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 07/01/2006 to 09/29/2006
(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: Justin T. McBride
TITLE: Kaw Nation Language Director
TELEPHONE #: (580) 269-1199
DATE PREPARED: 10/25/2006
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: 10/31/06
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 Electronic Curriculum Model document currently stands at approximately 85 pages. It contains an introduction and four full units of material to be included in the beta test version of the software. Additionally, it contains enough material for six additional units to be included in the final version of the software, pending positive beta test results.
Completed • Not Completed
Expected Completion Date:
1.3 Language staff and Dr. Rankin will design and assemble Module Database. Knowing that the structure of the Module Database affects all other software components, and not wanting to inadvertently jeopardize their interaction without extensive software developer consultation, we ultimately decided not to code the database ourselves. Instead we passed this task on to our developer, who would already be working directly with the code, and would be more familiar with the details of both database construction and software component interaction. The developer has therefore been assembling the Module Database for us since August, based on the Electronic Curriculum Document model. Radical revisions of the lessons in late August have set the completion date back by several weeks. The final Module Database will not be completed until delivery of the beta test version of the software, expected in late October.
• Completed Not Completed
Expected Completion Date: 10/31/06
1.4 Dr. Rankin will review Module Database for completeness, educational value, and linguistic accuracy. Due to the fact that the Module Database is not yet full coded, this task has not been completed. However, the Language staff consulted in late August with both Dr. Rankin and Dr. Carolyn Quintero about the completeness, educational value, and linguistic accuracy of the Electronic Curriculum Model document, the basis for the Module Database. It was generally felt that the document would meet all requirements with changes that have since been made. All parties will revisit the issue in October, when the beta test version is delivered.
• Completed Not Completed
Expected Completion Date: 10/31/06
2 Assemble Language Database (See activities 2.1 through 2.4 below for progress details) Completed • Not Completed
Expected Completion Date:
2.1 Language staff and Dr. Rankin will design Language Database. Based largely on Dr. Rankin’s lexical work, the Language Database contains records for all the words and word parts found in the Module Database. In addition to the individual Kanza headword and its corresponding English meaning, records include fields for sound clips and visual aids, special selection criteria for use in the game component (including sort codes for relevant unit, grammatical class, conjugation type, and semantic class, as well as up to six paradigmatic Kanza forms and their English glosses and sound clips), and miscellaneous reference and/or search string fields (such as alternate glosses, variant forms, additional sound clips, etc.).
Completed • Not Completed
Expected Completion Date:
2.2 Language staff and Dr. Rankin will assemble Language Database records. The Language Database was greatly expanded this quarter to improve its efficiency in serving up items to the game component. In its current form, it stands at more than 250 headword entries. Taken with all related paradigmatic forms and variants, this figure corresponds to about 550 separate Kanza words and word parts.
Completed • Not Completed
Expected Completion Date:
2.3 Language staff and Dr. Rankin will create audio recordings for Language Database. About 600 audio recordings were especially created for use in the Module and Language Databases. The vast majority of these are single words and word parts from the lessons, pronounced in isolation, and individually saved as compact .mp3 files. Others are full sentences for use as unit dialogs. Two young tribal members volunteered to help record these dialog clips.
Completed • Not Completed
Expected Completion Date:
2.4 Language Staff will provide lists of images from Image Database. Image Database references turned out to be the least useful fields in the Language Database. Since a great many of the words and word parts needed for the Language Database were of an abstract nature (such as actions, states of beings, kinship terms, greetings, gendered speech particles, etc.), they tended not to be well represented visually. However, where appropriate, image references were included.
Completed • Not Completed
Expected Completion Date:
3 Assemble Image Database
(See activities 3.1 through 3.4 below for progress details) • Completed Not Completed
Expected Completion Date: 11/17/06
3.1 Language staff will design shots for use in Image Database. The Image Database has undergone major revision. We initially believed that photographic images would be very useful in representing vocabulary visually. As it turns out, the vocabulary in the beta test software is heavily weighted towards conjugation of verbs (actions and states of being), abstract nouns (kinship terms), greetings, and gendered speech particles, few of which are well represented visually. Furthermore, simple vector illustrations better represent the lessons’ concrete nouns, such as classroom objects and animals: Size, shape, color, number, and various combinations of basic forms can be much more easily manipulated in vector art than in photography to generate all needed advanced images. For this purpose, we have devised a simple library of about 100 modular vector illustrations. Nevertheless, we believe photographs of Kaw people, places, and things are absolutely essential in establishing the software’s Kaw identity. We have therefore opted to wait until the delivery and review of the beta test version in late October to determine if more photographic images are needed. At that time, Dr. Rankin and the Cultural Committee will be able to offer the Language Staff suggestions as to which images could be photographs. If more photographs are desired, additional photographic shoots can be scheduled quickly, and the resulting images will be included in the final version of the software in Year Two.
