College of Menominee Nation

NARRATIVE

INTRODUCTION: College of Menominee Nation (CMN) is an accredited two year tribal

community college and 1994 Land Grant Institution designated under Executive Order 1302.

The college is located on the Menominee Reservation in WI and serves the Menominee Indian

Tribe, along with three neighboring tribes (Oneida, Stockbridge-Munsee and Forest County

Potawatomi), as well as the surrounding communities of the Reservation. The main campus is

located in Keshena, WI and one auxiliary site is located on the Oneida Indian Reservation near

Green Bay, WI. The college serves over 500 students of which 86% are Native American. The

college offers 17 Associate degree and certificate programs. It also provides various vocational

education programs as well as extension and outreach non-credit courses.

1.) STATEMENT OF NEED

a.) Identification of the industry of focus: Health Care (HC) is CMN’s industry of focus.

b.) Establishment of the identified industry as high-growth/high demand: The HC industry

is one of the most high growth/high demand industries regionally and nationally. It meets 4 of

the 5 definitions of a high growth/high demand industry. The HC industry is expected to add 4.3

million jobs nationally by 2014. These HC occupations are in fact the fastest growing

occupations, making up 12 of the 20 fastest growing national occupations.1 The expansive

growth in this field is also being experienced in WI, where 18 of the 30 fastest growing

occupations and 4 of the top 10 occupations with the most new jobs are in the HC industry.2 This

holds true to the CMN service area that includes Menominee, Shawano, Brown and Oconto

Counties in the WI Bay Area Region. According to the Bay Area profile, 9 of the top 12

occupations with the most increase in employment opportunities are HC related, with registered

1
U.S. Dept of Labor, Occupational Outlook Handbook, 2006-07, “Tomorrow’s Jobs.”
2
WI Dept. of Workforce Development, Wisconsin Projections 2004-2014, Selected Tables.

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nurses topping the list of most new jobs to be created and medical assistants topping the list of

fastest growing occupations.3 Furthermore, less than 10 miles away from CMN, several

expansions in the HC industry can visually be seen in construction projects at the nearest

hospital, local clinic and new rehabilitation centers.

In addition, the HC industry is logically linked with the economic growth of our region as

well as the growth of other industries. A healthy cycle of economic growth continues annually:

as more HC facilities are added, more construction jobs become available. Once the facilities are

completed, more HC positions are available. As more people take positions in the HC industry,

more childcare, local schools and teachers are needed. Their income is then cycled throughout

the community as employees spend their earned income. In fact Education and HC account for

nearly 20% of the Bay Area employment and wage distribution. This is true for Shawano County

as the nursing and residential care facilities and ambulatory health care services are in the top 10

prominent industries in Shawano County4.

Lastly, new technological devises are created constantly as the HC industry advances.

Each occupation requires extensive training on various technological tools. Furthermore

excellent computer skills are no longer an employment quality; they are an expected skill that is

demanded for the field. This transformation of technology into the HC field will remain constant

with the industry’s growth and high demand.

c.) Evidence of industry demand for training: Nearly every occupation in the HC field

requires some type of education or training. Many such as CNA’s and LPN’s require post-

secondary vocational training. Others such as RN’s require an ADN or BSN. With the high

demand for these fields comes the high demand for the educational opportunities for people to

3
WI Dept. of Workforce Development, Bay Area Workforce Development Area Profile, April 2005.
4
WI Dept. of Workforce Development, Shawano County Workforce Profile, December 2005.

