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Federally Recognized Tribes Extension Program (frtep) Nez Perce Reservation


<p>The University of Idaho and the Nez Perce Tribe is seeking funding for the recently established Nez Perce Reservation Extension Program (FRTEP). The overall goal is to increase the quality of life on the Nez Perce Reservation primarily through agriculture and natural resource education, horsemanship, community development and life skills development for all reservation residents. The Nez Perce Project is relevant to the goals of FRTEP in that a secure and adequate funding base is necessary to establish an effective, long term Extension program on the reservation. Agriculture, natural resources, and horses are an important part of Nez Perce heritage and culture. Therefore, these aspects will be the focus of educational programming efforts. The Extension Educator will work with Nez Perce Tribe Department personnel, other UI County Extension Faculty, local schools and interested private organizations and individuals to address the educational and developmental needs of reservation youth and adults. The Extension Educator will plan and implement educational programs to address the identified local needs. </p>
<p>1. Provide educational programs for youth, K-12, related to life skills development, in agriculture, natural resources, and horsemanship/equine science. Action steps: Establish 4-H club(s) and develop in-school and after school enrichment activities; organize summer camp(s) in topic areas of natural resources, agriculture, equine science and horsemanship; learn technical skills; Identify and incorporate life skills development and physical activity into all youth education efforts; Provide internship opportunities in order to develop workforce skills. </p>
<p>2. Provide educational programs for adults in horsemanship and managing small acreages for sustainable use. Action steps: Provide horsemanship education for adults; teach people how to teach horsemanship; provide education on small acreage farming and sustainable plant/animal production systems; provide soils, pasture and weed management education. </p>
<p>3. Provide horticulture and food safety education for youth and adults to improve the nutrition and health of reservation residents. Action steps: Provide adult horticulture and market gardening workshops and build a Master Gardener (MG) program; partner with neighboring county MG programs; Develop/expand gardening project(s) in the community and with schools; provide food preservation and cooking classes. </p>
<p>4. Enhance rural community economic development efforts in order to improve the quality of life for reservation residents. Action steps: Determine/develop community interest and producer base for community supported agriculture (CSA) and local food systems; Provide educational workshops related to land tenure and estate planning issues; Provide education on alternative energy (solar, wind, etc.) and secure resources to demonstrate new technology and sustainable energy practices; The FRTEP Educator will provide the leadership for outreach educational activities by providing the communication link and coordination among Tribal departments and other UI programs that are serving the reservation community.</p>

