Oglala Lakota College Head Start/Early Head Start 5 Year ...headstart.olc.edu/docs/assessments/2019-2020 Grant Application.pdfGoal 3 Get children ready for Kindergarten Objectives

Oglala Lakota College Head Start/Early Head Start 5 Year Application 8/1/19- 7/31/24 Wounspe Oaye Tokahe Reference: Grant #90C19847 5/1/19

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Oglala Lakota College Head Start/Early Head Start 5 Year Application 8/1/19- 7/31/24 Wounspe Oaye Tokahe Reference: Grant #90C19847 HSES TABS

Program Schedule schedule19-20.pdf

Budget

Other Funding NA

SF424 ( HSES automatically generates signed SF424B, Certification

Regarding Lobbying, Certification Regarding Compliance with

Certification Cap; Tax Certification Form)

SF424 A Budget Info-Non-Construction

Documents

Results of Self-Assessment and Improvement Plan 18-19 selfassess18-19.pdf

Governing Body Minutes and Chair Letter BOT.pdf

Policy Council Minutes and Chair Letter PolCouncil.pdf

Selection Criteria criteria.pdf

Training and Technical Assistance Plan ttaplan.pdf


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Annual Report to the Public ar17-18.pdf

Indirect Cost Rate Agreement ic16-20.pdf

Tax Certification Form irs.pdf

OLC Audit 9/17 audit9.17.pdf

Baseline Application and Budget Narrative narr.pdf

Section I Baseline Application and Budget Justification Narrative 1

Table of Contents 1

Section I. Program Design and Approach to Service Delivery 5

Sub-Section A Goals 5

1. Program Goals, Measurable Objectives and Expected Outcomes (5 Year) 5

a. Program Goals 5

b. Program Objectives 6

c. Approach to Measuring Progress and Outcomes 8

( select a few Objectives and do Activities, Data, Expected Outcomes,

Challenges)

d. How actual Outcomes from prior period informed approach. 10

2. School Readiness Goals align with HS Early Learning Outcomes

Framework: Ages Birth to Five 11

3. How Program involved governing body, policy council and parents in

developing Program Goals 12

Sub-Section B : Service Delivery 13

1. Service and Recruitment Area 13

a. Service and Recruitment Area 13


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b. Evidence that proposed area is area of greatest need 13

c. If child care partners proposed NA

2. Needs of Children and Families (from Community Assessment) 15

3. Proposed Program Options and Funded Enrollment Slots 20

4. Centers and Facilities 23

5. Eligibility, Recruitment, Selection and Attendance 24

6. Education and Child Development 25

7. Health 28

8. Family and Community Engagement 29

9. Services for Children with Disabilities 31

10. Transition 32

11. Services to Enrolled Pregnant Women 32

12. Transportation 33

Sub-Section C: Governance, Organizational and Management Structures 33

1. Governance Structure Processes Relationships 33

2. Human Resources Management 36

3. Program Management and Quality Improvement 39


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Section II, Budget and Budget Justification Narrative 42

1. Budget Narrative 42

2. Delegate Agency Agreement NA

3. Planned use of COLA funds based on Program Instruction 52

4. Key features of Financial and Property Management system and internal

controls to maintain control and accountability for grant funds. 52

5. Sources of non-federal match with estimated amount per source and valuation

methodology/how determined match is allowable. 53

6. Request for Waiver of Non-Federal Share 54

7. Waiver of Administrative Costs NA 56

8. Enrollment Reduction Request NA 56

9. Conversion (did this year) NA 56

10. Facilities (if requesting funds for purchase, construction, renovation)NA 56

11. Equipment/Describe Procurement Procedures

Narrative


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Section I Baseline Application and Budget Justification Narrative

Table of Contents

Sub-Section A Goals

1. Program Goals, Measurable Objectives and Expected Outcomes for

project period

a. Program Goals (List all Program Goals)

Wounspe Oaye Tokahe (WOT) (Woe oon’ spay Oh ah’ ye ‘Toe kah’ hay), which means

First Level of Education, operates the Head Start and Early Head Start programs on the Pine

Ridge Reservation. This has been done under the aegis of Oglala Lakota College at the request of

the Oglala Sioux Tribe since 2005.

WOT believes in the mission of Head Start which is “ Head Start promotes the school

readiness of young children from low income families by enhancing their cognitive, social, and

emotional development. “ and also in the Vision of “Helping people. Changing lives. Building

communities.” WOT provides quality services in the key Head Start areas of Early Learning,

Health and Family Well-being.

The Mission of Wounspe Oaye Tokahe is to provide a full range of services to meet the

needs of economically disadvantaged Lakota children from 0-5 and their families on the Pine

Ridge Indian Reservation addressing cognitive, emotional, physical, nutritional, mental health,

Lakota language, and cultural development needs.

Vision: Our children will have strong nagi and be ready for the next level of education

with parent and family support.


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Values

Oglala Lakota College strives to practice and teach the values of traditional Lakota

culture: Ohitika (Bravery), Wacantognakapi (Generosity), Wowacintaka (Fortitude), Wokiksuye

(Remembrance), Unsihanpi (Humility), Woyuonihan (Respect), Woonspe (Learning), Woslolye

(Knowledge), Wookahnige (Understanding) and Woksape (Wisdom).

Overall we will continue to emphasize the practice of Wolakolkiciyapi to strengthen our

commitment to our communities by nurturing trust and reinforcing our program’s Lakota

identity.

Program Goals

Goal 1 Provide a quality program to serve needs of 0-5 children on the Pine Ridge

Indian Reservation

Goal 2 Develop Life Plan for children and Provide Services as indicated

Goal 3 Get children ready for Kindergarten

Goal 4 Assist families in implementing Life Plan for children and making progress

on Family Plan

Goal 5 Maintain and Effective Governance and Management structure.

b. Measurable Objectives

Goal 1 Provide a quality program to serve needs of 0-5 children on the Pine Ridge

Indian Reservation

Objectives:

1.1 Keep enrollment at 591 through accurate data management, monitoring

of community needs and maintenance of waiting lists


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1.2 Achieve an attendance rate of 85% through accurate data management,

parent communication and adequate transportation.

Goal 2 Develop Life Plans for children and Provide Services as indicated

Objectives

2.1 Do Physical Health, Mental Health, Vision, Hearing, Development

screenings for 100% of children within prescribed time frames.

2.2 Develop Life Plans for 100% of children.

2.3 Do appropriate referrals in all 5 areas.

2.4 Provide quality nutrition program that meets CCAFP guidelines and

student needs.

2.5 Provide quality prenatal program to 28 women at a time.

Goal 3 Get children ready for Kindergarten

Objectives

3.1 Implement Creative Curriculum with fidelity for all children to progress on

school readiness benchmarks in all areas as measured by the GOLD assessment.

3.2 Continue implementing CLASS improvement plan for classroom environment

through improved professional development and peer mentoring

3.3 Implement Lakota language and culture activities in line with Oglala

Sioux Tribe Education Code Standards.

3.4 Do Memos of Agreement with all Reservation schools to provide for

effective transition.