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learn these highly employable skills. Unfortunately, there is currently a two to four year waiting

list at nearby nursing schools (see appendix – p. 1)

Additionally, continuous recertification requirements for those licensed in various HC

occupations also drive the demand for education programs that are easily accessible for

employees. Because the HC field is consistently changing and advancing in areas such as

technology, it is also essential for employees to be able to receive the latest education and

training in these advanced areas.

d.) CMN’s capacity challenges: CMN identified several years ago that nursing was an

occupation that would steadily remain in high demand. A Pre-Nursing Program was developed

and articulation agreements with universities specializing in that area were established. The

program quickly became one of the top three majors CMN students declare. Unfortunately,

CMN’s capacity for the pre-nursing program is limited to general education and biological

courses needed to articulate into BSN nursing programs. Although these students receive an

Associate’s Degree, they do not have the practical training required to be considered an

Associate Degree Nurse (AND). To further exasperate the situation, students who attempt to

continue their education with the articulated Universities are often placed on waiting lists. As the

HC occupations educational requirements become more vocational, it is essential for CMN to

build its capacity to provide such vocational education as it has in other career fields.

The necessity of the HC education capacity building at CMN is not only driven by the local

and regional need, but also by the education and employment needs of our community. The

Menominee Reservation has one of the highest unemployment rates in the state at 12.8%.5

Additionally, there is little employment opportunity outside of Tribal Government in Menominee

County; therefore it is essential that residents receive the necessary training and education to be
5
2000 U.S. Census for Menominee Reservation and Off-Reservation Trust Land.

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employable in the high demand occupations surrounding the Reservation. Although there has

been substantial improvement in the educational attainment of Menominee County’s population

since the establishment of CMN, it still lags behind the state and nation. See Appendix – p.1.

CMN is an essential component of the community’s educational attainment as most

students are not typical students straight out of high school. Many have part or full time jobs as

well as family responsibilities. Therefore it is essential for CMN to proactively build the capacity

in our HC education programs to not only educate and train students, but to provide a bridge

setting where students can earn credentials as a CNA, LPN and RN, which will ensure their

continued employability throughout their educational career. This project will allow CMN to

build the critical capacity to meet the needs of the community and local HC providers.

2.) LINKAGES TO KEY PARTNERS

a.) Strategic Partners

Workforce Investment System: CMN has an established relationship with local WD agencies to

provide CMN students with the best innovative services. The Menominee County one-stop shop

(Menominee Indian Tribe of Wisconsin Community Resource Center), Shawano County one-

stop shop (Job Center) and Bay Area Workforce Development have committed to our project and

will play key roles by serving on the AB, assisting with participant recruitment which includes

specific target populations, offering a variety of supportive services such as career development,

tracking outcomes and providing WIA funds for students. Leveraged resources from these

agencies include time and effort of personnel from these agencies as well as Individual Training

Account Funds and Career Advancement Accounts Funds for eligible participants.

Community College: College of Menominee Nation (CMN) will stand as the Community

College partner. A letter of commitment from the President ensures that the college is committed

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to the described capacity building and training activities. A significant amount of staff time and

effort, student services and physical resources have been committed to the project to ensure

success and sustainability of a well-designed program that will benefit all partners and

communities. The role of CMN is to facilitate and coordinate all project activities as described,

including implementation of all training as described and management of the grant.

Employers and industry-related organizations: In order to develop the proposal with accurate

and defined local needs, CMN developed a survey for local HC providers (see appendix, p. 2 for

survey information). Of those HC providers 6 completed the survey and 3 committed to the

project including: Menominee Tribal Clinic, Shawano Medical Center and Stockbridge-Munsee

Health and Wellness Center. Most were excited about the opportunity to serve on our AB and

looked forward to their roles in the capacity building process to develop strategies and

curriculum for training opportunities. Many committed to the implementation processes

including contribution of mentors and providing clinical settings and internships. They have HC

professionals who are able to serve as adjunct faculty. Leveraged resources consist of personnel

time and effort and internship wages. Furthermore, providers also have training funds for current

employee certification and training needs such as medical terminology and CPR courses.

The continuum of education: Menominee Indian School District and the University of

Wisconsin Oshkosh (UWO) through existing memorandum of agreements represent the

continuum education. Through established Learn and Earn and Youth Options Programs, CMN

will incorporate the HC education options into the existing pre-college curriculum and

programming. UWO and other articulated institutions will be a source of student transfer to a

BSN program. Leveraged support from these agencies will consist of personnel time and effort.

b.) Evidence of Required partners: Letters of commitment of those listed above are attached.

