Objective Progress Report
Grantee Name: Kaw Nation
Address: Drawer 50
City/State/Zip: Kaw City, OK 74641
Project Title: Kanza Language Project
Grant Number: 90NL0340
Amount of Award: $71,380 Amount of Non-Federal Share: $17,209
Project Period: 09/30/2005-09/29/2008 Budget Period: 09/30/2005-09/29/2006
REPORT COVERING PERIOD 01/01/2006 to 03/31/2006
(mm/dd/yyyy) (mm/dd/yyyy)
• First Quarter Second Quarter • Third Quarter • Fourth Quarter
NOTE: GRANTEES MUST SUBMIT A FINANCIAL STATUS REPORT (SF 269 LONG FORM) WITH EACH OBJECTIVE PROGRESS REPORT.
REPORT PREPARED BY: Linda A Cumberland, Ph.D.
TITLE: Kaw Nation Language Program Coordinator
TELEPHONE #: (580) 269-1199
DATE PREPARED: 04/24/2006
Guy Munroe, Kaw Nation Chairman/CEO
PRINTED NAME OF AUTHORIZING REPRESENTATIVE
SIGNATURE OF AUTHORIZING REPRESENTATIVE DATE
ACTIVITY UPDATE
1. Please complete the tables below and include all objectives and activities in your Objective Work Plan (OWP). If you require more space, please attach additional sheets and follow the same format.
GOAL: To promote, enhance, and revitalize the Kanza language through documentation, education, and publication.
OBJECTIVE 1: By the end of year one, the Kaw Nation will develop software for use in Kanza language education.
Activity Describe how each activity was accomplished
(or what prevented activity from being completed) Status
1 Assemble Module Database (See activities 1.1 through 1.4 below for progress details) • Completed Not Completed
Expected Completion Date: 07/31/06
1.1 Language staff, Dr. Rankin, and Cultural Committee will plan software project. The Language staff has consulted with Dr. Rankin and the Cultural Committee for the purpose of planning the software project, and has compiled ample information on which to base the Electronic Curriculum Model document.
Completed • Not Completed
Expected Completion Date:
1.2 Language staff and Dr. Rankin will compile Electronic Curriculum Model document.
The Language staff is currently in the process of compiling an Electronic Curriculum Model document under the direction and support of Dr. Rankin. Efforts are being made to tailor the document to satisfy Oklahoma State Department of Education standards for Priority Academic Student Skills (PASS) in World Languages at the Novice Level Range (these standards can be found at http://www.sde.state.ok.us/acrob/pass/languages.pdf). An outline for the Electronic Curriculum Model document exists and two possible formats—more text-oriented vs. more exercise-oriented—for the individual lesson plans, which will become the records within the Module Database, are being tested, periodically updated, and re-tested. Work on the lesson plans themselves will be in fulfillment of activity 1.3.
• Completed Not Completed
Expected Completion Date: 05/26/06
1.3 Language staff and Dr. Rankin will design and assemble Module Database.
The lesson plans being devised for the Electronic Curriculum Model document will have a standard format, and the Module Database will be designed accordingly. That way, as lesson plans are created, they will be converted immediately into database records. The document version of the lessons will in turn be added into the Electronic Curriculum Model document. This document will serve as a teacher’s supplement for the software, and will in effect represent a stand-alone hardcopy of the software materials. Lesson planning and filling up the Database will surely take the longest amount of time for this phase of the project, and so we have allotted several months to complete the task.
• Completed Not Completed
Expected Completion Date: 06/30/06
1.4 Dr. Rankin will review Module Database for completeness, educational value, and linguistic accuracy. Due to the fact that the Module Database has yet to be created and filled, this task has not been completed at this time. • Completed Not Completed
Expected Completion Date: 07/31/06
2 Assemble Language Database (See activities 2.1 through 2.4 below for progress details) • Completed Not Completed
Expected Completion Date: 07/31/06
2.1 Language staff and Dr. Rankin will design Language Database. Because Dr. Rankin has recently completed a Kanza lexical database (using the Indiana Dictionary Database, or IDD, format) based on his 1970s-era field work, much of this work is already done for us. Our finished Language Database will in effect be a subset of his larger work, containing records for only the vocabulary and grammatical structures to be found in the Module Database. In addition to the individual Kanza entry and its English meaning, a record will include sample texts, grammatical notes (parts of speech, patterns, known variants, etc.), module information (lesson or lessons making reference to the entry as well as semantic groupings), audio files, and related images.