Goal 4 Assist families to develop and progress on Individual Family Partnership

Agreement.


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4.1 Develop a partnership with community partners to cross train parents to enter

into the workforce.

4.2 Develop high-quality Individual Family Partnership Agreements with

100% of families.

4.3 Train staff in Fatherhood Training to include and encourage participation of fathers of

HS/EHS Children.

Goal 5 Maintain and Effective Governance and Management structure

5.1 Hold Annual Policy Council Orientation in December each year.

5.2 Hold Board of Trustees/Policy Council retreat in Spring of each year.

5.3 Maintain a quality Human Resources program with 100% qualified and trained

staff.

5.4 Assure effective and management of all finances.

5.5 Focus on data management and analysis for reporting and information to inform

program and budget decisions

5.6 Continue to improve transportation and facilities including a bus replacement

plan and facilities maintenance plan.

c. Approach to Measuring Progress and Outcomes (HS asks to just show examples

for a few selected objectives).

Objective 1.1 Keep enrollment at 591 through accurate data management, monitoring

of community needs and maintenance of waiting lists

i. Activities or action steps to meet objective

Continue and improve Awareness activities especially to hard to reach families.

Continue and expand Recruitment activities especially to hard to reach children.


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Do selection according to criteria and assure criteria remain relevant

Explore home-based alternative to reach remote or hard to reach children.

Deal with conversion and budget issues to serve children who need services.

Get resolution passed by the Oglala Sioux Tribal Council strongly encouraging all

families on the Reservation to enroll their child in some form of preschool

program.

ii. Data, Tools or Methods to Track Progress

We will keep track of all Awareness and Recruitment activities. We will document the

selection process and keep ratings in the child’s file. During our Community Assessment during

the 1st year we will cooperate with other entities to enumerate and document the number of

children not being served, the reasons and possible solutions. We will research the Head Start

law and regulations for waiver procedures so we implement a change in number of program

options so we can serve the optimum number of children a year. We will continue to keep

Enrollment records including reasons students drop out.

iii. Expected Outcomes

We expect to maintain our enrollment at 591 and to have more 0-5 children on the

Reservation in preschool programs.

iv. Expected Challenges

Ongoing poverty with parents not have money to buy clothes to send children to school.

Rurality is an ongoing issue in trying to reach children who live way of the main roads on dirt or

barely maintained roads.

Objective 5.3 Maintain a quality Human Resources program with 100% qualified and

trained staff.


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i. Activities or action steps to meet objective

Hold 2 all staff orientation each year and new hire orientation as hired.

Do Annual Training and Technical Assistance Plan 3/31.

Review organization chart and staffing needs annually.

Do Professional development plans for all staff.

ii. Data, Tools or Methods to Track Progress

We will keep the agendas, attendance records and participant evaluations for 2 all staff

orientation. We will keep checklists for individual new staff orientations. We will do a staffing

report each year as part of the Annual Report showing education and experience levels and

progress on Individual Professional Development Plans. We will also do a report on the number

and % of staff especially teachers who meet Head Start qualifications.

iii. Expected Outcomes

We expect staff to be more aware of program guidelines and job duties and to perform

them better. We expect to have a greater number of teachers meet higher qualifications and do

better in the classroom.

iv. Challenges

Time and money are always challenges. We found when we had special programs to have

staff get Associates or Bachelors they tended to move to the K-12 schools which pay better. The

College has ongoing policies for staff release time to pursue degrees and for budget raises

d. Describe how actual Outcomes from prior period informed the above.

We looked at our Self-Assessment, Community Assessment, Annual Reports etc. over

the past 5 years as well as consulting with the Policy Council, staff and parents.

In terms of Goal 1 the enrollment outcome was improving but could not get near the goal.


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We did some conversions this year and made the goal. In order to keep making it we need to

look at home based to look at hard to reach families and children.

In terms of Goal 2 we developed a Life Plan to bring all screenings, results and plans for

children together. It gives unified road map for services and also doubles as a Student

Record/Comprehensive file for parents and the schools. We felt we had to do something that

followed the students after they left Head Start. We decided we needed to simplify the goal,

review the School Readiness goals and make sure we were implementing the curriculum with

fidelity as well as assuring that teachers were following the methodology measured by CLASS.

In terms of Goal 4 we will focus on involving parents more according to the Parent

Family and Community Engagement framework and focus on certain areas of family need that

have been identifies including GED, overall health, etc.

In terms of Goal 5 we put in facilities and transportation needs that we have know are

there but have to be dealt with during the next five years.

2. School Readiness Goals align with Head Start Early Learning Outcomes Framework: Ages

Birth to Five, state and tribal early learning guidelines, as appropriate, and requirements

and expectations of the local schools where children will transition.

How OLC HS/EHS School Readiness Goals align with HSELOF, state and tribal early

learning guidelines.

When the Office of Head Start released the Early Learning Outcomes Framework

(ELOF) in 2015 Oglala Lakota College Head Start/Early Head Start Administrative and Center

Staff reviewed and revised our School Readiness Plan to insure they aligned with Central and

Sub-domains and specified goals of the ELOF.


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In 2017 the South Dakota Early Learning Guidelines (SDELG) was published and

released. A panel of Early Childhood Professionals from around the state gathered during 2016

to revise and create the SDELG. The panel was guided by the South Dakota Association for the

Education of Young Children (SDAEYC) and used the HSELOF, and early learning and

development guidelines/standards from Alaska, Georgia, Iowa, NAEYC, North Dakota, Rhode

Island Vermont and Washington resources and consultants in their development. In 2018 we

revised our School Readiness goals again to add Lakota language and culture, health and parent

school readiness activities. We separated HS and EHS goals and we also incorporated these

goals in our Life Plan.

The OLC HS/EHS program has developed MOU’s with some of the elementary schools

in our service area and together we created a Kindergarten Checklist which we further revised in

2018 as part of the Life Plan. This will be used in 2019-2020 and beyond to by our HS Teachers

use to determine the developmental levels for each child in the Spring before they transition to

Kindergarten. The Life Plan is shared with the parents and the schools our children will be

attending to insure a successful transition. Our MOU’s also include provisions to collaborate on

transition activities so our children and families are prepared for Kindergarten

3. How Program involved governing body, policy council and parents in developing

Our annual Policy Council Orientations and Policy Council/Board of Trustees sessions

talk about results, goals and issues since 2015. Specific planning for the 5 year application began

in May 2018 at the Board/Policy Council Session and the Policy Council has discussed it at their

meeting since then. We had a special session with the Board and Policy Council on 4/6/19. The

Policy Council reviewed and approved the final draft at a meeting on 4/23/19 and the BOT at

their meeting of 4/24/19.


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Sub-Section B : Service Delivery

1. Service and Recruitment Area

a. Service and Recruitment Area

The Pine Ridge Indian Reservation is located about 60 miles southeast of the Black Hills

of southwestern South Dakota. The reservation borders the Badlands National Park to the north,

the Rosebud Sioux Tribe to the east, White Clay in northwestern Nebraska to the south, and the

southern foothills of the Black Hills to the west. Covering a land mass that is roughly

comparable to Delaware and Rhode Island combined, the Reservation includes Oglala Lakota

and Bennett County and part of Jackson County. It is home to the Oglala Sioux Tribe (OST), one

of the nine tribes of the Oceti Sakowin (Oh-chay-tee Shaw-ko-wi), or Seven Council Fires of the

“Great Sioux Nation.” Lakota is the Sioux people’s name for themselves.

