Guidance Document for Tribal Grantees TRIBAL STATEWIDE HEALTH IMPROVEMENT PROGRAM COMMERCIAL TOBACCO USE, PREVENTION AND CESSATION GRANT

Transcription

1 Guidance Document for Tribal Grantees TRIBAL STATEWIDE HEALTH IMPROVEMENT PROGRAM COMMERCIAL TOBACCO USE, PREVENTION AND CESSATION GRANT OFFICE OF STATEWIDE HEALTH IMPROVEMENT INITIATIVES

2 Guidance Document for Tribal Grantees Minnesota Department of Health Office of Statewide Health Improvement Initiatives PO Box 64882, St. Paul, MN December 2015 Upon request, this material will be made available in an alternative format such as large print, Braille or audio recording. NOTE: Content in this guide is subject to change. 2

3 Acknowledgement This guide was developed in partnership with the American Indian Cancer Foundation (AICAF). 3

4 Contents Acknowledgement... 3 Introduction... 6 Purpose... 6 Background on Tribal SHIP and Tribal Tobacco Grant Funding... 6 Healthy Foods and Active Living... 6 Tobacco Use... 7 Culture and health: recommendations from stakeholders... 8 Tribal Funding Levels... 9 Grantee Support Technical Assistance Information Purpose OSHII Support Roles and Sources of Support Types of Technical Assistance How to Request Technical Assistance Frequently Asked Questions About Technical Assistance Communications Overview of Monthly Reporting Tribal SHIP/Tribal Tobacco Monthly Reporting Form Crafting Success Stories What is a success story? Success stories help you: Why use them? Qualities of a good success story Types of success stories What message do you want to convey? Suggestions on promoting your success stories Checklist of Requirements for Tribal SHIP and Tribal Tobacco Grants

5 Tribal SHIP and Tribal Tobacco Menu of Strategies Program Strategies Narrative Budget Narrative Directions Salary and Fringe Benefits Contractual Services Travel Supplies and Expenses Other Administrative Indirect Costs

6 Introduction Purpose State funds are available to tribal nations in Minnesota for efforts to implement culturally relevant, practice and evidence-based strategies targeted at reducing the percentage of Minnesotans who are obese or overweight and at reducing the use of commercial tobacco and exposure to secondhand smoke. There are two separate sources of funding and two corresponding grant agreements: Tribal Statewide Health Improvement Program (Tribal SHIP) and Commercial Tobacco Use and Prevention and Cessation (Tribal Tobacco) Grant. This document provides you with information on the Tribal SHIP and the Tribal Tobacco Grants. It includes the required forms and instructions to complete a prepared work plan and budget. Completion and submission of these forms by the deadline is a requirement of your current grant agreements. Background on Tribal SHIP and Tribal Tobacco Grant Funding The Minnesota Legislature has made available state SHIP funds (Minn. Stat ) to tribal governments for the following purpose: To address commercial tobacco use and exposure, poor diet, and lack of regular physical activity in the community, school, worksite or health care settings through a policy, systems and environmental approach. It has also allocated tribal tobacco funds (Minn. Stat ) specifically for reducing the prevalence of tobacco among youth and addressing tobacco-related health disparities. The Minnesota Department of Health s Advancing Health Equity in Minnesota Report to the Legislature acknowledges that, Health inequities are directly linked to determined and deliberate efforts of American federal, state, and local governments to uproot American Indians from their lands, eradicate their languages and destroy their ways of life. The destruction of American Indian life ways has contributed to the persistent health inequities that exist among American Indian populations. Inequities must be addressed with innovative and culturally appropriate initiatives to advance health equity for American Indians. These available state funds will be used by tribal nations in Minnesota to build and strengthen healthy Native communities through healthy eating, active living, and commercial tobacco prevention and cessation strategies. Healthy Foods and Active Living Poor diet and lack of regular exercise contribute to the high rates of diabetes, heart disease, obesity and cancer in Minnesota s tribal communities. SHIP funds are focused solely on addressing obesity, heart disease and diabetes prevention within the state of Minnesota. 6