• Completed Not Completed
Expected Completion Date: 11/17/06
3.2 Language staff will call for Kaws to volunteer as models for the scheduled photographic shoots.
Photographic shoots were scheduled to coincide with two major Kaw-themed events, the annual Kaw Powwow (held in Kaw City, OK, over the first weekend in August) and the Voices of the Wind People pageant (held in Council Grove, KS, over the third weekend in September). These events were chosen because they regularly draw Kaws from all over the United States, many of whom come in traditional dress. Plus, because they are held at locations of major historical importance to the tribe, we have the opportunity to take photos of recognizably Kaw artifacts and structures.
• Completed Not Completed
Expected Completion Date: 11/17/06
3.3 Language staff and models will shoot photographs. Approximately 300 photographs were taken at these events. Models included eight tribal youths and five tribal elders.
• Completed Not Completed
Expected Completion Date: 11/17/06
3.4 Language staff will assemble Image Database. After the review of the beta test version of the software, if the Language staff, Dr. Rankin, and the Cultural Committee feel additional photographs are needed, these will be scheduled and shot as soon as possible. One to two additional weeks will be needed to assemble these new shots for the Image Database to be included in the final version of the software.
• Completed Not Completed
Expected Completion Date: 11/17/06
4 Prepare for software development (See activities 4.1 through 4.4 below for progress details) • Completed Not Completed
Expected Completion Date: 10/31/06
4.1 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 were updated little by little as work on the Module, Language, and Image Databases progressed. In addition to these, a fully-functioning stub-program for the software’s complicated game section was drafted by the Language staff in July. Moreover, our developer has taken the initiative to design several multimedia exercises to supplement the lesson material, and has received our enthusiastic approval to include them as needed.
Completed • Not Completed
Expected Completion Date:
4.2 Language staff will advertise for and obtain at least three competitive bids for professional custom software development.
Multiple bids could not be obtained due either to lack of specific skills required by the project or current unavailability. A single match was found and contracted as a “sole source.” Completed •Not Completed
Expected Completion Date:
4.3 Language staff will assist service provider as necessary to ensure smooth and speedy creation of custom software.
The Language staff and the developer have met numerous times for extensive discussion and work sessions, and both have maintained regular contact throughout the development process. Due to the fact that the beta test version of the software is not yet completed, this regular contact continues.
• Completed Not Completed
Expected Completion Date: 10/31/06
4.4 Language staff, Dr. Rankin, and Cultural Committee will demonstrate software.
The beta test version of the software is still under development. However, all parties have agreed to meet for a preliminary demonstration in late October.
• Completed Not Completed
Expected Completion Date: 10/31/06
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:
1.1 Language staff will maintain all current Kanza language educational activities. We began offering new entry-level Kanza classes for adults and school children on Thursday evenings in Kaw City, OK, with plans for additional classes for small children and their families in Newkirk, OK, to begin in October. Both sets of classes could run for the foreseeable future.
Completed • Not Completed
Expected Completion Date:
2 Hire classroom apprentice (See activities 2.1 through 2.3 below for progress details) Completed • Not Completed
Expected Completion Date:
2.1 Language staff, Dr. Rankin, and Cultural Committee will discuss apprentice position, set up program guidelines, and establish performance evaluation criteria.
Early on it was decided that strict guidelines for the training program could stifle student enthusiasm for what is essentially extremely difficult material to master in such a short span of time. Thus formal training progressed largely with simple skill goals and regular meeting times as guides. The open format allowed for ample discussion, exploration, and practice. Learning progressed rapidly thanks to the teaching skills of the Language Coordinator Dr. Linda Cumberland and the innate abilities of the Apprentice. Similarly, the Apprentice performance evaluation criteria took shape as training advanced. In the end, the Apprentice was evaluated on the quality of her classroom environment (especially the level and quality of inspired student participation and her demeanor as a teacher), and her command of the presented material (particularly the quality of her explanations), as well as her demonstrated independence, organization, and time management skills.
Completed • Not Completed
Expected Completion Date:
2.2 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
Expected Completion Date:
2.3 Language staff will select apprentice. The Language staff selected Kaw tribal member and current Kaw Cultural Committee president Little Carol Clark. She began her training in February.
Completed • Not Completed
Expected Completion Date:
3 Train classroom apprentice
(See activities 3.1 through 3.3 below for progress details) Completed • Not Completed
Expected Completion Date:
3.1 Apprentice will begin six months of training.
The Apprentice received daily 1-hour sessions (5 hours/week) from February to August, divided nearly evenly into language training topics and teacher training topics. Training continues weekly, although less formally, as the Apprentice becomes more involved in her teaching and in day-to-day program operations.