The entire Reservation is the service area. We currently have classrooms in all the major

towns with 10 in Pine Ridge Village.

The Oglala Sioux Tribal Enrollment Office puts enrolled members living on the

Reservation as 19,911 and off-Reservation as 20,661 (11/15/17). Many of the members living off

the Reservation live in towns close by such as Rapid City, SD and Rushville, NE and move back

and forth for jobs and housing.

b. Evidence that proposed area is area of greatest need

The entire Pine Ridge Indian Reservation was designated a Promise Zone in 2014 by

USDA and HUD which means it is an area of persistent poverty and need. A US Census Report

in 2015 put Oglala Lakota County (which makes up the majority of the Reservation) as the 3rd

poorest county in America. Some figures from the American Community Survey 2015 which

show need include:


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South Dakota (top) Pine Ridge Indian Reservation (bottom)


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Poverty All families 39.8% Families with children 49.3%

All People 50.3 % Under 18 59.6% Under 5 years 63.8%

Unemployment Rate: 25.6%

The entire Reservation was made a USDA Promise Zone in 2015 and the Pine Ridge

Village area was made an Opportunity Zone in 2017. There are Head Start centers in the towns

where there are OLC College Centers.

c. If child care partners proposed NA

2. Needs of Children and Families

a. the estimated number of eligible children under five years of age and pregnant

women by geographic location, race, ethnicity, and spoken language, including children

experiencing homelessness, in foster care, dual language learners, and with disabilities;

The full statistics for these areas are in our Community Assessment 18-19 which we are

posting on our web site (www.olc.edu). Here are pertinent numbers used to inform our

application and services.

The total numbers of children from 0-5 is 2,148 using the US Census 2012-2016

American Community Survey Statistics. Over 95% of these children are Native American.

Most are first language English speakers but are influenced by the Lakota language spoken by

most grandparents. The geographic location is shown by the table on the next page by District.

The K-12 schools on the Reservation all have a rate above 90% eligibility for the Free Lunch

Program therefore we would estimate that there are 1,933 children 0-5 eligible for EHS/HS.

96% of the Reservation population is Native American.


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The predominant language is English but it is an English influenced by Lakota which

many of the grandparents and parents grew up speaking and hearing.

The number of expectant mothers at any one time is 175.

The number of children with disabilities from 0-5 is: Speech/Language Impairment 29,

Multiple Disabilities 8, Autism 5, Development Delay 55 (OST Special Education/Early

Intervention Program 18-19).

There is a homeless count done each year in January by Housing but due to the

culture there are few people counted as homeless using the regular government definition.

Relatives or friends take people in. There is a great deal of overcrowding in houses and a great

housing shortage. The Oglala Sioux Tribe has passed a definition of homeless (OSTXB 12-11)

that includes other government regulations and also that anyone is considered homeless if the

head of household of a family is not on the lease or title. When Head Start goes out to count

many of these families do not want to say they are homeless. In our 2018-2019 count of enrolled

children we showed 298 homeless according to the OST definition.

The number of children in Kinship Care is 4, Foster Care 105, Group Care 7, Residential

Treatment 16, Trial Reunification 22 (SD Department of Health FY 18).

b. data regarding the education, health, nutrition, social service, child care, parent

schedules, and other service needs of the proposed children, families, and pregnant women;

Education 20% of our EHS/HS parents of enrolled children have less than HS/GED

diploma, 43% have an Associates degree and 8% have a Bachelor’s degree or more.

Health

Oglala Lakota County has the highest Mortality Rate in America at 983.4 premature

deaths per 100,000 vs a national median scores of 376 (U of Wisconsin 2019).


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The 2019 Robert Wood Johnson Health Outcomes rankings of counties in SD puts Oglala

Lakota County as 62nd of 62 counties. Areas of special concern for the Reservation compared to

the rest of SD and the US are smoking (41%), adult Obesity (41%), access to exercise 3%,

STD’s (17x more prevalent), teen births (6x more prevalent), physicians 66% less per person,

dentists 66% less per person, mental health providers 75% less per person.

According Census Bureau statistics compiled by the Great Plains Tribal Chairman’s

Health Board the mortality rates for the Pine Ridge Reservation vs White people in SD are the

following: Accidents 3x, diabetes 6x, chronic liver/cirrhosis 15x, and pneumonia 3 x.

Nutrition

SD Feeding America 2016 Food Insecurity and Food Cost resources: Harvest of the

Month encourage eating fruits and vegetables.

Child Food Insecurity Rate National 17.5% SD 16.5% Oglala Lakota County 34.8%

All “ 12.9% 11.7% 26.9%

Eligible for Programs SD 63% “ 87%

Social Services

Temporary Assistance for Needy Families 10/18

Families Persons Children Total $ Avg Fam

SD 2,997 6,000 5,444 $1.347M $450

Bennett Cty 93 193 178 $42,499 $457

Jackson County 68 147 136 $29,701 $437

Oglala Lakota 476 1,036 941 $232,011 $487

Average Persons Eligible for Medical Services FY 18

Total 0-5 SD 28,854 Bennett 326 Jackson 228 Oglala Lakota 1,632


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% of pop 13.6% 40.8% 29.7% 50.6%

Avg recipients* 60,101 562 418 2,688

Expenditures* $880M $8.9M $6.6M $44.6M

* Medicaid and CHIP

Parent Schedules

iii.Typicalwork,schoolandtrainingschedulesofparentswitheligiblechildren

SurveyResults6/22/16

Parents 8:30-2:30 8:30-3:00 8:30-3:30

6/20/16 29 28 40

6/21/16 21 15 22

50 43 62

Staff 8:30-2:30 8:30-3:00 8:30-3:30

6/20/16 24 9 18

6/21/16 9 2 2

6/21/16 6 5 14

39 16 34

Total 89 59 96

8:30-2:30 8:30-3:00 8:30-3:30

Percentage 36.48 24.18 39.34


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Other Needs

c. the availability of other child development, child care centers, and family child

care programs that serve eligible children, including home visiting, publicly-funded state

and local preschools, and the approximate number of eligible children served.

Oglala Sioux Tribe Child Care operates Learning Center in Allen, Kyle, Manderson,

Pine Ridge, Porcupine, and Wanblee serving children ages 0-12 from 730AM to 8PM during the

school year (to accommodate OLC college students) and 8AM to 430PM in the summer. The

program serves 198 children (159 subsidized/39 self-pay).

Oglala Lakota County School Pre-K for 3 to 4 year olds operated from 8AM to

330PM at Batesland (7 students), Rockyford (44), Wolf Creek (50), Red Shirt (4). The program

provided education, food, screening and special education services. They are discontinuing their

program in 2019-2020. They reported that our Head Start students entering Kindergarten were

better prepared than their pre-school students.