Completed • Not Completed
Expected Completion Date:
Language staff and Dr. Rankin will assemble Language Database records.
Creation of the Module Database and assembly of the Language Database are reciprocal efforts. Searches of the language database pull words and phrases to use in the lesson modules. Once individual lessons take shape, corresponding entries in the language database are assigned multiple sort codes with respect to their appearance in the Module Database, which in turn allows them to be called as needed for use in the skill reinforcement games. Creation of the two databases continues to reference the “Novice Level” of the PASS standards for World Languages (see activity 1.2 above), as well as referencing content and structure of a few well-respected native American language curricula with proven success.
• Completed Not Completed
Expected Completion Date: 07/31/06
Language staff and Dr. Rankin will create audio recordings for Language Database.
The NEH-funded text and audio documentation project referenced in the previous OPR has yielded some usable sound units from archive recordings of native Kanza speakers from the 1970s (now deceased). Where appropriate, these will be included in the lessons and dictionary database. Where we once anticipated that the native-speaker recordings would minimize the number of new audio recordings required, we now find that, pedagogically, it is desirable to provide the beginning Kanza language learner with slower, carefully enunciated recordings of all words, phrases, and paradigms in each unit. These will necessarily be provided by non-native, non-fluent speakers, albeit advanced students of Kanza. Four speakers will be recorded: a younger and older male speaker and a younger and older female speaker. Recordings for the first four units (those to be included in the beta-test version scheduled for distribution in 09/06) will be made in June of the current year.
• Completed Not Completed
Expected Completion Date: 07/31/06
2.4 Language Staff will provide lists of images from Image Database.
The lists of images to be included in the Language and Module Databases emerge as the databases themselves take shape. Further discussion is provided in section 3.
• Completed Not Completed
Expected Completion Date: 07/31/06
3 Assemble Image Database
(See activities 3.1 through 3.4 below for progress details) • Completed Not Completed
Expected Completion Date: 06/30/06
3.1 Language staff will design shots for use in Image Database. The photograph planning is an ongoing project as the Module and Language Databases continue to expand. The Language staff are reviewing donated photographs of Kaw tribal events, such as the annual powwow and traditional handgames, for possible use in the Image Database. Rights to commercially available images will need to be acquired for non-human referencing database entries, especially specific plants and wildlife difficult to photograph by the staff. Additionally, an extensive set of very basic vector illustrations (animals, articles of clothing, tableware, etc.) have been created by the staff for use in classroom and CD vocabulary games.
• Completed Not Completed
Expected Completion Date: 05/31/06
3.2 Language staff will call for Kaws to volunteer as models for the scheduled photographic shoots.
Ongoing. • Completed Not Completed
Expected Completion Date: 05/31/06
3.3 Language staff and models will shoot photographs. Ongoing. • Completed Not Completed
Expected Completion Date: 05/31/06
3.4 Language staff will assemble Image Database. Final assembly of Image Database for the beta test version of the software will take place in the month prior to submission to software developer. • Completed Not Completed
Expected Completion Date: 07/30/06
4 Prepare for software development (See activities 4.1 through 4.4 below for progress details) • Completed Not Completed
Expected Completion Date: 06/30/06
Language staff will devise algorithms and/or flowcharts for all software components that cannot be assembled in-house.
Initial algorithms and flowcharts have already been devised and were included as part of the grant application. These will be revised and updated as need as work on the Module, Language, and Image Databases progresses. • Completed Not Completed
Expected Completion Date: 06/30/06
Language staff will advertise for and obtain at least three competitive bids for professional custom software development.