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c.) Comprehensiveness of the Partnership: Each of the organizations has provided a letter of

commitment that clearly indicates how they will support the project and what services they can

provide. Along with listed responsibilities is the understanding and dedication of the in-kind or

financial support associated with their commitment, which is authorized by their signing official.

d.) Partnership Management: The depth of this project demands that the AB meet monthly

during the capacity building phase and at least quarterly thereafter. However CMN finds it

essential that the AB itself collaboratively work with the PC to establish an effective

communication plan that will work for all partners to ensure that everyone is participating and

aware of activities, trainings and outcomes. Such communication strategies may include emails

or telephone (rather than face to face) meetings.

The capacity challenge that CMN describes in the needs section is tackled in the context of

the partnership by addressing the WD reported industry facts that is supported by the local HC

surveys and enhanced by the constraint and capacity challenges that CMN and other educational

entities face to meet the local demands. Furthermore, CMN consulted with committed partners as

an initial steering group to determine project activities and program curriculum.

As described in the proposal, CMN is the lead partner for the capacity building and training

endeavor. The College has successfully demonstrated its ability to act as the lead agency and

manage many partnerships with a variety of agencies, including tribal governments, private

sector leadership, county and state agencies and other educational institutions. CMN strives to

expand on external partnership to promote the greatest opportunity and sustainability. Some

examples include: 1.) CMN's Extension Office is a member of the Management Team for the

Menominee Tribal/County One Stop Job Center Program established pursuant to the Workforce

Investment Act. The Management Team identifies appropriate training to meet an individual’s

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identified needs for job placement and skills through the job center. 2.) CMN has articulation

agreements with four-year institutions, which allows CMN graduates to transfer to the four-year

institution with junior status. 3.) CMN collaborated with the Midwest AIDS Training Center to

design a curriculum and provide training to health providers that serve Native American patients.

4.) CMN has a joint partnership with the Tribal Head Start and Daycare programs on the

Menominee Indian Reservation to provide educational opportunities to assist the Indian Head

Start and Tribal Daycare programs to meet the federal mandate of Head Start Teachers achieving

an Associate Degree. 5.) CMN is managing a current collaborative project with the University of

Minnesota Materials Research Science and Engineering Center to develop a Material Science

track at CMN. 6.) Overall the project and its associated partnerships flow directly from CMN’s

strategic plan and 10-year strategic goals in building programs and expanding partnerships.

CMN also has a demonstrated ability to manage projects as it has considerable inter-

organizational planning and development strengths that enhances its ability to successfully plan

and implement projects. Examples include the Project Director (Vice President of Academic

Affairs) being a member of CMN’s Administration Team. The administrative team meets on a

monthly basis and is involved in program development and strategies. CMN also has established

procedures in the implementation and design of training programs, special projects, workshops

and seminars to ensure that accreditation requirements are met and CMN policies are followed.

Furthermore, CMN’s curriculum committee is involved in the development of curriculum for

courses and training offered to ensure that the quality, content and delivery of the training and

courses meet the accreditation standards of North Central Association of Colleges and Schools.

In order to sustain the project and partnership, CMN will systematically integrate into the

operations of the college the new HC academic programs through its Academic Affairs Division.

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Following its Strategic Plan, the College is focused upon developing programs that identify

resources and partnerships that will support the establishments, enhancement and sustainability

of degree offerings designed to meet the needs of the communities served. Continuation of these

programs and partnership will be based on enrollment and market needs, which will provide the

map to self-sufficiency through student tuition and close relationships with community needs and

initiatives. Given the high demand for HC programming, it is expected that enrollment will

continue at a substantial rate.