7 Healthy food access and knowledge of traditional indigenous foods are pressing issues that impact tribal communities. Food insecurity, poverty and diet-related disease disproportionately affect Native people compared to Minnesota s general population. Preserving and reclaiming food systems is a critical means to improving the health of tribal communities for generations to come. It s important to understand the roles of sovereignty, culturally based approaches to strengthening community food practices and strategies for transmitting traditional knowledge. The original indigenous food systems sustained the health and vitality of Ojibwe and Dakota people in Minnesota for thousands of years. Wild game, fish harvest, wild rice, maple syrup, wild fruits and cultivated crops are part of diverse food systems that were intimately intertwined with spiritual and cultural tradition. Efforts have been underway nationally and in Minnesota to introduce programs that combine evidence based practice with traditional food knowledge to improve the health and nutrition of American Indians. Rapid change from physically active lifestyles to more sedentary ones has also had a grievous impact on the health of American Indians. Traditional lifestyles allowed for greater energy expenditure from physical labor naturally integrated into day-to-day activities like hunting, fishing and agricultural work. Efforts to prevent obesity should work toward producing an environment that supports normalizing healthy eating and physical activity throughout the entire community. Tobacco Use Commercial tobacco use is the single greatest cause of preventable death. In Minnesota, commercial tobacco use is disproportionately high among American Indian populations; statewide, 59 percent of American Indians are current smokers (commercial tobacco) compared to 14 percent of all Minnesota adults. 1, 2 In Minnesota, five of the six leading causes of death among American Indians 3 heart disease, cancer, diabetes, stroke and lower respiratory disease are related to commercial tobacco use. 4 American Indian communities in Minnesota also report more exposure to secondhand smoke compared with the general population: 71 percent of American Indian adults 1 in Minnesota are exposed to secondhand smoke at community locations on a regular basis compared to 31 percent of nonsmokers in the general adult population statewide. 2 Three percent of all nonsmoking adults in Minnesota have been exposed to secondhand smoke in the home in the past seven days in Among American Indians in Minnesota, however, 43 percent 1 experience daily exposure to secondhand smoke at home. Secondhand smoke can cause a wide range of adverse health effects, including cancer, respiratory infections and asthma and may even cause death from lung cancer in non-smokers. The best way to protect non-smokers from second and third-hand smoke is to create a smoke-free environment. Tribal tobacco funding provides guidance and assistance with strategies to reduce tobacco use and exposure to secondhand smoke and related health disparities among American Indians living in Minnesota. Tribal tobacco funds support tribal communities, not only in cessation services, but also in cultural education, which can help youth to differentiate between commercial tobacco and traditional tobacco that is used for ceremonial purposes. Defining the distinction between the two is integral to 7

8 creating healthy communities that honor cultural traditions while understanding the devastating impact commercial tobacco has on the health of their people. The goals of this strategy are to: Decrease tobacco exposure and use Reduce tobacco-related disparities Increase community awareness of tobacco industry practices Improve enforcement and compliance with youth access and retail regulatory laws Increase awareness and knowledge of cultural teachings and practices around traditional tobacco These funds serve to address the high prevalence of commercial tobacco use in tribal communities by building strong community-based tobacco control programs, system changes like incorporating smokefree policies in community settings, and cultural awareness activities to educate community members about the harms of commercial tobacco. Culture and health: recommendations from stakeholders Despite adversity that Native peoples have faced, indigenous cultural knowledge remains intact in Minnesota communities. Connecting elders to youth is imperative if this cultural knowledge is to be retained. Most connections are typically made at the family level, but community-based efforts are essential as they include traditional activities, teachings and ceremonies. These funds support having a strong cultural component as an important piece of all strategies and program planning to improve community health. Strategies may focus on cultural practices to foster healthy eating, increased physical activity, and to prevent tobacco use. Strengths of Native communities include: Long term natural support systems Shared sense of collective community responsibility Indigenous generational knowledge and wisdom Survival skills and resiliency in the face of multiple challenges Retention of traditional language and cultural practices Community pride An important aspect of planning strategies that will work in communities is for members to define what health and wellness means to them and chart a path to achieving positive change. 1. American Indian Community Tobacco Projects. Tribal Tobacco Use Project Survey, Statewide American Indian Community Report ClearWay Minnesota, Minnesota Department of Health. Minnesota Adult Tobacco Survey: Tobacco Use in Minnesota: 2014 Update. February Great Lakes Inter-Tribal Epidemiology Center, Great Lakes Inter-Tribal Council, Inc. Community Health Data Profile: Michigan, Minnesota, and Wisconsin Tribal Communities Centers for Disease Control and Prevention. Health Effects of Cigarette Smoking. Accessed August 1,