Due to the fact that the Module, Language, and Image Databases have yet to be created and filled, this task has not been completed at this time.
• Completed Not Completed
Expected Completion Date: 07/31/06
4.3 Language staff will assist service provider as necessary to ensure smooth and speedy creation of custom software.
Due to the fact that the Module, Language, and Image Databases have yet to be created and filled, this task has not been completed at this time.
• Completed Not Completed
Expected Completion Date: 09/29/06
4.4 Language staff, Dr. Rankin, and Cultural Committee will demonstrate software.
Due to the fact that the Module, Language, and Image Databases have yet to be created and filled, this task has not been completed at this time.
• Completed Not Completed
Expected Completion Date: 09/29/06
OBJECTIVE 2: By the end of year one, the Kaw Nation will maintain current Kanza language education opportunities and expand the number of classes with the addition of a trained classroom Apprentice/Teacher.
Activity Describe how each activity was accomplished
(or what prevented activity from being completed) Status
1 Maintain current educational opportunities (See activity 1.1 below for progress details) • Completed Not Completed
Expected Completion Date: 09/29/06
1.1 Language staff will maintain all current Kanza language educational activities. Currently, the Language staff offers an entry-level Kanza class for adults and school age children on Thursday evenings in Kaw City, OK. The class will run for the foreseeable future. Moreover, in support of four children from the weekly class who participated in the Native American Youth Language Fair in Norman, OK, (03/23/06) the Language Coordinator provided 2 hours per week of additional language instruction over a period of six weeks.
• Completed Not Completed
Expected Completion Date: 09/29/06
2 Hire classroom apprentice (See activities 2.1 through 2.3 below for progress details) • Completed Not Completed
Expected Completion Date: 01/31/06
Language staff, Dr. Rankin, and Cultural Committee will discuss apprentice position, set up program guidelines, and establish performance evaluation criteria.
The Language staff, Dr. Rankin, and the Cultural Committee have discussed details of the Apprentice position. Specific program guidelines will be refined as language materials are developed. Evaluation criteria for classroom performance of the Apprentice Teacher will be reviewed just prior to the Apprentice/Teacher’s one month of supervised teaching (see 3.2).
• Completed Not Completed
Expected Completion Date: 08/31/06
Language staff will advertise for apprentice position.
Advertisements were place in the local newspaper and tribal newsletter, and posted in the office of the Native American counselor at Northern Oklahoma College. Advertisements produced six potential candidates, two of whom were interviewed for the position, and one of whom was hired.
Completed • Not Completed
2.3 Language staff will select apprentice. Hired 02/06.
Completed • Not Completed
3 Train classroom apprentice
(See activities 3.1 through 3.3 below for progress details) • Completed Not Completed
Expected Completion Date: 09/29/06
3.1 Apprentice will begin six months of training.
Daily 1-hour sessions (5 hours/week) began 02/14/06. Dr. Cumberland (Language Coordinator) is finding the Apprentice to be very capable.
• Completed Not Completed
Expected Completion Date: 08/15/06
3.2 Apprentice will teach one month of language classes under supervision.
Scheduled for final month of training.
• Completed Not Completed
Expected Completion Date: 08/31/06
3.4 Dr. Rankin will evaluate performance of apprentice and submit recommendations to Language Staff.
Scheduled to take place between 08-09/06. • Completed Not Completed
Expected Completion Date: 09/29/06
IMPACT INDICATORS
2. Please list all impact/performance indicators for this project and provide details in the table below.
Note: If your grant stated prior to 2004, please check here • and skip to #3.
Impact/performance indicators Total # for this reporting period Total # since beginning of project
Number of partnerships formed 1 New Partnership Discussed
A partnership with the American Indian Studies Research Institute at Indiana University has been agreed to in principle and will be formalized through documentation early in the third quarter.