In order to achieve the proposed outcomes, the college has reasonably established year one

as the capacity building phase. However, it will still provide CNA and CPR training activities in

the second half of year one that can be accomplished successfully. Most of the HC tracks will

begin in year two, which reasonably progresses to the “part two” RN track to begin in year three.

A reasonable set number of students to be served under each track have clearly been established.

These estimated numbers are based on CMN enrollment numbers, other HC educational program

student numbers, local need and local ability to provide clinical experience.

3.) TRAINING AND CAPACITY BUILDING PLAN

a.) Effective, Innovative Training and Capacity-Building Strategies: The training and

capacity building strategies are detailed in the implementation section. However, noted strategies

are as follows. The HC local industry shortages and CMN capacity constraints have been clearly

documented in the Needs Section. The CNA, LPN and RN bridge program addresses the

documented nursing shortage and demand by increasing access to nursing education programs

and increasing the number of CNA’s, LPN’s, ADNs and BSNs. The Medical Assistant Program

and Medical Coding program also address documented high growth/demand for this HC

program. The survey results substantiate WD reports and include the need for additional training

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and certifications such as CPR. Additionally, the proposed solutions, including the development

of the nursing, medical assistant and medical coding tracks, are defined by the local industry

needs. However they are broad enough to allow for refinement and expansion.

The proposed training activities support career growth by providing bridge components

that will allow adults to participate with options to stop-out as needed or continue as desired; and

for youth students to take Learn and Earn or Youth Options. The one-year (or less) tracks are

achievable as proposed in the bridge setting.

The proposed program will provide the following credentials: CNA’s will earn Nursing

Assistant Certifications, LPN’s will earn NCLEX – PN, RN’s will earn NCLEX-RN and

Associate of Science Degree and can articulate into a BSN program, Medical Coders will receive

Medical Coding Certificate, Medical Assistants will receive Medical Assistant Certificate and

AAS certification. Other HC programs developed will also provide appropriate college credits

and certification. As required the project will provide training and direct training costs.

b.) Implementation Strategies: See detailed work plan located in appendix-p.3-4.

Work plan/Methodology:

Goal: To provide HC education programs consistent with local industry demands

Objectives: 1.) To expand CMN’s capacity to prepare students in the HC field by developing a

bridge nursing program, medical coding and medical assistant program; 2.) To provide training

to at least 400 students as specified in the methodology and outcomes.

Methodology: Planning Phase: The planning phase of the project will begin with the Vice

President of Academic Affairs and the Dean of Instruction working with CMN Human Resources

to hire a qualified Dean of Nursing and Health Careers to serve as PC and faculty for several

nursing courses. A Health Care Student Coordinator (SC) will also be hired once the PC is on

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board. The SC will work closely with students to ensure their success in the programs. A FTE

faculty member as well as adjunct faculty will be hired in year two and clinical supervisors will

be contracted once student clinicals begin. Processes will follow CMN protocols.

During the first quarter of the project, the committed AB members will meet to jointly

establish an effective communication process that will work for all parties. Also during this time,

the AB will refine the program focus detailing specific employer needs and interests, while

assessing local barriers and resources. Although CMN consulted with several HC facilities

committed to the project, it is essential to review those needs and refine the proposed strategies

to ensure project success. It is also expected that the PC will continue to leverage additional

partners in the HC field to ensure long-term sustainability of the project.

An essential element of the planning phase includes the design, adaptation and

modification of Wisconsin approved curriculum for CNA’s, LPN’s and RN’s for CMN courses,

as well as identified certification and re-certification programs. The PC will gather data

concerning various elements that must be in the curriculum and design CMN’s curriculum with

these elements to fit our student population accordingly. CMN currently has several of the

general educational courses approved for nursing. Additionally a generalized coursework

expectation (see appendix-p.5) for each program area has been established as well through

consultation and research, giving CMN a fair “jumpstart” to curriculum development. Other

identified areas will also be researched such as radiology/ultrasound technician, unit clerk and

dental assistants. Capacity building and training for these programs and any other needs may be

identified and strategies to meet these needs may be developed by the AB.