9 Tribal Funding Levels Listed below are the annual funding awards available to Tribal Governments during the five-year contract period (Nov. 1, 2014, through Oct. 31, 2019). The tribal funding levels were determined after discussions with tribal representatives. MDH presented three funding scenarios and after discussions it was collectively decided to use a base plus per capita funding formula. Year 1 11/1/14 10/31/15 Tribal Governments Tobacco T-SHIP Total Bois Forte $51,492 $95,887 $147,379 Fond Du Lac $54,398 $136,576 $190,974 Grand Portage $50,926 $87,960 $138,886 Leech Lake $62,039 $243,545 $305,584 Lower Sioux $50,902 $87,960 $138,533 Mille Lacs $54,055 $131,774 $185,829 Prairie Island $50,418 $80,855 $131,273 Red Lake $63,639 $265,945 $329,584 Upper Sioux $50,312 $79,375 $129,687 White Earth $61,818 $240,453 $302,271 Years 2-4 (annual award) Tribal Governments Tobacco T-SHIP Total Bois Forte $67,460 $82,460 $147,379 Fond Du Lac $81,991 $96,991 $190,974 Grand Portage $64,629 $79,629 $138,886 Leech Lake $120,195 $135,195 $305,584 9

10 Years 2-4 (annual award) Tribal Governments Tobacco T-SHIP Total Lower Sioux $64,511 $79,511 $138,533 Mille Lacs $80,276 $95,276 $185,829 Prairie Island $62,091 $77,091 $131,273 Red Lake $128,195 $143,195 $329,584 Upper Sioux $61,562 $76,562 $129,687 White Earth $119,090 $134,090 $302,271 10

11 Grantee Support MDH OSHII Community Specialists Assistance provided: First line of contact. Contacts: LaRaye Anderson Office of Statewide Health Improvement Initiatives 85 East Seventh Place, Suite 220 P.O. Box St. Paul, MN Phone: Sarah Brokenleg Office of Statewide Health Improvement Initiatives 85 East Seventh Place, Suite 220 P.O. Box St. Paul, MN Phone: Tribal Specific Technical Assistance American Indian Cancer Foundation Assistance provided: Strategies that work; tribal health equity; work plan development; assessment and evaluation Contact: Melanie Plucinski American Indian Cancer Foundation st Avenue NE, Suite 125 Minneapolis, MN Phone: Mplucinski@AmericanIndianCancer.org 11

12 Technical Assistance Information Purpose The purpose of the Minnesota Department of Health s Office of Statewide Health Improvement Initiative s (OSHII) training and technical assistance (TA) is to build the capacity of its grantee staff and partners to ensure they have the knowledge, skills, abilities and resources they need to successfully implement OSHII strategies. OSHII s approach to training/ta will support both strategy-specific and foundational skills to advance policy, systems and environmental (PSE) change work in obesity prevention and tobacco control. OSHII Support OSHII provides guidance and technical assistance to grantees using a variety of technical resources that include communications, health equity, community engagement, evaluation, tobacco, healthy eating and active living content areas along with school, community, clinical and child care settings. Roles and Sources of Support MDH staff are available for individualized consultation and support through and phone. Staff are to act in a connecting capacity. Community Specialists (CS) and content/strategy experts can provide information directly to grantees, or they may refer grantees on to contracted TA providers (complete list will be provided to grantees once available), other external resources or peers. Contracted TA providers serve as an extension of MDH OSHII by providing support to communities in specific technical areas. 12

13 Types of Technical Assistance Group Training Events Individual Assistance Peer Learning Opportunities Online Resources Conference Calls Webinars Community Specialists Ongoing 1:1 consultations (See TA request process) 1:1 Networking Basecamp Making it Better: Minnesota's Health Improvement (MIB) Log Conference Calls & Webinars Strategy-specific and foundational skill conference calls and webinars will be held on an as needed basis. Participation is highly recommended. All calls will be announced in the MIB Log and by . Peer Learning Opportunities: Basecamp OSHII does provide Basecamp as a platform to facilitate peer-to-peer sharing about health improvement work in Minnesota. This program is mainly focused on county grantees but could also be used by tribal grantees. Please be aware that some of the information will not apply you. The breadth and depth of the resources and discussion will depend on the active engagement of the group members. This is a potential resource for tribal grantees but is not required. MDH will begin work on the Tribal Basecamp site soon. Tribal grantees can join Basecamp by ing health.makingitbetter@state.mn.us and requesting access. Making it Better: Minnesota s Health Improvement Log The Tribal Grantee Announcements section of the Making it Better: Minnesota s Health Improvement Log (the MIB Log) is required reading for all Tribal OSHII grantees and will include announcements for both Tribal SHIP and Tribal Tobacco grants. Any information about general grant-related requirements or deadlines for grantees will be communicated through the Tribal Grantee Announcements Section of the MIB Log and the grantee s CS. OSHII will share resources, events, grantee announcements and other information through this digital newsletter. The other sections will contain resources and information that you may find useful but won t necessarily apply to tribal grantees. If you have questions about something you have read in the MIB Log, please direct them to your CS. 13

