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Applied in 2007

The Manoomin (Wild Rice) Project

The Cedar Tree Institute

Program Facts

  • Paid (FTE) Staff Working: 3
  • Program Participants Last Year: 62
  • Meets about 4 time(s) with each participant per month
  • Participants remain in the program for 12 months

Volunteers

Volunteers per month: 12

Volunteers are trained:

Volunteer Training
AlwaysRarely

Volunteers are actively recruited:

Volunteer Recruiting
AlwaysRarely

Board Activities

  • Formally reviews the performance of the chief executive officer at least once every two years.
  • Formally approves the budget.
  • Ensures that arrangements with outside fund raising firms are made in writing.
  • Receives information about the financial arrangements with such firms and, if applicable, the anticipated portion of the gross proceeds that goes to the organization.
  • Has formally approved a conflict of interest policy and regularly monitors it to ensure adherence.
  • Receives, at least quarterly, the organization's financial statement.
  • Receives, at least annually, an auditor's management letter and report.
  • Convenes an audit committee.

Outcomes & Measures: (self-reported)

Outcome 1
The successful planting of seven wetland sites with wild rice that was one an essential and vital part of the Upper Peninsula of Michigan ecosystem but disappearing due to many reasons including logging and other man-related impact. Surveys by at-risk youth and American Indian guides in summer of 2006 showed the rice is thriving.

Measure
On-site surveys, maps, documentation and photos that show the rice thriving.

Outcome 2
Increased self-esteem and self-empowerment in at-risk youth

Measure
Interviews by media with at-risk teens involved in project. Project feedback from probation officers who are in charge of the at-risks teens’ case files. Spontaneous statements by at-risk youth to project donors and other supporters during “Blessing of the Wild Rice” gathering.

Outcome 3
Reduction of racism and prejudice

Measure
The numbers of positive interactions between the at-risk youth and Native Americans and other project participants. Interviews by media with the at-risk teens and other participants.

Outcome 4
Enhancement of personal skills involving research, reading and presentations by the at-risk youth who have planted the wild rice and those who have conducted growth surveys and testing to determine if the wild rice is thriving and under what conditions.

Measure
Selected communications and presentations by the youth participants at public gathering. This include impressive conduct and interpersonal skills during “Blessing of Wild Rice” gathering. Photographs of youth interacting with adults and of the youth participating in American Indian traditional ceremonies at the gathering.

Outcome 5
Building collaborative partnerships between Native Americans, environmentalists, juvenile courts and faith traditions.

Measure
Numerous meetings between representatives of these sectors who have also suggested similar collaborations on other projects

Change Process: (self-reported)

At-risk youth have gained self-esteem, knowledge about the environment and appreciation for the Native American culture.

For the fourth summer, the teens are participating in a practical hands-on project that will benefit both the land and the residents of the Upper Peninsula.

Juvenile court officials and probation officers have noticed a change in some of the at-risk youth including in their attitudes toward American Indians and other cultures.

Youth are exposed to a wide-range of faith-based values and have the chance for further religion education if they desire.

This is accomplished by close interaction between the teens and members of the Native American community during day-long walking trips to remote sights, on-site planting and participation in Indian traditions/blessings; and sharing meals and classroom time with Native American.

This positive exposure and interaction between the at-risk youth (some from low-income white families with dysfunctional family situations) helps break down barriers and prejudice.

Some of the prejudice is simply lack of exposure or knowledge of Native American culture.

The teens are learning how to take water acidity tests and other in-the-field measurements, the different stages of wild rice, and other ways to document a ongoing project.

Different groups of at-risk teens are used in every outing so the evaluation is independent and they can see the impact that peers are having on the environment.

This also maximizes the interaction between numbers of teens and the American Indian culture and ceremonies.

These skills can be applied to other projects or jobs held by the youth in the future.