Badlands Head Start serves 32 children in Oglala Lakota and Bennett with a home

based program.

The Little Wound School FACE Program in Kyle serves 70 families /21 3-4 year olds

with daily preschool, 42 preschool home based biweekly 12 adult education students.

The Pine Ridge Schools FACE Program serves 14 home based children and 19

parents, 36 center based 3-5 year olds and 19 center-based adult ed parents.

The American Horse FACE program serves 22 center-based children 3-5 and 58

home-based children 0-3.

Thunder Valley CDC Immersion Pre-School serves 20 students 6 months to 5 years at

Payabya (Oglala) and 12 students 6 months to 5 years at Sharps Corner.


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Wounded Knee District School serves 20 5 year olds from 8AM-3PM (school

schedule).

Porcupine School serves 14 5 years old from 8AM to 3PM (school schedule)

The 591 students served by WOT and 431 students served by other programs totals 920

when subtracted from 2,148 leaves 1,226 children 0-5 not being served.

3. Proposed Program Options and Funded Enrollment Slots

a. Proposed Program Options/Compliance with 1302 Subpart B

We operated 25 Head Start and 5 Early Head Start center-based classrooms for 4 of the 5

years of our current grant. In 2018 we did a review of needs and waiting lists and did

conversions. For 2018-19 we operated 22 Head Start and 9 Early Head Start Center based

classrooms and increased our enrollment. We also served 28 pre-natal clients. We will continue

to monitor enrollment each year of the new grant and do conversions as needed and supported by

the Community Assessment.

Every year when we do the Community Assessment and BOT and Policy Council

meetings we discuss all the children who are not being served. We are looking at a home based

option including at least 1 Home Teacher to provide services for hard to reach children. We

would need a 4 wheel drive due to the Reservation roads and children who live in remote areas.

We have also discussed a mobile classroom to deal with children whose parent do not want

people in their homes due to a variety of reasons.

b. Locally designed program options/waivers?

During 2019-2020 we will be exploring program options and waivers to meet the needs

of our communities. We are especially looking a One Program Option to make it easier for us to

change program options as our needs change. We also need to explore funding since Head Start


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classrooms cost about $9,000 per child while Early Head Start costs about $16,000 per child.

We have put the regulations in the proposal to make sure we keep them in the forefront of

our planning.

(a) Waiver option. Programs may request to operate a locally-designed program option,

including a combination of program options, to better meet the unique needs of their

communities or to demonstrate or test alternative approaches for providing program services. In

order to operate a locally-designed program option, programs must seek a waiver as described

in this section and must deliver the full range of services, consistent with §1302.20(b), and

demonstrate how any change to their program design is consistent with achieving program goals

in subpart J of this part.

Although, American Indian/Alaska Native programs already utilize the regulation identified in

the Head Start Program Performance Standard: Section 1302.20 Determining program structure,

p. 18-19 keyword conversion:

(c) Conversion. (1) Consistent with section 645(a)(5) of the Head Start Act, grantees may

request to convert Head Start slots to Early Head Start slots through the re-funding application

process or as a separate grant amendment.

(2) Any grantee proposing a conversion of Head Start services to Early Head Start services must

obtain policy council and governing body approval and submit the request to their regional

office.

(4) Consistent with section 645(d)(3) of the Act, any American Indian and Alaska Native grantee

that operates both an Early Head Start program and a Head Start program may reallocate funds

between the programs at its discretion and at any time during the grant period involved, in order

to address fluctuations in client populations. An American Indian and Alaska Native program


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that exercises this discretion must notify the regional office.

c. How program options meet needs of communities and children

At this point we are meeting the needs of our communities as expressed by the parents

and Policy Council the best we can with the funding we receive. As stated above we need to

explore more options to meet the needs of the over 900 children not being served.

d. Funded Enrollment Changes (change or convert # of enrollment slots)

We submitted a Head Start/EHS center based conversion and did the conversion in 2018-

19. We plan on using this same format for 2019-20 but will be looking at further changes as

needed in future years.

Head Start (35 square feet required)

Maximum Enrollment Waiting List

Avg 18-19 Avg 18-19

1. Allen 17

2. Kyle HS 1 20

3. Kyle HS 2 20

4. Manderson HS 1 20

5. Manderson HS 2 20

6. Martin HS 1 20

7. Martin HS 2 20

8. Oglala HS 1 10

9. Oglala HS 2 20

10. Pine Ridge HS 1 20



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17. Porcupine HS 1 20

18. Porcupine HS 2 20

19. Wanblee HS I 20

20. Wanblee HS 2 20

21. Wounded Knee HS 1 20

Totals 427

Early Head Start (50 square feet required)

1. Kyle EHS 16

2. Manderson EHS 16

3. Oglala EHS 16

4. Pine Ridge EHS 1 16



7. Porcupine EHS 16

8. Wakpamni EHS 8

EHS 136

1. Kyle 4

2. Manderson 4


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3. Oglala 4

4. Pine Ridge 6

5. Porcupine 4

6. Wakpamni 2

7. Wounded Knee 4

Prenatal 28

Total 591

4. Centers and Facilities

a. Additions, Deletions or changes to service locations NA

We are looking at community needs assessments for Oelrichs which has an Indian

community and is 12 miles from the Reservation line and 26 miles from our Oglala Center.

b. Minor renovations or repairs in application NA

c. Describe any facilities activities subject to 1303 Subpart E NA

5. Eligibility, Recruitment, Selection and Attendance

a. Recruitment Process to Ensure Services to those greatest in need

We utilize KILI radio (which is the community owned station that covers the entire

Reservation )for our weekly show as well as special announcements for recruitment. We will

continue to nurture partnerships with the Oglala Sioux Tribe Child Care Program, OST Disabilities

Program, the elementary schools, OLC postsecondary program, and District Centers. We will keep

our website updated with latest eligibility and other information. We will distribute posters, flyers

and brochures in all communities. We will make recruitment, especially of children most in need, a

priority of all our staff. We will overenroll and keep our waiting lists updated.


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We disseminate information at our Parent Family Community Engagement events and Open

Houses. We have expanded our use of social media to connect with young families. We utilize

booths at community events, Child Find – door to door recruitment, radio show, Facebook page,

referrals from welfare agencies and Indian Health Services, referrals from staff and families

already enrolled in EHS/HS, community events (pow wows, rodeos, health fairs), flyers,

brochures, and meet and greets events, newspaper advertisements, booths at Oglala Nation Fair

and Rodeo.

We do regular ERSEA training for the Policy Council, Parent Committees and staff. We

will audit our selections to make sure they meet criteria. We review eligibility criteria each year

to assure they are meeting the needs of the children and families in our communities especially

vulnerable children, disabled, homeless, and those in foster care.

Our selection criteria are included in the HSES tabs. Applicants fill out an application

including income, responses to criteria, etc. and then are rated by our staff.

b. Strategy to Promote Regular Attendance/especially chronically absent

Our strategies to promote regular attendance include assuring there are bus drivers and

buses available. This includes substitute drivers, regular bus maintenance and CDL training

sessions. We will set up a system to contact parents when there is a problem with busing. Our

Family Center Service Providers will contact chronically absent children to ascertain why they

are absent. We will continue to follow our attendance policies and procedures to contact parents

regarding their child’s attendance.