14 The Log will be distributed every Thursday to grantees via an from your CS. Grantee partners and others can also receive the Log by ing and requesting access. How to Request Technical Assistance You can request technical assistance one of two ways: 1. Contact your CS detailing your TA needs. From there, your CS will do one of the following: Refer you to an OSHII content/setting expert Refer you to an external TA provider Connect you with another grantee in a similar situation and/or region 2. Contact a TA provider or OSHII content/setting expert directly. Determine which provider would best serve your needs, and contact them directly. Please be sure to copy your CS on the . Initial responses to TA requests will occur within 72 hours. 14

15 Frequently Asked Questions About Technical Assistance Will we receive everything we ask for? Our goal is to respond to every request for support in a way that addresses your needs with resources that are available. Given that, we do have limited resources and may not be able to accommodate all requests. What if we have multiple needs in different areas? There is no limit to the number of requests a grantee can have at one time. If you have a large number of requests, please contact your CS who can help you to prioritize your needs and refer to you to the correct technical assistance provider(s). What if we want to work with someone who is not an OSHII technical assistance provider? You are free to contract directly for other technical assistance needs you may have. Please follow the protocol for workplan, budget and contract approvals and coordinate with your assigned CS. What if we want more support from a particular provider than can be supported by OSHII? You are encouraged to develop your own contracts with providers, outside of those in place by OSHII, after the appropriate workplan, budget and contract approvals from your CS. 15

16 Communications All communication pieces require MDH approval including: ads for radio, television, movie theaters, newspapers; printed and electronic marketing materials (posters, fliers, newsletters, brochures, fact sheets, displays); news/press releases, letters to the editor, public service announcements, news conference materials; scripts for radio/tv programming; PowerPoint presentations; letters that are part of a larger outreach effort; promotional items; sponsorships; signs; and surveys. All communication should include the MDH logo and the following statements for the corresponding grant: Tribal SHIP Supported by the Statewide Health Improvement Program (SHIP), Minnesota Department of Health. Tribal Tobacco Supported by the Minnesota Department of Health. Your Community Specialist can provide you with the appropriate MDH logo for your use. The logo and style guide can also be found on the Brand MDH website: 16

17 Overview of Monthly Reporting **Invoices will not be processed until monthly progress report has been submitted** Monthly progress reports should be submitted for each grant program within 45 days after the end of the month according to the following schedule: Month November 1, 2015 November 30, 2015 January 15, 2016 Progress Report Submission Date December 1, 2015 December 31, 2015 February 15, 2016 January 1, 2016 January 31, 2016 March 15, 2016 February 1, 2016 February 28, 2016 April 15, 2016 March 1, 2016 March 31, 2016 May 15, 2016 April 1, 2016 April 30, 2016 June 15, 2016 May 1, 2016 May 31, 2016 July 15, 2016 June 1, 2016 June 30, 2016 August 15, 2016 July 1, 2016 July 31, 2016 September 15, 2016 August 1, 2016 August 31, 2016 October 15, 2016 September 1, 2016 September 30, 2016 November 15, 2016 October 1, 2016 October 31, 2016 December 15, 2016 November 1, 2016 November 30, 2016 January 15, 2017 December 1, 2016 December 31, 2016 February 15, 2017 January 1, 2017 January 31, 2017 March 15, 2017 February 1, 2017 February 28, 2017 April 15, 2017 March 1, 2017 March 31, 2017 May 15, 2017 April 1, 2017 April 30, 2017 June 15, 2017 May 1, 2017 May 31, 2017 July 15, 2017 June 1, 2017 June 30, 2017 August 15, 2017 July 1, 2017 July 31, 2017 September 15, 2017 August 1, 2017 August 31, 2017 October 15, 2017 September 1, 2017 September 30, 2017 November 15, 2017 October 1, 2017 October 31, 2017 December 15,