2 Partnerships
Amount of leveraged dollars beyond required match
$1296.00 Leveraged
Cultural Committee meetings
24 employee hrs @ $16.50/hr = 396.00
12 non-employee meetings @ $75.00/ meeting = $900.00
Cultural Committee Meetings = $2169 Leveraged
Number of people involved in operation of project 2 New Persons Involved
Linda Cumberland, Ph.D., Language Coordinator
Little Carol Clark, Apprentice Teacher
2 New Persons Involved
Number of classes or workshops held to teach language Tutoring
12 hours of after-school tutoring for 2 students
4 hours of after-school tutoring for 2 students
Training
35 hours of Apprentice/Teacher training
1 Class Offered
32 Hours After-School Tutoring
35 Hours Apprentice/Teacher Training
Number and type of materials developed Language Skill Reinforcement Game
“Go Fish” card game
Grammar Summaries for Teacher Training
12 pages
Written Exercises for Teacher Training
4 worksheets
3 Databases Designed
1 Game Adapted to Kanza
Teacher Training Grammar Summaries
Teacher Training Exercise Worksheets
Number of people with increased ability to speak
10 People with Increased Speaking Ability
4 Kaw youths
3 Kaw adults
2 non-Kaw Native adults
1 non-Native adult 17 People with Increased Speaking Ability
PARTNERSHIPS
3. Please list any partnerships formed during this reporting period:
Partnering agency/organization/tribe Type of Partnership Brief description how partnership benefited project
American Indian Studies Research Institute,
Indiana University •Local • Regional • State National
• Federal • International • Faith-Based
• Philanthropic • Tribal • Other The American Indian Studies Research Institute (AISRI) designed the database program, the Indiana Dictionary Database (IDD), used in the creation of the Language Database for this project. Because IDD is still in development, its users are helping to beta test it. In return, the AISRI staff will donate free technical support for the product.
Note: This partnership has been agreed to in principle, but will be formalized through documentation early in the third quarter.
4. Total number of Partnership formed this quarter: 1 discussed, but not yet finalized
NATIVE AMERICAN YOUTH OPPORTUNITIES
5. During this reporting period, did this project provide any opportunities or activities for Native American youth? Yes • No
If Yes, please list and provide the number of youth participating, along with a brief description:
Activity # of Youth Description
Weekly language classes at tribal headquarters 4 The tribe’s weekly language classes (provided in fulfillment of Objective 2, Activity 1) offer an opportunity for youth to participate alongside adults. Four elementary-age tribal members are regular class members. Classes began in October of 2005, and will continue into the foreseeable future. Classes will be expanded with the addition of a trained Apprentice/Teacher.
Team Tutoring for Spoken Language Competitions, Native American Youth Language Fair 4 The four elementary-age members of the weekly language class competed in the Oklahoma Native American Youth Language Fair held at the University of Oklahoma 03/23/06. All four of the children received trophies for their effort: our second-grader took second place in the individual category and our older elementary students took second place in the group category. Because of their aptitude and interest, two of these children, who live in the immediate area, are continuing to receive 1 hour per week of language instruction from the Language Coordinator, over and above their participation in the weekly language class.
5. Total number of opportunities or activities provided for Native American youth this quarter: 2
INTER-GENERATIONAL OPPORTUNITIES
6. During this reporting period, did this project create any inter-generational opportunities (e.g., activities that brought Native American youth and elders together)? Yes • No
If Yes, please list opportunities created, provide number of Elders/Youth participating, and give a brief description:
Activity # of Elders # of Youth Description
Native American Youth Language Fair many 4 In preparation for the fair, our four young participants practiced their performance through interaction with many Kaw Nation staff members, several of whom are members and Elders of the Kaw tribe. Participation in the fair also brought the participants into a large community of peers and Elders from a variety of tribes, which encouraged, supported, and stimulated their enthusiasm for their efforts.
7. Total number of opportunities or activities provided for Elders and youth this quarter: 1
JOBS
8. Please list all jobs created during this reporting period as a direct result of this award (i.e., salaries/fees paid with ANA funding) and complete the following table:
Name Position Full or part time Hours per month
Little Carol Clark Apprentice Teacher Part 20
9. Were any jobs created in the community this reporting period as a result of this project (e.g., through businesses and/or services formed)? Yes X No
If Yes, please list below:
Name Position Full or part time Hours per month
N/A N/A N/A N/A
10. Have you hired all key personnel for this project? __X Yes No
If No, please explain:
11. Did you have any changes in key personnel, consultants or contractors during this reporting period? X Yes No
If Yes, please explain:
In accordance with the objective work plan, an apprentice classroom teacher was hired in February and began training on 02/14/06.