6. Education and Child Development

a. i. Identify curriculum program will be using and any adaptations

WOT utilizes the Creative Curriculum and GOLD Assessment System which we have


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woven into our Life Plan.

ii. How curriculum is appropriate for ages and background

of children, research-based, has organized developmental scope and sequence.

OLC HS/EHS utilizes the Creative Curriculum for classroom instruction and the GOLD

Assessment System which are both research based curriculum/assessment tools that address best

practices for early childhood development and learning including developmental organized scope

and sequence. Both tools incorporate the importance of including culture and dual language

learners into the classroom environment, when working with community and families. WOT also

materials activities from the Lakota culture and language into the natural flow of the Creative

Curriculum.

iii. Evidence of alignment with HSELOFramework

Creative Curriculum goals and objectives is aligned with all domains HSELOF.

Although Creative Curriculum does not include the domain of Approaches to Learning, the goals

under Approaches to Learning are present in other domains of the Creative Curriculum.

iv. How program will support staff to implement curriculum with fidelity

As new teachers are hired they will be given a 4 day new staff orientation immediately

before they go in the classroom. They will be mentored by current teachers on how to utilize the

Creative Curriculum and GOLD Assessment System with the children in their classrooms. Each

year a refresher training will be provided to all teaching staff for the Creative Curriculum and the

GOLD Assessment.

In 2019-2020 we are contracting with two veteran teachers from the Reservation to

monitor and insure that fidelity to the curriculum is maintained.

We submitted a plan to improve CLASS scores in April 2017. We have been working on


27

this ever since. In August 2018 we held a 3 day CLASS training by Teachstone, the organization

that created CLASS. It focused on the Instructional Support Domain of the CLASS Observation

Tool and included Concept Development, Quality of Feedback, and Language Modeling (24

hours of training). In November 2018 we held a two day training with Linda DiBrito, our TTA ,

who did a CLASS overview and connected the CLASS Observation Tool to the Head Start

Program Performance Standards and Mentoring and Coaching. (16 hours of training)

The Education Coordinators do CLASS observations in the classrooms, meet with the

teachers to discuss scores and implement changes in the classroom to improve CLASS scores.

We are scheduled to observe each classroom three times per year.

b. for Home based We do not have Home Based at this time but we are exploring

trying one Home Teacher to access hard to reach children. We have also discussed obtaining a

traveling classroom since some parents do not want visitors in their houses.

c. Identify developmental screenings/assessments

We use the PEDS assessment for developmental screenings.

d. Opportunities for parents and family members to be engaged in

education including screening and assessment and feedback on curriculum and

instructional materials.

We do an interview with parents during enrollment and administer the PEDS

development screening which is scored automatically. Results are shared with the parents

immediately and indicated referrals are discussed and parents sign permission to refer at that

time.

e. Efforts for Tribal language preservation, revitalization, maintenance.

We purchased Lakota Language Kits from the Lakota Language Institute for each


28

classroom and given training to the staff including attendance at the OLC summer language

institute. We will continue to give staff training.

7. Health

a. Meet oral health, nutritional, mental health and social and emotional well-being, and

health status care needs that are developmentally, culturally and linguistically appropriate and

support growth and school readiness.

i. Ensure up to date child health status, ongoing care, timely follow-up care.

Our Family Center Service providers screen 100% of children using PEDS

developmental screening within 45 days of enrollment. Our Health/Mental Health Coordinator

sets up vision and hearing screenings within 45 days using our own equipment or community

providers. We set up physicals for all children with Indian Health Service or Gunderson Health.

Referrals for IDEA services are made to the appropriate LEA, Indian Health Service at Pine

Ridge or Kyle or OST Early Intervention.

OLC HS/EHS children receive dental screenings, exams and treatments from either Delta

Dental Circle of Smiles, Indian Health Service or Black Hills Pediatric Dentistry. The dental

screenings provided by Circle of Smiles are provided in all the centers along with a fluoride

varnish treatment and dental resources to educate the child and family on dental care.

The OLC/HS Nutrition Manager monitors the Cooks to insure that height and weight

measurements are taken three times a year to identify children with BMI measurements meeting

CDC guidelines for obesity. Once children are identified as obese the Nutrition Manager works

with the Family Center Service Provider to educate parents on healthy choices and dietary

information.


29

ii. Provide mental health and social well-being consultation

We refer for mental health and social well-being services in partnership with staff and

families. We contract Brian Larsen from Midwest Evaluation Services to observes classrooms

and meets with teachers and parents to develop a behavior plan or recommend further referral.

We also refer children to OST Early Intervention as well as the K-12 school early intervention

programs with parents permission.

8. Family and Community Engagement

a. Strategies for building trusting and respectful relationships with families/

providing environments and services that are welcoming culturally and linguistically

including specific to fathers.

We created our Parent, Family and Community Engagement Framework in 2013 and

have been implementing it since 2014 with revisions made yearly to meet the needs of our

families and program. We schedule parent and community activities at least once a month at

each classroom and each center. We incorporate culture into curriculum and activities e.g.

storytelling, winter count, etc. Linguistically we are encouraging the learning of Lakota. Our

Teachers attended the Lakota Summer Institute at Oglala Lakota College in 2018 and we will

continue to have them attend. Elders come into Centers to do cultural and language sessions.

We have two certified trainers from Administration to provide fatherhood/motherhood

involvement activities. We will train more staff and increase activities and continue to schedule

father friendly events as part of our PFCE events.

b. Engagement activities to support parent/child relationships, child

development, family literacy, and language development including bilingualism and

biliteracy.


30

According to our PFCE Framework we are providing one-on-one time with the Family

and Center Service Providers (FCSP) to begin enrollment and to build a positive relationship

with the families. During this time discussions between the FCSP include introducing the

Individual Family Partnership Agreement, parent participation during home visits,

parent/teacher conferences and the importance of Policy Council. We have made our PFCE

events more culturally appropriate and family-friendly and will continue to do this.

c. How program selected and is implementing research-based parenting

curriculum/how program engages parents in curriculum.

We began implementing the Lakota Mental Health Program which is a SAMHSA

approved program. It uses traditional Lakota ceremonies, parenting practices and rites with

parents and children.

d. Strategies for family partnership services:

i. procedures for family assessment and family partnership process and aligning

activities to PFCE Framework outcomes.

In our enrollment application there is a strengths and needs section with the IFPA form.

The FCSP works with the family to do the IFPA to address family needs and strengths.

We focus on 4 Life Areas: Physical, mental, emotional and spiritual. We also do things such as

financial literacy, further education including GED, etc. Surveys are utilized to identify training

needs of parents at individual centers.

We allow parents to come to all staff training on topics such as special education law,

CLASS, food handling, CPR and first aid, traditional parenting, and other relevant topics.