18 Tribal SHIP/Tribal Tobacco Monthly Reporting Form **Please submit a success story in your choice of format (digital storytelling, success story template, Photo Voice, etc.) at the end of Quarters 2 and Please list the program activities completed this month (meetings, events, etc.) For each, estimate the number of people reached if applicable. 2. Please list/describe any new partnerships or connections developed this month. (Add bullets as needed) 3. What went well this month (program successes)? (Add bullets as needed) 4. What didn t go well or as planned this month? (program barriers) (Add bullets as needed) 5. Please describe the expenses on this month s invoice and how they support program activities. 6. Please list any questions or items to discuss with your Community Specialist this month. Include any technical assistance needs. (Add bullets as needed) 18

19 Crafting Success Stories Guidance for grantees What is a success story? A success story is a simple description of your effort s progress, achievements or lessons learned. Success stories help you: Motivate audiences to action Engage partners/volunteers/funders Increase/attract support for your work Show progress when outcomes can t be realized immediately Why use them? Consider the success story as another tool in your communications toolbox. Stories help you explain your work in a way that has impact and is understandable. Stories are much more likely to be remembered and retold than just facts or statistics. Success stories give your efforts life! Putting a human face on PSE work is essential in building continued support for your efforts. Qualities of a good success story Know your audience what do they care about? Have a clear message. Use quotes to add color. Include photos if they support your story. Note: All photos that contain recognizable people must have a photo release form completed and signed. A release form is available at: 19

20 Types of success stories Upstream Your program is in its early stages. While you don t have any local data/outcomes, you may emphasize national data at this point. Midstream You haven t achieved your long-range goals yet, but you have some promising examples of early change. Downstream By now, life on the street has changed. You have demonstrated outcomes that you can convey to your stakeholders. What message do you want to convey? What s changed due to your efforts? How will/has this effort make/made a difference in the big picture? How did it lead to healthier behavior? Who and how many people will /has the effort affect (when known)? What partners did you work with on this project? What are the evaluation or data results from the strategy? Suggestions on promoting your success stories In e-newsletters On your website At events On social media Some of the content was adapted from Impact and Value: Telling your Program s Story. Atlanta, Georgia: Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Division of Oral Health, 2007 (available at 20

21 Checklist of Requirements for Tribal SHIP and Tribal Tobacco Grants PLEASE SELECT TRIBAL SHIP AND TRIBAL TOBACCO ACTIVITIES FROM THE MENU OF STRATEGIES PRIOR TO COMPLETING THE WORK PLAN (PAGE 34) AND BUDGET (PAGE 35) Grantees must submit the following documents to MDH by October 16, 2015: Program Strategies Narrative: November 1, 2015 October 31, 2016 Tribal SHIP Work Plan covering: November 1, 2015 October 31, 2016 Tribal SHIP Budget Form and Line-Item Budget covering: November 1, 2015 October 31, 2016 Tribal SHIP Budget Narrative Tribal Tobacco Work Plan covering: November 1, 2015 October 31, 2016 Tribal Tobacco Budget Form and Line-Item Budget covering: November 1, 2015 October 31, 2016 Tribal Tobacco Budget Narrative Please send the above required documents to your Community Specialist by 4:30 P.M. October 16, You may submit documents earlier if you complete them prior to the deadline. Submit all documents as attachments in an addressed to your Community Specialist. LARAYE ANDERSON SARAH BROKENLEG

22 Tribal SHIP and Tribal Tobacco Menu of Strategies MDH developed this menu of strategies to include those with demonstrated effectiveness based on research and proven best practices, and from recommendations from the Stakeholder Input Process American Indian Community Project (SIPAIC). One of the aims of the SIPAIC was to identify how evidence-based practices and other promising practices could be culturally adapted for American Indian communities to address obesity and commercial tobacco abuse and exposure. Findings from that process are incorporated here and throughout this guidance document. This menu of strategies is organized by setting: Schools, Workplace, Healthcare and Community. Each setting includes strategies for healthy eating, active living and commercial tobacco. For the 11/1/ /31/2016 grant period: Select at least 1-3 healthy eating or active living activities in any setting. Select at least 1-2 commercial tobacco prevention activities in any setting. **If you do not see a strategy/activity here that you would like to include in your work plan, please contact your Community Specialist to discuss the proposed strategy. For more information about strategies in the menu, please contact your CS. ** Include each of the strategies you select in your work plan for the upcoming grant year. (See work plan template on pg. 31) **Please note in workplan if the strategy is focused on the 60+ population. ** 22

