite possible that some of the peer educators

11

Financially Fit- Project Narrative

may want to pursue a career in financial planning or business. SIPI will directly benefit from the Peer Education program through a financially healthy community, and an engaged student group. As with the other goals, this will enhance the student retention rate.

Financially Fit: A Financial Education Program in Indian Country 5. Key Personnel and Responsibilities

B. Joan Goodman will be the Project Director for SIPI's Extension Club Project. She will work in collaboration with participants, Co-PI, and other stakeholders to design and implement a culturally sensitive program that meets the expressed stakeholder needs. She will evaluate the programs progress and impact on a quarterly basis and modify the activities as appropriate. She will be responsible for the fiscal management of the program and required reporting. Joan will devote approximately 25% of her time to this program.

Joan is currently employed at SIPI where she has worked as an instructor and as a curriculum specialist. She served as Family Extension and Education Coordinator for nine years and is well acquainted with the functions and ideals of an extension program. She has written and implemented grant-funded programs in health, research and education throughout her tenure at SIP!. Joan has developed and implemented curriculum designed to enhance personal, family and community growth. She is currently the Board of Regents Program Manager.

Joan brings over 30 years experience in bilingual early childhood classrooms, compensatory education programs, parent education and pre-service and in-service teacher education. Her work students in the area of mathematics was honored in 1992 by National Science Foundation with the Presidential Award for Teaching Mathematics, in 1996 by Network for Quality Education for Mathematics, Science and Engineering for Minority Students with the National Elementary Teacher of the Year Award, and in 1996 by INTEL Foundation with the Exemplary Teaching

12

Financially Fit- Project Narrative

Award. Joan is a Doctoral candidate at the University of New Mexico in the area of Curriculum and Instruction with an emphasis in mathematics. She holds an MA in French and Linguistics and a BS in Elementary Education from the same institution.

Nancy J. Garcia, Co~PI of the Extension Club project, is from the Pueblo of Laguna and Isleta and is an enrolled tribal member of Santo Doming pueblo. Nancy will devote 5% of her time in helping with the implementation of activities and administrative duties. She will also oversee the maintenance of a data base which will be utilized in evaluation and reporting.

Nancy has been in the field of early childhood education for the last 23 years starting with Head Start to currently being employed at the Southwestern Indian Polytechnic Institute (SIPI) as PEEP Coordinator. Previous to her present appointment, Nancy served as Assistant Coordinator ofFEEP for a period of two years. Nancy completed and received an AA degree in early childhood education from SIPI in April of2004, enrolled at the University of New Mexico in the Fall of 2004 and received a BS degree in the area of early childhood multicultural education in May of2008. Nancy plans to continue her education to obtain a MA degree in Early Childhood Education.

6. Timeframe for Completion:

This request is for funding for a period of two years. It is important to note that evaluation and data collection are on-going throughout all phases of implementation. Program design is driven by the data collected and the formative evaluation will result in modification to meet participant needs.

This request is for funding for a period of two years. It is important to note that evaluation and data collection are on-going throughout all phases of implementation, Program

13

Financially Fit- Project Narrative

design is driven by the data collected and the formative evaluation will result in modification to

meet participant needs.

Year One

Time Program Phase Activity Responsible Expected Date
Period Personnel of Completion
9-15- Year One • Establish advisory group PI & Co-PI 11-01-2010
2010- Phase One • Focus group of interested Financial aid
Planning participants to determine office
needs.
• Collaborate with
Financial Aid office to
develop and implement
mandated course
• Train Peer Educators
• Purchase of materials
• Publicity
10-01- Year One • Classes will be held PI, Co-PI & 12-18-2010
2010 Implementation monthly. Noon and Participants
Phase evening demos. Held Peer educators
weekly
• Quantitative and
qualitative data collected
as described in evaluation
plan
• Participants will indicate
what they would like the
next quarter 14

Financially Fit- Project Narrative

12-20- Year One • Data analysis PI & CO-PI 1-14·
2010 Implementation • Meeting with advisory Peer Ed. 2011
Phase group to determine any Advisory Board
modifications necessary
• Publicity
• Purchasing
• Quarterly Report to Board
of Regents
1-20- Year One • Classes held monthly PI & CO-PI 4·20-
2011 Implementation • Noon and dorm events Peer educators 2011
Phase held weekly
• Data collection Evaluation
4-20- Year One • Data analysis PI & CO-PI 5-14-
2011 Implementation Peer educators 2011
Phase • Meeting with advisory
group to determine any
modifications necessary
• Publicity
• Purchasing
• Quarterly report to Board
of Regents
5-18- Year One • Classes held monthly PI &CO-PI 8-18-
2011 Implementation • Noon and dorm demos- Peer educators 2011
Phase weekly
• Data collection Evaluation
5-18- Year One Prepare and submit CRIS report PI, CO·PI, 6-14-
2011 Evaluation Phase Advisory Bd. 2011
8-20- Year One Evaluation Run Needs Assessment with PI, CO-PI, 9-14-
2011 and Mod. Phase students and key participants. Advisory Board, 2011
Determine impact and see how Participants
that can be enhanced Peer Educators
Work collaboratively to see how
the program needs to be changed
and do so.
Prepare presentation for
FALCON 15