Once the curriculum is drafted, the AB will review, revise and approve. From there it will

be reviewed by CMN’s curriculum committee who will ensure that it meets key components

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required by CMN. The final nursing curriculum will lastly be approved by other appropriate

entities including the WI State Board of Nursing.

While the curriculum is being approved, the PC will work with the AB on several

additional planning elements including the youth program element, which will incorporate the

HC program into our Learn and Earn and Youth Option programs as well as provide students

with the opportunity to learn about various local HC fields.

Another element is the development of student assessment and tracking instruments. The

PC and SC will work with CMN Student Services, CMN Institutional Research and WD partners

to research and develop appropriate assessment instruments and tracking methods.

Thirdly, appropriate equipment and supplies to develop the nursing lab at CMN will be

purchased for placement in a large classroom dedicated for this project. Another large classroom

in the same vicinity is also available for future program growth. The classroom will need slight

renovations to house equipment that will facilitate an environment similar to that of a

clinic/hospital. Additional supplies and equipment for other identified programs will also be

purchased as well.

Lastly, the PC will work with CMN’s marketing committee and Student Services recruiter

to develop marketing materials for this specific program. Key items include the development of

brochures and television and radio advertisements.

Implementation Phase: Marketing efforts will kick off the implementation phase. Radio and

television advertisements will be played. Nursing program brochures will be distributed to high

schools in our region, WD sites and at various recruitment events. Students will be able to speak

with CMN’s recruiter and SC, or even schedule a time with CMN academic counselors.

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Additionally, the CMN vocational program will recruit high school students into the youth

program. WD partners will refer participants as well.

Interested students will be screened and those qualifying for placement will be placed into

their HC program of choice. Persons who do not score well in the assessment will be allowed to

take remedial courses which CMN currently provides. Other student services will be provided to

participants as well to meet the needs of our students and ensure their success. The college

currently offers many student services such as academic counseling/advising, career planning,

financial aid assistance, general tutoring, computer labs and connections to local social support

services. Mentoring will be provided by the PC, SC and clinical supervisors who will work

closely with students. Program tutoring will be provided by the SC in courses such as biology

and medical terminology and on each specific state certification test to ensure student licensure.

Additionally the SC and PC will work with partners to leverage other student services.

Implementation of the programs/courses is a key milestone of the project. The CNA

cohorts are expected to start each semester beginning in year one. Approximately 20 students are

anticipated in each cohort. The LPN cohorts would begin in year two, with LPN students

expected to take the required general education courses first to ensure CMN capacity is fully

developed. The LPN track will be designed as a “part one” for the RN track, meaning that all of

the LPN course requirements are also required for the RN degree, including various clinicals.

Approximately 40 students per year are estimated for the LPN program. The RN cohorts or “part

2” will begin in year three as the first LPN cohorts successfully complete the LPN program.

Clinical opportunities will be provided as needed, with 20 RN’s expected to successfully

graduate as an ADN.

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The additional programs to be implemented based on local provider input include CPR,

medical coding and medical assistant tracks. The medical coding track will be offered as a

certification program each semester in year two and three with 60 total participants expected.

The CPR certification will also be offered each semester starting in the second half of year one

with 100 total participants. Lastly, the medical assistant track will take place in year two and

three as a one year “technical” degree program. A total of 40 students are anticipated for this

program track. Other certifications and credit non-credit courses may be developed and

implemented accordingly as the AB reviews local needs and refines strategies to meet the local

HC provider educational needs.