23 School Setting Behavior COMMERCIAL TOBACCO Activity Examples Decrease exposure to commercial tobacco smoke through: Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Commercial Tobacco-Free environment policies Enhance enforcement practices for new and existing commercial tobacco policies HEALTHY EATING Increase access and availability of healthy food in schools through: Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Healthy foods snacks outside of the school day through vending, concessions, school stores or snack carts or after school program offerings Healthy snacks during the school day including celebrations and special events and/or offer non-food rewards for making healthy choices Increase amount of fruits and vegetables in daily school lunch portions (improve nutritional quality of school lunches) Farm to School School-based agriculture (can include education on harvesting and preparing traditional Native foods) 23

24 ACTIVE LIVING Increase availability of physical activity in schools through: Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Active recess (Indoor recess training, payment for substitute and per diem/mileage for teacher trainings, staff supplies) Active classrooms Implementing active recess (Increasing options, increasing equipment, incorporate active cultural wellness activities including traditional games) Before and/or after school through physical activity opportunities (intramurals, physical activity clubs like lacrosse or dancing with cultural education, integration with school child-care, offering open gym opportunities) Increase availability of safe outdoor recreation (includes improving built environment) Safe Routes to School (Walk! Bike! Fun! Curriculum, travel plans, remote drop-off, bike share program) Workplace Setting Behavior COMMERCIAL TOBACCO Activity Examples Decrease use of commercial tobacco products and exposure to commercial tobacco smoke through: Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Commercial Tobacco-Free environment policies (Can include tribal buildings, vehicles, hotel spaces, meeting spaces, outside area of buildings, etc.) Interventions (group or individual) with culturally-tailored cessation materials delivered by a trained cessation counselor Enhance enforcement practices for new and existing commercial tobacco policies 24

25 HEALTHY EATING Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Increase access to healthy eating through: Breastfeeding Healthy foods at meetings policy Healthy vending or snack options Improve nutritional quality of cafeteria or catering options (limit unhealthy catering options) Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Strengthen breastfeeding support, facilities (ex: lactation rooms, support groups) and education, including relevant cultural education) ACTIVE LIVING Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Increase access to active living through: Access to opportunities and facilities o Lunchtime workout programs (Walking, yoga, biking, tai chi, etc.) Flexible scheduling (promoting group walks, walking meetings, etc.) Active commuting Increase walkability around workplaces (sidewalks, paths, safe outdoor spaces) 25

26 Health Care Setting Behavior Community- Clinic Linkages Activity Examples Increase Clinic-Community Linkages through partnerships supporting access to evidencebased and practice-based health care prevention services. Working on engagement or assessment, activities related to your selected strategy (see definition below menu of strategies) Tobacco cessation Pediatric and Adult Obesity (e.g., Diabetes Prevention Program) Falls Prevention Chronic Disease Self-management Program Breastfeeding support Nutrition Screening Initiative* (see definition below menu of strategies) Screen Council Refer Follow Up (SCRF) in clinical settings Community Setting Behavior COMMERCIAL TOBACCO Activity Examples Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) o Point of Sale Retail Environment Assessment Traditional tobacco agriculture, culture classes and camps (youth, adults, Elders) Anti-Commercial Tobacco Messaging powwow/wacipi Prevention and education programs specifically for youth (can include media campaign, Photo Voice, digital story-telling, presentations) Language revitalization efforts where lessons focus on traditional tobacco teachings Culturally specific signage for non-smoking areas or other messaging about tobacco Enhance enforcement practices for new and existing commercial tobacco policies 26