Financially Fit- Project Narrative

Year Two

Time Program Phase Activity Responsible Expected Date
Period Personnel of Completion
9-15- Year Two • Offer mandatory course PI & Co-PI 11-01-2011
2011- Phase One • Focus group of Peer
Planning interested participants to Educators
determine needs.
• Purchase of materials
• Publicity
10-01- Year Two • Classes will be held PI, Co-PI & 12-18-2011
2011 Implementation monthly Participants
Phase • Weekly noon demos Peer educators
• Quantitative and
qualitative data collected
as described in
evaluation plan
• Participants will indicate
what they would like the
next quarter 16

Financially Fit- Project Narrative

12- Year Two Implementation • Data analysis PI & CO-PI 1-14-
20- Phase • Meeting with Peer 2012
2012 advisory group to educators
determine any
modifications
necessary
• Publicity
• Purchasing
• Quarterly Report
to Board of
Regents
1-20- Year Two • Workshops PI & CO-PI 4-20-
2012 Implementation Phase • Dorm gathering Peer 2012
• Data collection educators
Evaluation
4-20- Year Two • Data analysis PI& CO-PI 5-14-
2012 Implementation Phase • Contracting Peel' 2012
instructors educators
• Meeting with
advisory group to
determine any
modifications
necessary
• Publicity
• Purchasing
• Quarterly report
to Board of
Regents
5~18~ Year Two • Workshops PI &CO-PI 8-18-
2012 Implementation Phase • Noon demos Peer 2012
• Data collection educators
Evaluation
5-18- Year Two Prepare and submit PI, CO-PI, 6-14-
2012 Evaluation Phase CRIS report Advisory Bd. 2012

8-20- Year Two Prepare presentation for PI, CO-PI, 9-14-
2012 Evaluation and Phase FALCON Advisory 2012
Board,
Participants 17

Financially Fit- Project Narrative

I I

I I

7. Expected Outcomes and Evaluation

In this section, we will discuss the expected outcomes and evaluation of each of the three activity components and relate them to the achievement of the objectives and goals of the project.

Evaluation and assessment will be both formative and summative in this project. The mandatory financially Fit curriculum must be useful for the students who receive financial aid. The curriculum committee will compile what they think is essential, but the students will be asked to make suggestions as to any modifications they would like to see. It will be a "work in progress.

Participants will take a pre-test of knowledge at the beginning of each class. They will then take the same test at the end and compare their knowledge. The data will be entered into SPSS and analyzed over a period of time. This should show any patterns of issues that need to be addressed. We will then modify the curriculum accordingly.

Participants wiII fill out a simple evaluation sheet at the end of each activity in the program.

They will have a chance to note what they learned, what was fuzzy, and what they would like to see the program offer. Qualitative data will be gathered through formal and informal interview, anecdotal notes, and observation.

Another important indicator of the success of the mandatory financial education for the PELL students will he the number of students who open accounts and save for the next trimester.

18

Financially Fit- Project Narrative

It will also be interesting to see iffewer students have to leave SIPI in the middle of the semester due to financial issues.

The monthly and weekly workshops and demonstrations will be evaluated both qualitatively and quantitatively. Attendance will be monitored at all activities through sign-in sheets. Participants will be asked to indicate how many activities they have attended. This information will be managed through SPSS.

Qualitative evaluation will be conducted through observation, anecdotal notes, formal interviews and informal interviews. Periodically during the funded period, participants will be asked to write how the program activities have impacted their lives. As with the mandatory curriculum activities, program design will be modified according to participant input.

The Peer Educator program will be carefully assessed by watching the growth of the educators in their job. Quantitatively, the number of presentations given and the attendance at the presentations will be key. Qualitatively, we will look for growth in financial knowledge, program implementation, presentation skills, and attitude. Educators will self-report as appropriate. Our goal is to empower these young people and give them the opportunity to impact their own communities.

Financially Fit will hopefully provide culturally relevant financial education to the students and community members who look to SIPI as a resource. The increased knowledge should promote financial health within our students and tribal members that will impact their entire lives. Increased financial management should result in students being able to stay in school and finish their courses of study. This will have a direct impact on the retention and graduation rates at SIP!. More importantly, the increased number of graduates will benefit Native American/Alaska Native nations.

19

Financially Fit- Project Narrative

It will take time for us to know the true impact of this program. There is a type of bamboo that grows in China. When planted, the area must be marked, since the plants do not come up for over three years. Then one day, the tiny sprouts appear and within three weeks, there is a seven foot bamboo forest where there had been bare earth. Our programs are much like this bamboo. We plant, we wait and we watch. We may not see the fruit of our labor right away, but when we do, it is enormous!

A Special Interest grant in the area of financial education is an investment in the future of our nations!

20