The youth component will introduce minority and disadvantaged youth to various

occupations in the HC industry by coordinating guest speakers in the HC field and taking field

trips to partnering HC facilities and colleges with articulation agreements. CMN will coordinate

this as a small summer program at CMN for middle school students. Lastly a nursing option of

the current Learn and Earn program will be offered by CMN to interested juniors and seniors

who may participate in course work and earn college credit. This course work is for those

interested in the nursing or HC professions and includes nursing assistant training, leading to

certification and work experience. This combination of classroom and work experience as a CNA

will provide a valuable introduction into HC and provide an opportunity to earn college credits

and wages for the work experience.

Clinical opportunities required of the various programs will be coordinated by the PC and

SC with leveraged partners. As preferred by those HC providers committed to the project, CMN

will provide clinical supervisors for these students. The SC and partnering WD agencies will

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also assist students find employment opportunities. A list of regional openings will be

maintained at CMN and the SC will provide students with guidance on application processes.

Evaluation Phase: The evaluation phase is built into the project as an activity to take place

throughout the three-year project term. Key to this phase is the tracking, collection and review

of participant outcomes, which will take place semi-annually. Additionally an annual evaluation

of the project will be coordinated by the AB. The PC will create an “outcomes” table with

annual proposed outcomes and actual outcomes for the AB to evaluate, along with other

evaluation measures. The AB will also assist in establishing solutions and strategies to meet any

barriers encountered in meeting our proposed numbers.

Also throughout the project, the PC will maintain detailed notes on the project in order to

write a project manual for others to follow. The manual will be drafted continuously as the

project progresses to be distributed to interested parties during the dissemination process.

Additionally, the PC and AB will prepare an interactive presentation for dissemination purposes.

To ensure that each partner takes ownership of this project, each partner will be required to

disseminate the project results to at least two organizations that may benefit from the findings.

This approach will also ensure that dissemination will not be limited to other educational

institutions and tribal colleges, but be shared with other HC organizations and WD agencies.

Furthermore CMN will post the project on the CMN and workforce3one websites.

Timeline, Budget and Cost per Participant: CMN’s timeline and work plan have detailed

activities and set milestones. The college has reasonably established year one as the capacity

building phase, while still providing the CNA and CPR training activities in year one. Most of

the HC programs will begin in year two, which reasonably progress to the RN cohorts to begin in

year three. Furthermore a set number of students to be served under each program have clearly

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been established. These estimated numbers are based on CMN enrollment numbers, other HC

educational program student numbers and local need. Students will be tracked continuously

throughout the project on each outcome measure which will be collected each semester and

placed in the determined tracking method.

The budget is directly tied to the objectives and is clearly justified in the budget narrative.

The detailed work plan includes a column that lists estimated grant and leveraged costs for each

activity to clearly tie requested funds to the objectives and related activities.

CMN is requesting $2 million to build the capacity of CMN to train an estimated 400

students, for a total project cost per participant of $5,000. This amount is similar to the

program/tuition costs per student in local technical colleges, and is much lower than the local

UW and private nursing programs. (See chart in Appendix – p.1)

Outreach Strategy and Dissemination: The proposed project intends to heavily utilize the AB

partners to coordinate outreach and dissemination strategies. Currently, CMN has a pre-set

student outreach strategy that will include successful recruitment tools such as brochures,

education fairs and radio advertisements. The WD partners will also be key in applying their

referral/recruitment strategies as well. Additionally, the AB will be asked to identify and assist in

developing other strategies. We anticipate our partners will have unique strategy options.

The AB will also stand as a key player in the coordination of the dissemination of the

project results. The PC will develop a final manual on the project and together the PC and AB

will prepare a slide show for dissemination purposes. To ensure that each partner takes

ownership of this project, each will be required to disseminate the project results to at least two

organizations in their expertise area whom that would benefit from the findings. This approach

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will also ensure that dissemination will not be limited to other educational institutions and tribal

colleges, but be shared with other HC organizations and WD agencies.

4.) OUTCOMES BENEFITS AND IMPACTS

a.) Description of Outcomes: CMN will participate in a semi-annual institutional review

process with the AB. The review process will include analyzing gathered data and evaluate

completion of proposed outcome measures as well as develop solutions to any program barriers.