27 HEALTHY EATING ACTIVE LIVING Increase food availability through the following activities: Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Community-based agriculture/harvesting/gathering of Indigenous foods o o o o Must include year-round activities Organizing a course for food service staff (such as Head Start cooks, elderly meal program staff, school staff) and other community members, such as food shelf volunteers, on traditional foods and their preparation as well as how to incorporate them into their menus Train community members to teach food preservation techniques following safe preservation practices or train Train community member and garden participants on good agricultural practices, harvesting /gathering techniques, as well as traditional growing and harvesting practices Food Sovereignty Community Assessment Healthy powwow vending and healthy event concessions Farmer s Markets Food demos to introduce highly available products Healthy retail approaches (corner stores, mobile markets, catering, vending, powwow vending, grocers) Menu changes and improved feeding practices o Ex: Elderly Nutrition Programs (ENP) Emergency Food Programs Breastfeeding support, facilities (ex: lactation rooms, support groups) and education, including relevant cultural education Increase availability of physical activity through: Working on engagement* or assessment*, activities related to your selected strategy (see definition below menu of strategies) Access to and development of places for physical activity, with a focus on walking, running, bicycling and swimming Healthy powwow promoting physical activity for all attendees Improved environmental supports for physical activity, both indoors and outdoors (youth and Elder focus) o Limited screen time o Support for any enhancement of safety to increase access of indoor/outdoor spaces (e.g. animal control policy initiatives, procedures or enforcement support) Improve or increase opportunities for physical activity o Transportation policies to increase access o Offer classes on varied schedule 27

28 *Assessment: Assessment can include conducting community assessments, identifying stakeholders and potential partners, and planning awareness-raising and outreach strategies. These efforts may include: Convening community members and stakeholders to identify community needs, assets, current health behavior, and perspectives related to the health behavior in the community. Identifying and engaging existing groups or partners to build partnerships and foster collaboration. *Engagement: Engagement efforts should raise awareness and identify culturally appropriate approaches and community action priorities before and throughout implementation. Engagement efforts may include: Hosting meetings to solicit input from community members to inform the project. Involving community members in considering and prioritizing the activities to implement that would be most culturally and locally appropriate. Identifying appropriate model(s) (e.g., peer-to-peer, train-the-trainer, community health worker, etc.) and possible technical assistance providers for community-based outreach and mobilization to build community capacity. Educating and informing the community and stakeholders to raise awareness about selected strategy. Nutrition Screening Initiative: The warning signs of poor nutritional health are often overlooked, especially in older adults. A checklist screening procedure can assist in finding whether a patient may be at nutritional risk. DETERMINE: disease, eating poorly, tooth problems, economic issues, reduced social contact, multiple medicines, involuntary weight loss/gain, needs assistance in self-care, elder years above age 80. More information and the checklist can be found here: 28

29 Program Strategies Narrative Please provide a brief description for each strategy you selected from the menu of strategies for the grant year from Nov. 1, 2015, through Oct. 31, Include additional details about each strategy on the work plan. Example Strategy (from menu): Farm to School Behavior addressed (healthy eating, active living or commercial tobacco): Healthy eating Setting: Schools Program description (2-3 sentences): For this strategy, we have identified a local farmer who is willing to donate land to the school. The first year will be a planning year, with the ultimate goal of involving kids at the elementary school in planting, harvesting, and consuming healthy foods grown on this land. The plot will include healthy native foods and medicines, and curriculum will include teaching students about traditional foods. Strategy 1 Strategy (from menu): Behavior addressed (healthy eating, active living, commercial tobacco): Setting: Program description (2-3 sentences): Strategy 2 Strategy (from menu): Behavior addressed (healthy eating, active living, commercial tobacco): Setting: Program description (2-3 sentences): Strategy 3 Strategy (from menu): Behavior addressed (healthy eating, active living, commercial tobacco): Setting: Program description (2-3 sentences) 29

30 Tribal SHIP and Tobacco Grant Workplan and Timeline: November October 2016 **see heading definitions below** Strategy Behavior Setting Action Steps Staff Quarter 1 Quarter 2 Quarter 3 Quarter 4 Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Community based agriculture: Provide access to fresh produce for the community. Healthy eating Community Deliver traditional Food System/Culture classes Jim x x x x Buy materials & Prepare space (till, build raised beds, Steve x x x x etc.) and Jim Start seeds Carol x x Plant seedlings All x x Harvest /Seed Saving All x x x x Conduct Assessment Analysis Community food sovereignty Assessment Healthy eating Community Present Results **Please note in workplan if the strategy is focused on the 60+ population. Strategy: The strategy you selected from the menu of strategies Behavior: Indicate if this strategy addresses healthy eating, active living, or commercial tobacco Setting: Indicate the setting for the strategy (school, workplace, health care, community) Action steps: The steps you need to take to implement the strategy Staff: Write in the staff name and/or title responsible for each action item 31