Completed • Not Completed
Expected Completion Date:
3.2 Apprentice will teach one month of language classes under supervision.
Apprentice taught two weeks of supervised children’s classes at Kanza Child Care, followed by two weeks of supervised classes for adults and older school children in Kaw City. The Language staff is pleased with her performance.
Completed • Not Completed
Expected Completion Date:
3.4 Dr. Rankin will evaluate performance of apprentice and submit recommendations to Language Staff.
Dr. Rankin evaluated the Apprentice’s performance based on a videotape of her final supervised teaching session. Dr. Rankin was very pleased and supportive, and submitted a positive evaluation to the Language staff in late September. The document is attached below.
Completed • Not Completed
Expected Completion Date:
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 Formed
• A partnership with the independent language scholar Dr. Carolyn Quintero, specializing in the study of Osage (the language most closely related to Kanza), has been formalized. Documentation is attached below.
3 Partnerships
Amount of leveraged dollars beyond required match
$7419.15 Leveraged
• Cultural Committee Volunteer Hours (@ $16.50/hr)
10 hrs (addressing beta test BRM postcards) = $165.00
2 hrs (Image DB photos, Kaw City, OK) = $33.00
2 hrs (Image DB photos, Council Grove, KS) = $33.00
• In-Kind Language Consultation
Consultation beyond required match = $7188.15
Total Leverage = $9588
• Cultural Committee = $2400 Leveraged
• Language Consultation = $7188 Leveraged
Number of people involved in operation of project 1 New Person Involved
• Jackie Overton, owner of D and J Consulting Company, is developing our software beta test version.
3 New Persons Involved
Number of classes or workshops held to teach language Training
• 55 hours of Apprentice/Teacher training
Weekly language classes at Kanza Child Care
• 2 hours of classes for children
Weekly language classes at tribal headquarters
• 6 hours of classes for adults and older school children 2 Classes Offered
32 Hours After-School Tutoring
250 Hours Apprentice/Teacher Training
8 Hours of Language Classes
Number and type of materials developed Sound Recordings
• approx. 600 audio files of Kanza speech
Images and Illustrations
• approx. 300 photographic images
• approx. 100 vector illustrations
Introductory Language Lessons
• 5 units extensively revised (approx. 85 pages)
• 5 units extensively outlined 3 Databases Designed
1 Game Adapted to Kanza
Teacher Training Grammar Summaries
Teacher Training Exercise Worksheets
Introductory Language Lessons
Sound Recordings
Images and Illustrations
Number of people with increased ability to speak 17 People with Increased Speaking Ability
• 4 Kaw youths (d, j, k, s)
• 5 Kaw adults (a, c, l, v, w)
• 4 non-Kaw Native adults (c, j, j, l)
• 4 non-Native adults (j, j, l,
l) 21 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
Dr. Carolyn Quintero
President, Inter Lingua, Inc. •Local • Regional • State • National
• Federal • International • Faith-Based
• Philanthropic • Tribal Other Dr. Carolyn Quintero is an independent language scholar and translation services entrepreneur. She is widely regarded as the leading expert on the Osage language, having recently authored Osage Grammar (© 2004, University of Nebraska Press) and Osage Dictionary (forthcoming, University of Oklahoma Press). Because of the close genetic relationship between Kanza and Osage, and owing to their shared status as extremely endangered languages, it stands to reason that groups studying and teaching these languages can help each other with gaps in linguistic knowledge and the development of teaching materials. This quarter Dr. Quintero assisted in the documentation of available Kanza language resources, offered invaluable consultation and advice on Dhegiha Siouan grammar, and reviewed the introductory language lessons developed for use in the software.
4. Total number of Partnership formed this quarter: 1
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
Image Database photographic shoots 8 The photographic shoots are intended to include tribal members in the software images. Four elementary-age tribal members volunteered to serve as models over two days at the Kaw Powwow in August. Two of these youths and four others volunteered at a second shoot in Council Grove, KS in September.
Software sound recording sessions 2 Two young tribal members volunteered to record Kanza sound files for the first four units’ worth of lesson dialogs in the software.
Weekly language classes 11 The tribe’s weekly language classes offer an opportunity for youth to participate alongside adults. Classes resumed in August following a summer break. Four elementary-age tribal members are regular class members. Additionally, our Apprentice/Teacher taught two weeks of supervised classes during the summer at the Kanza Child Care, a center for local infants and preschool-age to school-age children. There she taught more than ten different students, but only seven were Native American.
5. Total number of opportunities or activities provided for Native American youth this quarter: 3
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
Image Database photographic shoots 5 8 The photographic shoots are intended to include tribal members in the software images. At two separate shoots, one held over two days at Kaw Powwow in August and one at Council Grove, KS, in September, eight tribal youths and five tribal elders volunteered to serve as models.