Furthermore an outside evaluator will be contracted annually and gathered data will drive

decision making through the development of a continual improvement plan.

Overall, the evaluation will include a plan detailed with both process evaluations and

formative evaluations. The summative evaluation and analysis process will include the evaluator

and AB separately and collectively reviewing data collected by partner institutions and

institutional research as well as by the PC. Interviews and surveys of participating students will

be conducted and overall project evaluation will determine the following: 1.) Was the project

successful? How? 2.) Did the project meet the overall goal? 3.) What standards were met? 4.)

What components were most effective? 5.) Were the results worth the project’s cost?

Additionally, the evaluator and AB will separately and collectively conduct a formative

evaluation and analysis process to focus on project implementation and progress. The

implementation evaluation phase will track whether the project is being conducted as planned.

Progress evaluation will determine to what extent project goals and objectives are being met.

The formative evaluation activities will include the following: 1.) Documenting the process of

developing and implementing the program, 2.) Assessing the degree to which the project met its

goals and the major learning from project implementation, 3.) Determining the value of the

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project to students, faculty and partnering institutions 4.) Describing what was learned that can

be transferred to other similar efforts

The key capacity building outcomes include the development and implementation of the

following HC tracks: CNA, LPN, RN, Medical Coding, Medical Assistant and CPR. The CPR

and CNA will begin in year one. The remaining program will begin in year 2 except “part two”

of the RN program which begins in year 3. Additional capacity building outcomes include

appropriate approval and accreditation, the development of a physical nursing lab, the # of

objectives achieved and the # of institutions participating in the AB.

The specific training outcomes include 400 students becoming certified or receiving

degrees as follows: 100 will be certified in CPR, 100 will be CNA's, 80 will be certified LPN's,

20 will graduate as an RN or AND, 40 will be certified medical assistants and 60 will be certified

medical coders. Other key outcome measures that will be tracked throughout the project include:

# of persons recruited, # of students participating in student services activities, # of students

tutored, # of students in each course, # of students passing each course, grades of students in

each course, board scores, # of students graduating: CNA, LPN, RN, medical coding and

medical assistant program, # of students graduating from any other developed HC program, # of

students receiving certifications, # of students receiving licenses and the type of license, # of

students retained, # of graduates entering employment, # of employees retained, average earning

of those employed, # of youth participating in the youth component: Youth Options, Learn and

Earn, HC occupations, # of occupations explored with youth, # of youth passing CNA course, #

of youth licensed as CNA, # of youth placed in employment, # of youth continuing their

education, # of degrees/certificates attained, # of students trained using grant dollars, # of

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students trained using leveraged resources, and # of institutions informed of project results. A

detailed outcomes chart is in the Appendix-p.6.

b.) Appropriateness of Outcomes: A number of outcomes will be tracked to provide a detailed

and thorough examination of project success on a variety of levels. This will ensure pinpointing

any problems, barriers and successes. Furthermore, the benchmark outcomes on the number of

students per track have been established to be achieved realistically during the project timeline.

As CMN’s programs are new, baseline data begins at zero. Project data will be collected

continuously through existing CMN and WD collections processes. Both have detailed computer

programs and highly trained staff that regularly enters data into the software. Detailed reports are

easily pulled off of these programs for successful student tracking. CMN has successfully

tracked students using their Empower software for many programs/grants including data-detailed

National Science Foundation. Furthermore, benchmark outcome goals concerning the number of

students for each HC track have been clearly set annually (stated in methodology).

5.) PROGRAM MANAGEMENT AND ORGANIZATION CAPACITY

a.) Organizational Capacity: CMN understands the importance for any project to be considered

a success when it truly meets the current and long term needs of the community and the

institution. The College is now in the initial phases of updating their strategic plan into the next

five year cycle, which includes a general goal to “develop Health Care related programs.”

Fiscally, CMN has an established program monitoring and grant management system.