31

ii. Tracking progress toward individual family goals and needs

Data from PROMIS regarding attendance is shared at parent meetings, home visits,

parent/teacher conferences, policy council meetings. Data is aggregated and analyzed to assist in

monitoring the PFCE Framework. We also enter data from the IFPAs into PROMIS and track

progress on them.

e. Examples of community partnerships that facilitate access to services or

resources responsive to family partnership goals and children’s needs./Identify challenges

to partnerships and plans to address challenges.

We work with the following groups that facilitate access to services: Indian Health

Service; Oglala Sioux (Lakota) Housing and Native Connections; Gunderson Global Health

Delta Dental; OST Early Intervention; Oglala Lakota County Birth thru 3 ; Oglala Lakota

County School District; Bennett County and Kadoka (Jackson )County School Districts

6 BIE Operated and Grant Schools; Red Cloud and OLL Schools; OLC Community

Education/GED Program, Academic Departments, and District Centers; OST Child Protection

Services; SD Child and Family Nutrition; Oglala Homeless Shelter; KILI radio; KOLC-TV;

One Voice Service Provider Group; SD School for the Blind; SD School for the Deaf;

OST Public Safety; Pine Ridge, Martin, Batesland Fire Departments; Thunder Valley CDC;

and Tribal Districts and communities.

9. Services for Children with Disabilities

a. How will ensure full participation for enrolled children with disabilities including

those under IDEA.

We do screening at enrollment, get permission to refer signed by parents, attend IEP

meetings with parents and assure services are provided in the classroom. If more services are


32

needed we assist with transporting the children to the services. Our buildings and classrooms are

all ADA accessible.

b. How will ensure individualized needs of children with disabilities are met. How

collaborate with parents in the process. How collaborate with local agency responsible for

IDEA.

We review and follow the IDEA regulations and provide special education training to the

staff and parents.

10. Transition

We have developed and follow procedures for transition from pre-natal to EHS, EHS to

HS and HS to kindergarten. We conduct planning meetings with teachers, parents and

Kindergarten teachers to prepare individual transition plans. Transitions also include the transfer

of the School Records (screening, IEP, assessment levels, etc.) and the Individual Life Plan.

11. Services to Enrolled Pregnant Women

a. Facilitate Access to a source of ongoing care for enrolled women.

We enroll women through an application form same as Head Start including income and

health insurance. The FCSPs conduct monthly meetings with expectant families.

b. Strategy to provide prenatal and postpartum information and education, and

services.

At the monthly meetings between the FCSP and expectant families, we provide ongoing

consultation and information as well as referrals to other services if needed. We provide prenatal

mothers a gift card at every visit for gas or other needs, track their progress and monitor prenatal

appointments.


33

c. How family partnership services include focus on factors that influence prenatal

and postpartum health etc.

We utilize Partners for a Health Baby (Florida State University) and the Lakota Mental

Health Curriculum including traditional Lakota child rearing practices and rites.

12. Transportation

a. Level of Need for Transportation Services

WOT has 30 classrooms spread throughout the 3,468 square miles of the Pine Ridge

Indian Reservation. We transport 90% of our children each day.

b. How Program will meet need for Transportation Services

We provide buses to transport children to the Centers.

Sub-Section C: Governance, Organizational and Management Structures

1. Governance

Structure

a. Identify member with expertise in i. fiscal management, ii. early childhood

education/development iii. licensed attorney.

The Oglala Lakota College Charter was approved by the Oglala Sioux Tribe. The BOT

hires expertise i. fiscal management: Julie Johnson, VP for Business, a former Business

Department Chair at OLC. Masters in Business, Chadron State College, NE and iii.

licensed attorney: Rebecca Kidder, JD.

In terms of Early Childhood (ii) we have Cindy Fisher, our Education Coordinator who

has a BS in Elementary Education with 32 credit hours towards a Master's Degree in Language

and Literacy. 15 years experience in Early Childhood - 4 years as a home care giver and 11

years as HS/EHS Education Coordinator. Certified in Creative Curriculum and CLASS. She has


34

also served on the South Dakota Interagency Coordinating Council for the past 7 years. The ICC

works with the SD Birth to Three Program and Preschool Special Education Services. The ICC

members are appointed by the Governor.

The Governing Body for Oglala Lakota College (the grantee) is the Board of Trustees.

The BOT fits the exception in Section 642 (v) “Exceptions shall be made to the requirements of

clauses (i) through (iv) for members of a governing body when those members oversee a public

entity and are selected to their positions with the public entity by public election or political

appointment.” The BOT also meets “(vi) If a person described in clause (i), (ii), or (iii) is not

available to serve as a member of the governing body, the governing body shall use a consultant,

or an other individual with relevant expertise, with the qualifications described in that clause,

who shall work directly with the governing body.” by hiring a Vice President for Business, a

consulting Attorney and a number of faculty, adjunct faculty and consultants who have expertise

in early childhood education and development.

OLC has and follows Board of Trustees policies that deal with Conflict of Interest that

meet the Head Start Conflict of Interest clauses in Section 642. The BOT is exempted from “(ii)

not receive compensation for serving on governing body” through “(D) EXCEPTION- If an

individual holds a position as a result of public election or political appointment, and such

position carries with it a concurrent appointment to serve as a member of a Head Start agency

governing body,” and receive a stipend for meetings and recuse themselves from meetings when

members of immediate family employed and report this to the Head Start program.

b. How additional members reflect the community

The Board of Trustees are all members of the Oglala Sioux Tribe. There is one member

elected from each of the 9 Districts where EHS/HS Centers are located. There are also: 1


35

representative of the Tribal President; 1 representative of the OST Education Committee; 1

representative of the OLC Elders Council; and 1 representative of the OLC Student Senate.

c. Makeup of Policy Council

The Policy Council is selected from each District at Parent Committee (all parents

invited) in the Fall of each year from parents of students.

Processes

Governing Body

a. How Governing Body receives key program info/how decisions of Policy Council

are incorporated into decision-making./ Processes to ensure effective oversight of

operations and accountability for federal funds.

The Board of Trustees reviews and approves all policies dealing with the program,

operations, and fiscal management of OLC and the Head Start program. The Board of Trustees

commissions a Single Audit Act annually and meets with the Auditor to review. A member of

the BOT is appointed as a non-voting member of the Policy Council to attend meetings and bring

information to the BOT.

Policy Council

c. How Policy Council receives and shares key program information Parent

Committees.

The Policy Council member attends the monthly Family Nights/Parent Committee

meetings and shares actions and issues from the Policy Council. Minutes of the Policy Council

meeting will be available online within a week after the Policy Council meeting.

a. How Parent Committees communicate with staff to inform policies, activities and

services to ensure they meet needs of children and families.


36

Staff attend monthly Parent Family Nights/Parent Committee meetings. There is also an

open line of communication to staff a anytime.

e. Process for communication with Policy Council.

The Policy Council member from each District Parent Committee listens to input from

parents and the Parent Committees and brings to the monthly meetings. If the information is

critical the Policy Council member calls the appropriate local or central office staff member.