Weekly language classes 4 1 The tribe’s weekly language classes offer an opportunity for youth to participate alongside adults. Classes resumed in August following a summer break. Four elementary-age tribal members and one tribal elder are regular class members. Three non-Native elders have attended the classes, as well.
7. Total number of opportunities or activities provided for Elders and youth this quarter: 2
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
Jackie Overton,
Business Owner,
D and J Consulting Company
Software Developer Full 160+
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 August the Language staff entered into a contract with Jackie Overton, owner of D and J Consulting Company, to develop our software. Also in August, we formalized a consultation-based partnership with Dr. Carolyn Quintero, president of Inter Lingua, Inc.
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
3rd Federal
$14,498
Federal $17,769
Non-Federal $4,303 Non-Federal $4,985
4th Federal
$25,500
Federal $26,471
Non-Federal $4,303 Non-Federal $9,824
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:
15. Have you met your non-federal share of the project costs for this reporting period? X Yes No
If Yes, please complete the table below.
If No, please explain.
Quarter Matching source Description of match $ Value
1st Dr. Robert L. Rankin Donation of consultation services for Kanza Language Project $2,400
2nd None None $0
3rd Dr. Robert L. Rankin, AISRI Donation of consultation services for Kanza Language Project $4,985
4th Dr. Robert L. Rankin, Dr. Carolyn Quintero Donation of consultation services for Kanza Language Project $9,824
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:
Our biggest problems this quarter had to do with software development. We had an increasingly difficult time converting text-based lessons to database format. For starters, the abundance of in-line formats (everything from text bolding to tables) in the Electronic Curriculum Model document, made the simplest of edits awkward outside of our word processing application. Secondly, although we had originally intended a standard structural template for all the units, we recognized as the lessons took shape that each had a logical flow all its own. For instance, a dialog section was not needed in Unit 1, despite its necessity in other units. Moreover, general reference sections on sound changes, essentially background material for the other units, became necessary in Unit 1. The common structure of the units fell more and more out of sync with one another, until it became necessary to reconsider the merits of a general template in light of material flow. In short, the lessons could not be strictly modular and retain their high pedagogical value. Knowing that the structure of the Module Database affects all other software components, and not wanting to inadvertently jeopardize their interaction without extensive software developer consultation, we ultimately decided not to code the database ourselves. Instead we passed this task on to our developer, who would already be working directly with the code, and would be more familiar with the details of both database construction and software component interaction. Luckily, our contractor was up to the challenge. Our developer has therefore been assembling the Module Database for us since August, based on the Electronic Curriculum Document model. Secondly, following an important consultation meeting in late August, we had to revise all the completed units to avoid mention of certain tricky grammatical features. These constructions are poorly understood even by Siouan linguists, and thus are extremely difficult to explain and teach. Removing their reference in the units made better pedagogical sense, but required comprehensive revisions to both the modules and the associated media files; the former required complete rewrites, and the latter a flurry of new audio recording and editing sessions. All of this had the effect of pushing the completion date for the beta test version of software into the first month of Year Two. We will have to apply for a balance carryover in order to complete the activities associated with beta test demonstration and distribution. Additionally, our Kanza Language Project Coordinator Dr. Cumberland had to take a leave of absence at the end of September. We have submitted a letter to ANA describing the change in personnel and requesting approval, but have yet to receive a response.
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:
N/A
18. Do you expect to complete your project on time? Yes X No
If No, please explain:
We firmly believe that the overall project will be completed on time, but some of the Year One activities seem now to be running about one month behind schedule (see numbers 1 and 16 above). The biggest reason for this is our late start. Dr. Cumberland was not selected for the Coordinator position until late December 2005, and could not begin work until January. We had been active on grant activities during the first three months, albeit not full-time. As such, all of the major work for first year’s objectives fell in just nine months, including the extensive creation of content for the language software. Dr. Cumberland has done a fine job of getting the project activities as close to their planned timeline as possible, despite numerous challenges. For instance, her difficulty locating suitable developers in time was reported in the last OPR. But now, rather than three months behind on everything, we are completely on target with the educational activities of Objective 2, and just a month or so behind on several software activities for Objective 1 (see number 1 above). In addition, the software development process in general has simply taken longer than originally anticipated, and the lesson modules had to extensively revised at the end of August, We see no problem in accomplishing all the goals for Year One in the next few weeks.
19. Is there any other information you would like to share with ANA regarding your project?
Enclosed is a letter from Language Consultant Dr. Robert Rankin evaluating the performance of Apprentice/Teacher Little Carol Clark. Also enclosed is a letter from Dr. Carolyn Quintero formalizing a consultation-based partnership between her and the Language staff. As described in 16 above, we do expect to apply for a small balance carryover in the coming weeks.