They have many years experience operating federal, state and foundation grants since inception.

Each has been successfully administered through an identified project director as well as through

the business office. Over the past two years, CMN has managed between $4 million - $5 million

in grant funds annually. Additionally CMN has consecutively received clean audits with zero

HC = Health Care, WD =Workforce Development, PC= Project Coordinator, SC= Student Coordinator, AB =Advisory Board
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findings as well. All financial activity is processed through the college Business Office including

required financial reports from funding sources. Annual audits are conducted in accordance with

federal regulations and guidelines. The college also has a Sponsored Program Director to assist

in the successful and timely administration of all grant related activities and reporting.

b.) Program Management: The initial program will fall directly beneath the Vice President of

Academic Affairs. It will be supported by the efforts and collaboration of key staff such as the

Dean of Instruction, Vocational Education Director and the Outreach Education Director.

c.) Project Tracking Capacity: CMN has an established Institutional Research department to

assist with tracking college statistics and data. This department successfully tracks students in

our STEM program for a National Science Foundation grant. Furthermore CMN uses the

Empower software system, which has significant capacity to track students and college data as

well as provide detailed reports. Recently all key staff persons responsible for data entry in this

system participated in a detailed week long training session on the software.

d.) Key Staff (time commitment, roles, background, experience):

Project Director (PD): The Vice President of Academic Affairs (VPAA), Dr. Donna Powless,

will serve as the PD. Her role is to initiate project activities upon award until a PC is hired. She

will then provide general oversight and assistance. She is anticipated to provide 15% of her time

during the first two months of the project and 5 % thereafter as a leveraged resource. Her VITA

detailing her education and experience is located in the appendix p. 7.

Dean of Nursing and Health Careers (Project Coordinator): The PC will be responsible for

project and budget management, program development and activity oversight, student tracking,

coordination of activities and resources, scheduling activities, promoting program and career

options, recruiting additional partners, providing stakeholder feedback, identifying and

HC = Health Care, WD =Workforce Development, PC= Project Coordinator, SC= Student Coordinator, AB =Advisory Board
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incorporating student support services and other resources. 100% of this position’s time will be

dedicated to the project as PC and as faculty. A detailed job description is in the appendix p. 8.

Heath Care Student Coordinator (SC): The SC position will focus on students. General

responsibilities include: recruiting participants, assisting students as necessary, teaching students

by example, assisting students with student services, coordinating general student activities and

assisting the PC with student related activities. This person will also coordinate essential

retention activities such as tutoring, contact maintenance with students and families, arranging

study groups and certification exams, developing individual remediation plans and developing

the mentoring component. He/she will spend 100% time on the proposed project. A detailed job

description for this position is in the appendix-p.9.

6.) PROJECT INTEGRATION INTO REGIONAL ECONOMIC DEVELOPMENT

STRATEGIES: Governor Doyle’s “Grow Wisconsin” economic development plan

recognizes the need to develop training around targeted industries in the state including Health

Care. This plan has been integrated with Wisconsin’s Workforce Development plans including

the use of WIA funds.6 Additionally the plan includes a key initiative to “invest in people.” Our

project will supplement and support these state and regional economic development strategies.

7.) INTEGRATION OF WORKFORCE DEVELOPMENT INVESTMENT ACT

RESOURCES: CMN has worked collaboratively with Menominee County and Shawano

County WD agencies to provide WIA funds to eligible students seeking assistance with tuition

costs. This established relationship will continue into the current project and is documented by

letters of commitment. Each commitment letter includes the pledge of providing Individual

Training Account funds or Career Advancement Account Funds for eligible CMN students.

CMN also has the commitment and support of our regional (Bay Area) WD agency.
6
WIA State Plan 2005-2007, Governor Jim Doyle, WI Department of Workforce Development

HC = Health Care, WD =Workforce Development, PC= Project Coordinator, SC= Student Coordinator, AB =Advisory Board
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