FINANCIAL
12. What were your planned expenditures for this reporting period according to your approved ANA budget (form 424a)? What were your actual expenditures?
Please list in the table below:
Quarter Planned expenditures Actual expenditures
1st Federal $16,882 Federal $1,719
Non-Federal $4,301 Non-Federal $2,400
2nd Federal $14,500 Federal $9,398
Non-Federal $4,302 Non-Federal $0 (see 15 below)
13. Did you draw funds down during this reporting period? X Yes No
If No, please explain:
14. Did you revise your budget during this reporting period? Yes X No
If Yes, please explain:
We have not revised the budget, yet, but anticipate to do so very soon. Because the position of Language Coordinator was vacant in the first quarter, expenditures associated with the filling of that position will need to be moved. This modification request will be submitted early in the third quarter.
15. Have you met your non-federal share of the project costs for this reporting period? Yes X No
If Yes, please complete the table below.
If No, please explain.
The non-federal matching share for this quarter was substantial, but the match tracking forms were not returned to the Kaw Nation in time to be included on the financial reports for the close of March. However, the forms have now been returned, and the amounts will be included on the third quarter reports. For reference sake, the amounts are as follows: Dr. Robert L. Rankin donated consultation services valued at $4,650.00; and American Indian Studies Research Institute, Indiana University, donated technical support for dictionary database program (used for the Language Database in this project) valued at $335.15. The total for this period is valued at $4,985.15—exceeding the anticipated $4,302.00 amount.
Quarter Matching source Description of match $ Value
1st Dr. Robert L. Rankin Donation of consultation services for Kanza Language Project $2,400
OTHER
16. Please describe any challenges you encountered on this project during this reporting period and include how you overcame (or plan to overcome) them:
The largest challenges we encountered during this period were the direct results of beginning the project without key personnel. Although some progress had been made in the previous quarter, much work was still left to be done. With the newly hired Language Coordinator on staff, we have now brought the software development phase of the project back on track with the proposed timeline, and training of the Apprentice/Teacher is also on track for her to assume independent teaching responsibilities in the fall of 2006. We do still face the additional challenge of dealing with the budgetary problems arising from our late start, but plan to submit a modification request soon.
17. ANA is committed to assisting you in the successful implementation of your project. Are you in need of any project specific training or technical assistance to carry out your project objectives? Yes X No
If Yes, what type of assistance would you like: • Electronic • On-site • Other (please specify)
Please explain:
18. Do you expect to complete your project on time? X Yes No
If No, please explain:
19. Is there any other information you would like to share with ANA regarding your project?
Sometime between July and October 2006, the Language Director (and former Language Program Coordinator), Justin McBride, will once again assume directorship of this ANA project. This results from a coincidence of two unanticipated events. First, Mr. McBride has learned that his NEH funding will not be continued beyond the end of 06/06. Second, Dr. Cumberland simultaneously learned that she had been awarded an NEH fellowship that begins in the fall of 2006. Her award (which she had applied for long before she was even aware of the position with the Kaw Nation) is for work on a language other than Kaw, and as was true of Mr. McBride’s fellowship, she is not allowed to work on any project other than the fellowship project during the 12-month grant period. The solution is serendipitous: Mr. McBride will be able to re-assume responsibility for the ANA project in its second year while Dr. Cumberland takes a leave of absence from the Kaw Nation during the NEH grant year. Meanwhile, both will actively seek opportunities to resume collaboration on this and other Kanza language projects at some later date. An important discovery during the present quarter is that there is a natural and productive collaboration between Mr. McBride and Dr. Cumberland, in which the products of one project enhance the other and collegial discussion leads to more and better insights about both projects.