Relationships

a. Training and Technical Assistance for GB and PC

The Policy Council has an orientation in the Fall of each year covering roles and

responsibilities, bylaws, the EHS/HS grant, annual reports, and presentation of issues. Staff and

consultants also attend Policy Council Meetings when requested to present on special topics.

b. Ensure Governing Body does not have conflict of interest.

Oglala Lakota College has Conflict of Interest and Ethics policies that have been tested

over the years and work well.

c. How BOT and PC ensure meaningful consultation and collaboration around joint

decisions.

The Policy Council decisions are taken to the BOT as necessary by the BOT

Representative on the Policy Council and the Head Start Director. We hold an annual Board of

Trustees/Policy Council session in the spring of each year to review ERSEA, the grant, Annual

Report, discuss issues and make plans for the coming year.

2. Human Resources Management

a. Organization Chart

Oglala Lakota College has a flat organization structure with the President reporting


37

directly to the Board of Trustees, Head Start Director reporting directly to the President, and

Head Start staff reporting to the Head Start Director. The Management Team is made up of the

Education Coordinator, Site Supervisor, Accountant, Data Manager, Nutrition Manager,

Facilities Manager, Health Coordinator and Social Worker, Transportation Coordinator, and

Administrative/Monitoring Assistant who report directly to the Head Start Director. The

Center/Classroom Staff report to the Site Supervisors.. Since the Centers are spread out over

3,468 square miles telephone, e-mail and internet posts are used to keep them informed. The HS

Director and Management Team members regularly travel to the Centers/Classrooms.

Oglala Lakota College puts a great amount of resources into WOT and we are grateful.

This helps with the budget but there are some things we still wish for including a WOT Human

Resources office and our own Employee Assistance Program for EHS/HS staff. We have also

had an ongoing need for Center Supervisors. We try to do it with administrative staff but issues

take up a lot of time. We know this is a budget issue.

Oglala Lakota College Personnel Policies with modifications required by Head Start

regulations are used for Human Resources management. The modifications include criminal

record checks and requirements that staff remain up to date on required health exams and TB

screenings. All policies for OLC and the Head Start program are on the OLC website.

We complete five background checks on the applicants before they are hired

to make sure they have a clear background. 1.) Fingerprints- NCIC, National through the State in

Pierre. 2.) Tribal background check- through our two tribal courts (Kyle and Pine Ridge). 3.)

Department of Social Services- through SD in Pierre. 4.) State- through the state.

5.) Sex Offender- through SD Registry. A pre-employment drug test is also given, at the time of

hire. If applicants that are from different states or Tribes, we run checks in those states or Tribes.


38

Wanblee and Allen College Center Directors have Supervision. c. Orientations provided to new staff, consultants, volunteers.

Wakanyeja

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munities

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PineRidgeEHSHeadStartI--VIIII

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EducationCoordinator Director Director Director Director LaCreekCCDirector

OglalaLakotaCollegeWounspeOayeTokaheOrganizationChart


39

For new staff we have a four-day orientation that includes policies, procedures,

job duties, ethics, mandated reporting, child protection, bus safety, active supervision, CLASS,

curriculum, and My Head Start data system. Each position is given job specific training. We do a

one day substitute training before they are added to the sub list. We meet with consultants to go

over the key aspects of our program and communities if they are unfamiliar with the Reservation

or Head Start.

d. Approach to staff training, professional development, and research- based

coaching/including intensive for identified staff.

The Training and Technical Assistance Plan is attached (ttaplan.pdf).

OLC offers tuition waivers from Oglala Lakota College to the employees of the Head

Start program so that they may pursue their Early Childhood Degrees and CDA’s.

We believe that orientation has improved the retention of staff. We have had a problem

with assisting Teachers and Teacher Assistants to get degrees and having them leave for the K-

12 schools. We have done our best to raise our wages but there is no way within our current

budget to compete with the schools.

3. Program Management and Quality Improvement

a. Ongoing oversight, correction and assessment of progress toward goals including

effective teaching, health and safety.

OLC Head Start Staff meet staff to review the previous semester and data and decide on

what steps to take to assure the provision of comprehensive services. The Head Start Director,

Education Coordinator, Data Manager, Facility Manager, Health Coordinator, Social Worker,

Budget Manager, Disabilities Coordinator, Transportation Manager, Pine Ridge Site Supervisor,

Nutrition Manager and Administrative/Monitoring Assistant meet twice a month to review data

and assure comprehensive services are being provided.


40

OLC has an ongoing planning process that involves the Board of Trustees Annual Retreat

in July that reviews accomplishments and issues and sets the overall direction for the coming

year. Each Department does an Annual Report and Department piece of the Institutional

Effectiveness Plan. The Annual Community Assessment and Program Self-Assessment, Program

Information Report and Inspections and External Reviews are used to do annual planning based

on the five year goals.

We review goals and objectives at the Policy Council Orientation in December and the

BOT/Policy Council Governance session in May of each year. The Administrative Team reviews

goals, objectives etc. quarterly.

In March we put out a notice to staff and parents that we are going to do a policy review

and then we meet to review and revision looking at comments.

District staff meet weekly to keep everyone abreast of happenings. Monthly all staff

meetings are held in conjunction with trainings. We put information on our Facebook page and

many of our parent and younger staff use this as the main conduit of information.

b. Management process and system to ensure continuous program

improvement/relate to using data and ongoing supervision.

We will conduct an annual update of key pieces of the 2019 Community Assessment. We

will do our Annual Self-Assessment. These are reviewed by the BOT and Policy Council at their

Spring meeting and used to improve the annual grant application.

The Data Manager and Accountant keep program and fiscal records and provide real-time

reports to the Head Start Director and Managers as needed.

Each Head Start employee has an OLC e-mail account and overall communications are

sent to them individually. We also have a weekly internet newsletter, Wicahpi Cikala.


41

District staff meet weekly to keep everyone abreast of happenings. Monthly all staff meetings are

held in conjunction with training. The Head Start Director and Managers have access to review

real time data. Statistics are discussed at twice a month meetings.

After review of data, reports and monitorings, the program puts together a Self-

Assessment Report. This includes the recommendations of the Community Assessment and

previous year’s Self-Assessment.

Each Manager/Coordinator is responsible for monitoring their area. Indian Health Service

Environmental Health conducts Annual Health and Safety Inspections, Food Service Surveys of

all the Centers/Classrooms, online surveys completed by parents, staff and community members,

USDA Food Service Monitoring Reports for the Child and Adult Nutrition Program, Minutes of

the Policy Council are reviewed and the data entered in MyHeadStart is reviewed. The

Classroom Assessment Scoring System (CLASS) is reviewed and data is included in the Annual

Report. The Program Information Report is also reviewed quarterly by Administrative Staff.

c. Management system ensures budget and staffing patterns that promote continuity

of care, staff training and professional development, and provision of full range of services.

We constantly review our budget and staffing in terms of changing conditions on the

Reservation whether the information comes from BOT, Policy Council, parents or staff. We do

an update of the Community Assessment each year to see if there are major changes that need

action. We have developed an Enrollment Plan to make sure we meet the needs of children and

families in each District based on the ongoing underenrollment.