31 Budget Form *Please include a more descriptive line-item budget for the grant year as an attachment.* **Tribal SHIP funding can only be used to address healthy eating and active living strategies, while tobacco strategies can only be addressed using Tribal Tobacco funds. ** November 1, 2015 October 31, 2016 Grant Year Expenses by Category Tribal SHIP Tribal Tobacco Salaries and Fringe Benefits Contractual Services Travel Supplies and Equipment Other Costs Administrative /Indirect Costs Total Amount $ $ $ $ $ $ $ $ $ $ $ $ $ $ 32

32 Budget Narrative Directions **Tribal SHIP funding can only be used to address healthy eating and active living strategies, while tobacco strategies can only be addressed using Tribal Tobacco funds. ** Include a narrative that explains each budget line item for your annual budget request. Your budget must be consistent with your proposed activities, and your budget narrative should justify your proposed expenditures. All costs included in the budget must be directly related to the Tribal SHIP and Tribal Tobacco funding. The funding amounts in your budget narrative should match the funding amounts on your Budget Form. Include in the narrative the following areas as appropriate. Salary and Fringe Benefits For each proposed staff person who will work directly on the grants, indicate: the position title and name of the staff person if known; the full-time equivalent (see definition below) to be charged to the grant; the actual or expected rate of pay; the fringe benefits; and the total amount expected to be paid for the staff person. If the grant will not be the only funding source for the staff person, indicate the amount of salary and fringe benefits that will be paid by other funding sources. The staff included in this section of the budget narrative should be the same as the staff included in the staffing narrative. Full-time equivalent (or FTE) is defined as the percentage of time a person will work. To calculate the FTE, divide the hours the person will work by the standard number of work hours, which is 40 hours per week, 174 hours per month, or 2,080 hours per year. For example, a person who works 20 hours per week is a 0.50 FTE (20 divided by 40 equals 0.50). Contractual Services For each proposed contract, indicate: the scope of work, including tasks and deliverables, that the contractor will provide; the time period for the contract; the total amount expected to be paid to the contractor; the name of the staff person who will supervise or manage the contract; the name of the contractor, if known; whether the contractor is non-profit or for-profit, if known; and the method to be used to select the contractor, such as bids, requests for proposals, or sole-source. Prior written approval must be obtained from MDH for all contracts. 33

33 Travel Include the costs of your in-state travel, indicating the number of miles you expect to travel and the mileage rate you will pay, or the expenses of an agency-owned vehicle you expect to charge to the grant. Grantees will be reimbursed for travel and subsistence expenses in the same manner and in no greater amount than provided in the current "GSA Plan promulgated by the U.S. General Services Administration. The current GSA Plan rates are available on the official U.S. General Services Administration website. Grant funds cannot be used for out-of-state travel without prior written approval from the state s authorized representative. Supplies and Expenses Indicate the expected costs for general operating expenses, such as office supplies, postage, photocopying, printing, telephone equipment and services, Internet connection costs, teleconferences, videoconferences, meeting space rental, and equipment purchases or rental. Include the costs you expect to have to ensure that community representatives who are included in your activities can participate fully. Examples include transportation and child care. Funds may be used to purchase computers that will be directly used for your proposed activities, but funds may not be used to purchase any individual piece of equipment that costs more than $3,000. Other Describe any other expected grant-related costs that do not fit on any other line item. Examples include purchases of educational or promotional materials, media expenses, conference sponsorships and incentives. No incentive may be over $10 per person per event, the total amount of your budget for incentives may not exceed 5 percent of the program budget and may not be provided in the form of cash. Funds may not be used for alcohol, gifts for staff, capital improvements or alterations, cash assistance paid directly to individuals to meet their personal or family needs, any individual piece of equipment that costs more than $3,000 or any cost not directly related to the grant. Administrative These are expenses not directly related to delivering grant objectives, but necessary to support a particular grant program. Examples may include a portion of administrative, accounting, human resources, or IT support and other general office expenses. These items should be included in the grantee budget as specific budget line items such as direct expenses for salaries and fringe, office expenses and supplies, contractual, etc. To be included as direct costs, these expenses must be attributable and appropriately tracked to specific awards. 34

34 Indirect Costs These are expenses of doing business that cannot be directly attributed to a specific grant program or budget line item. These costs are often allocated across an entire agency and may include: executive and/or supervisory salaries and fringe, rent, facilities maintenance, etc. 35