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<p>NON-TECHNICAL SUMMARY: <br/>Situation: The University of Idaho and the Nez Perce Tribe is seeking funding for the recently established Nez Perce Reservation Extension Program (FRTEP). The overall goal is to increase the quality of life on the Nez Perce Reservation primarily through agriculture and natural resource education, horsemanship, community development and life skills development for all reservation residents. Currently, the county extension offices serving the four county area of the reservation do not have educational programming that targets the reservation community, primarily due to minimal availability of faculty and staff and the lack of support from respective county commissioners to target the Native American population. The presence of an Extension Educator on the Nez Perce Reservation provides the connection, coordination and programming necessary to
serve the educational needs of the Nez Perce Reservation community. The Nez Perce Tribe has several assets that provide a wealth of opportunity for youth and adult educational programming. They include the Young Horseman program where they have developed a new breed of horse, named the Nez Perce horse, along with a registry. The Tribe owns 60 horses and has the facilities to develop an equine science, management, and horsemanship program - particularly for youth and young adults. They have a tremendous land and natural resource base that provides a variety of outdoor learning opportunities. In addition, the Tribe has recently set aside a 10 acre site for extension use in anticipation of developing a demonstration site for education in land management, farming, livestock production, and 4-H project activities with emphasis on life skills development for youth and young adults. There are
Tribal departments, school districts, government agencies and other organizations on the reservation who are partners in delivering educational programs. The Nez Perce Tribe has the organizational, cultural, and land resource foundation on which to support and add value to all educational programming efforts. Anticipated outcomes: Youth participants will gain confidence and demonstrate improved leadership, decision-making and communication skills; youth and adult participants will be healthier due to physical activity associated with program participation; youth will choose careers in science, technology, agriculture and natural resource related fields; will pursue higher education degrees; the Nez Perce Tribe will have a comprehensive horse program that includes education and internship opportunities for youth and young adults to learn & apply workforce skills; landowners will improve
their management of soil fertility, production methods, and reduce weeds for sustainable use; more families will grow their own food; workshop participants will make healthier food choices; more use of traditional foods; more individuals will have an estate plan; the community will have a locally grown food system and increased food security; improved communication and program coordination between the NP Tribe and the UI; will be the center for educational outreach.
APPROACH: <br/>Utilize one or more advisory groups, and one-on-one interactions, to collect stakeholder input to periodically identify and prioritize programming efforts. Coordinate and partner with the Nez Perce Tribe Natural Resource, Fisheries, and Education Departments, University of Idaho faculty, other higher education institutions, school districts, city, county, state and federal agencies to plan and conduct educational programs. Deliver programs primarily via small group and one-on-one interaction both in the classroom and the outdoors; evaluate educational programs regularly. Increase the visibility and credibility of Extension program accomplishments on and off the reservation through the media, publication, and presentations. The general advisory committee that is currently in place has provided valuable input on the project objectives. In addition to an
advisory committee, stakeholder input will be obtained in other ways, such as with surveys, program evaluations, and one-on-one interactions. The Extension Educator will participate in appropriate meetings, and develop working relationships with Tribal personnel working in lands, agriculture, natural resources (water, fisheries and wildlife), GIS, culture, and youth. The Extension Educator will interact with local community, tribal members and schools. In addition, the Extension Educator will keep lines of communication open with Tribal government officials and among departments related to educational programming efforts and provide access to opportunities and resources at the University of Idaho. Progress towards achieving proposed project objectives will be documented in annual accomplishment reports. The Extension Educator, in cooperation with the Advisory Committee, will review and
evaluate accomplishment reports and program priorities annually. The success of the Educator in building collaborations and partnerships will be considered in accomplishments and reflected in the agencies and individuals that work with the educator to plan and deliver programming. Other indicators of accomplishment will be the number of participants in Extension programs and their increase in knowledge and changes in behavior which will be measured with surveys immediately following a workshop and/or as a follow-up by mail or email over a longer time period. Participation and impacts will be considered in evaluating program accomplishments. The Extension Educator will determine impacts through formal and informal feedback from program participants, social and economic data, Tribal officials, and Tribal Department personnel. All required progress reports will be duplicated and shared with
the Nez Perce Tribe's Director of Land Services and Advisory Committee members. The Extension Educator will be expected to participate in professional development and in-service opportunities. In addition, the Extension Educator will be expected to share program successes and learning experiences at district, state, regional, and national meetings.

<p>PROGRESS: 2011/09 TO 2012/08
<p>OUTPUTS: <br/>The program accomplishments this year were the continuation of the horsemanship program, land tenure and AIPRA education, the community garden, food preservation and canning. The horsemanship program is the biggest program, there were 60 participants this year, and is delivered in three ways: as a 2 credit Horse Science course in the Lapwai High School (LHS) in partnership with the vocational agriculture program; as general horsemanship for adults and youth on an appointment basis; and through a 4-H horse project club (5 members). The FRTEP Educator was the co-instructor for the LHS horse science class by providing all the hands-on learning component of the course 2-3 times a week during the school year (weather permitting). The FRTEP Educator provided the horses and equipment for in-school classes and organized a tour of a
local veterinary hospital and a tour of the Washington State University Veterinary College. The FRTEP Educator continued to support the community garden (4th year) in partnership with Nimiipuu Health Diabetes Program and the Commodity Foods program. The FRTEP Educator taught a workshop on Indian Land Tenure and AIPRA as part of an estate planning workshop series for farmers, there were 16 participants. In partnership with Nimiipuu Health Diabetes Program, Commodity Foods, and the tribe's Environmental Restoration and Waste Management (ERWM) Air Quality Dept, a composting workshop was offered, there were 3 participants. This same team also offered a canning and food preservation workshop, there were 10 participants. The FRTEP Educator hosted a UI student intern who provided program support during the summer and helped conduct an in depth horse program review. The extension designated
tribal land in Lapwai continued to be used for youth programs, primarily the swine facility was utilized for the third year as a partnership with the LHS vocational agriculture program. Twenty-two pigs were raised in that facility for the county fair. The FRTEP Educator researched and wrote a guide to living on the Nez Perce Reservation. PARTICIPANTS: Valdasue Steele is the FRTEP Extension Educator and project director. Elena Thompson was the UI student intern this summer. Partners included Nez Perce Tribal departments and personnel, the Lapwai High School Vocational Agriculture Instructor, and other UI Extension Faculty. Professional Development included Richard Shrake Level 3 Horse Instructor certification, Redmond, OR and professional horsemanship training by Tom Ordway, Lewiston, ID. Attended webinars on effective communication strategies and office management. TARGET AUDIENCES: The
target audience is all residents, Indian and non-Indian, youth and adult, who live within the Nez Perce Reservation boundaries. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

Steele, Valdasue
University of Idaho
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