42

OglalaLakotaCollegeHeadStart/EarlyHeadStart5YearApplication8/1/19-7/31/245/1/19WounspeOayeTokaheReference:Grant#90C19847

42

Section II, Budget and Budget Justification Narrative, (see Guide pp 18-19) 1. Detailed narrative to explain costs by object class category in SF424ASection B-6


43


44


45


46


47


48


49


50


51


52

1. NA

2. Planned use of COLA funds based on Program Instruction

The planned usage of COLA funds is to increase the Head Start and Early Head Start

Salaries by 1.77%, including fringe. Below is the calculation of that:

HS EHS

Funding 77,747 28,757

Salaries 28,966 27,282

Fringe 8,690 8,185

Total 37,656 35,467

The remaining amount is 33,381, which is worked into the building maintenance and repair line

item.

3. Key features of Financial and Property Management system and internal

controls to maintain control and accountability for grant funds.

OglalaLakotaCollegeoperatesafiscalmanagementsystemthatiscertifiedbytheBureauof

IndianAffairstooperatePublicLaw93-638contractsandotherfederalprograms.OLChasa

budgetofover$35milliondollarsandoperatesover30grantsandcontracts.OLChasanAnnual

AuditbyaCertifiedPublicAccountantaccordingtoGovernmentAuditingStandardsandOMB

CircularA-133.TheHeadStartProgramispartoftheoverallaccountingsystemoperatedbythe

OLCBusinessOfficeundertheVice-PresidentforBusiness.TheHeadStartDirectorandHS

AccountantworkwiththeBusinessOfficetomonitorexpendituresandassureadequateinternal

controls.


53

OLCreceivedourauditforFiscalYearending9/30/2017inJune2018andtheIndependent

Auditor’sResultsstated:Theindependentauditor’sreportexpressedanunmodifiedopiningonthe

financialstatementsofOglalaLakotaCollege.Nomaterialweaknessesininternalcontrolsover

financialreportingweredisclosed.Noinstancesofnoncompliancematerialtothefinancial

statementsoftheCollegewerenoted.Theauditor’sreportoncomplianceforthemajorfederal

awardprogramsfortheCollegeexpressesandunmodifiedopiniononallmajorprograms.

4. Sources of non-federal match with estimated amount per source and valuation

methodology/how determined match is allowable. UseofPL95-471FundsforNon-FederalSharePL95-471 TribalCollegeAct(c) (!1) Treatment of funds under certain Federal laws Notwithstanding any other provision of law, funds provided under this subchapter to the tribally controlled college or university may be treated as non-Federal, private funds of the college or university for purposes of any provision of Federal law which requires that non-Federal or private funds of the college or university be used in a project or for a specific purpose. -SOURCE- (Pub. L. 95-471, title I, Sec. 109, formerly Sec. 108, Oct. 17, 1978, 92 Stat. 1328; renumbered Sec. 109 and amended Pub. L.98-192, Secs. 4(a)(1), 8, Dec. 1, 1983, 97 Stat. 1336, 1337; Pub. L. 99-428, Sec. 5, Sept. 30, 1986, 100 Stat. 983; Pub. L. 100-297, title V, Sec. 5403(a), Apr. 28, 1988, 102 Stat. 416; Pub. L. 105-244, title IX, Sec. 901(b)(5), (6), (8), (10), (12), (e), Oct. 7, 1998, 112 Stat. 1828, 1829.)


54

6. Request for Waiver of Non-Federal Share Oglala Lakota College COLLEGE PRESIDENT PO BOX 490 BOARD CHAIRMAN

THOMAS H. SHORTBULL KYLE, SOUTH DAKOTA 57752-0490 MR. DENNIS BREWER

Telephone (605) 455-6000 FAX (605) 455-2787

Mr.DavidKadan,GrantsManagementOfficer 3/28/19

USDepartmentofHealthandHumanServices/AdministrationforChildrenandFamilies

OfficeofGrantsManagement/DivisionofDiscretionaryGrants

370L'EnfantPromenadeSW/AerospaceBuilding,6thFloorEastWashington,DC20447

Re:RequestforWaiverofNon-FederalShareApplicantIdentifier:Grant#90-CI-9804

DearMr.Kadan,

OglalaLakotaCollegeisherebyrequestingwaiverofnon-federalsharefortheContinuation

GrantApplicationforGrant#90-CI-98042018-2019downto2%.WemeetthecriteriaoftheHead

StartActforawaiverofnon-FederalShare.

640(b)(1)-thelackofresourcesavailableinthecommunitythatmaypreventthe

HeadStartagencyfromprovidingalloraportionofthenon-Federalcontributionthat

mayberequiredunderthissubsection;ThePineRidgeIndianReservationisthe3rdpoorest

areainAmericaaccordingto2016USCensusReport.TheprivatesectorontheReservationisjust

nowdevelopingandwillnotbeablecontributesubstantialsumsforyears.Allotherresourcescome

fromFederalfundspromisedintreatiesorfromcompetitiveFederalgrants.

ThePineRidgeIndianReservationhasfivemainemployers:OglalaSiouxTribe,Oglala

LakotaCollege,IndianHealthServices,BureauofIndianAffairs,ShannonCountySchoolsand

PrairieWindsCasino.Fourofthesixemployersarefundedprimarilywithfederaldollars.The

Casinoissmallandprovidesemploymentandsomeresourcesforcommunityactivities.

Pine Ridge Indian Reservation Quickfacts 1.Enrollment:19,911OnReservation/20,661OffReservation(OSTEnrollmentOffice)

2. Population: 19,541 (American Community Survey 2014 2,3,4,5)

3. Poverty Rate: All families 39.8% Under 5 years 63.8%

4.MedianHouseholdIncome:$31,604 5.UnemploymentRate: 40%

640(b)(2)theimpactofthecosttheHeadStartagencymayincurininitialyearsit

carriesoutsuchaprogram.TheneedsoftheEarlyChildhoodProgramonthePineRidgeIndian

Reservationintermsofstaffing,professionaldevelopment,vehicles,facilities,materialsandall

areasofprogramdevelopmentwillincursubstantialcostsfromOLCintermsofstafftimeand


55

CollegeresourcesbutthesearemostlyFederalsodonotcontributetonon-Federalshare.

640(b)(5)theimpactonthecommunitythatwouldresultiftheHeadStartagency

ceasedtocarryoutsuchaprogramBecauseofpoverty,ruralisolationandculturaloppression

ourchildrenstartelementaryschoolbehind.ThchildrenservedbyEarlyHeadStartandHeadStart

catchupsomewhat.EHSandHSprogramsontheReservation,withalltheissuesthathaveaffected

themoverthepastyears,havemadeadifferenceinthelimitednumberofchildrenwhocanbe

served.OglalaLakotaCollegewilloperateaqualityprogramandwillstrivetoobtainand

coordinateresourcestoserveevenmorechildren.

Sincerely,ThomasShortbullPresident

CHARTEREDBYOGLALASIOUXTRIBE

ACCREDITEDBYTHENORTHCENTRALASSOCIATION


56

7. NA

8. Enrollment Reduction request NA

9. Conversion NA

10. Facilities NA

11. Equipment Describe procurement procedures NA