2016 TOHONO OODHAM APPLICATIONS 3.PDF

Last updated: 03/04/2016
Page 1
General information
Organization Harquahala Valley Fire District
Contact First name Jeffrey
Contact Last name McMenemy
Contact e-mail jmcmenemy@hfdaz.org
Contact phone number 6028820434
Address
Street 51501 West Tonto Street
City Tonopah
State Arizona
ZIP Code 85354
From what tribe is the organization requesting the grant?
Tohono O’odham Nation
Total grant amount request
350,000.00
1 of 1

Harquahala Valley Fire District
51501 W. Tonto Street
Tonopah, Arizona 85354
Phone: (928) 372-2249 Fax: (623) 372-2235
www.hfdaz.org
We are a Government Entity Fire District and fall under those standards of tax
status.
Our SAM & DUNS # is 620959622
Our Tax ID # is 86-0725100
Thanks,
Jeff McMenemy
Fire Chief
602 882-0434

Applicant Info:
Harquahala Valley Fire District
51501 W. Tonto Street
Tonopah, Az. 85354
928-372-2249
Primary Contact:
Jeff McMenemy
Fire Chief
51501 W. Tonto Street
Tonopah, Az. 85354
602-882-0434
Jmcmenemy@hfdaz.org
Firefighter safety is the utmost priority for the Harquahala Valley Fire District and our
community. This program is to replace our antiquated water tender apparatus that is currently
past its recommended life cycle. The program would fall under the Tohono O’odham Nation
Public Safety funding priority. The grant request is for 350,000 dollars. Being located in a
remote fire district, there are only two fire hydrants located within our fire district. Our
district covers 432 square miles and provides service to 50 miles of the I-10 interstate.
Because of this a water delivery system has to be in place in order for firefighter safety and
property conservation to occur while responding to and fighting fires. Our current water tender
is almost 20 years old and minimally fits the requirement of modern day water delivery and
highway vehicle safety standards. We are looking into replacing our 4000 gallon truck with a
2500 gallon truck that will increase its delivery capability by making it more deployable to a
wider range of applications. The decreased weight of almost 6 tons will make the vehicle
safer and less likely to break down.
In the event of any catastrophe, the new water tender will prove invaluable in adding to
the protection and probability of saving the lives of our firefighters so they can save countless
victims and provide a safe working environment for our first responders. Along with our water
tender becoming antiquated and being a small fire district, we find ourselves in a precarious

situation where most of our major equipment is expiring or becoming obsolete at the same
time. With recent legislation enacted in Arizona. The fire districts are almost completely
handcuffed in absorbing the needed funding for most capital purchases. The Fire Department is
funded exclusively from the Districts taxes Fund. This source of revenue continue to decrease
due to Arizonan’s Proposition 13 (limiting property tax revenues)The district is expending all
of its General Fund revenues each year to maintain current levels of service, while at the same
time seeing a minor increase in the demand for services. This leaves an increasing shortfall,
which equates to a lack of available funding for several high priority projects, such as this one.
As mentioned earlier, the key to having an effective response capability is by protecting your
members and mitigate the dangers the best way possible. This needed water tender will help
provide the members with the latest and safest portable water delivery system available. The
firefighter will have the peace of mind that they are prepared for and protected for in the best
manner possible. The community would be safer because the reliability of the ability for the
crews to do their jobs would be increased. It would be a horrible situation to have a known
rescue and to have the response not be able to act because of an outdated or obsolete piece of
equipment breaking or failing. Even worse would be a death to one of our members because we
failed to provide them with the best means of protection available.
The Water Tender will be purchased, trained on, and implemented into service within 10
months of receiving the grant award. The Harquahala Valley Fire District has also a current
grant application for a Type III apparatus in the amount of 389,000 with Gila River Indian
Community to replace our engine that has recently been deemed unusable and a 135,000 SCBA
grant with the Fort McDowell Yavapai Nation. No grants have been awarded to or applied for
by the Harquahala Fire district before.
The Harquahala Valley Fire District is located in Maricopa County, approximately eighty miles
west of the City of Phoenix and 80 miles east of the California Border. The first due area of
response covers 432 square miles that include 40 miles of Interstate 10. The town of
Harquahala has 104 registered voters and a large migrant population of approximately 2200
people. The district is a career department that employs 12 sworn full time firefighters, 15 paid
reserves, 1 office manager, and 1 fire chief. All front line members are NFPA 1001 Firefighter
1 and Firefighter 2 certified as well as being NIMS compliant and are certified at the paramedic
or EMT level. We are a 24/7/365 day of the year fire district. We have 3 Captains, 3 Engineers,

and 6 Firefighters for staffing. In 2014 we answered approximately 340 calls for service
including 64 that were for either brush, structure or wildland fires. The other calls were
predominantly calls for EMS. We currently have one station that is staffed every day (Station
371) and one that is staffed approximately 25% of the time (Station 372) depending on reserve
staffing.
Our district is largely comprised of farm land and is bordered by the pristine mountain
wilderness areas of the Eagle tail Mountain Wilderness Area, the Big Horn Mountain
Wilderness area and the Woolsey Peak wilderness Area. We also regularly respond into our
neighboring fire District (Tonopah) for large brush and structure fires as well as respond to our
neighbor to the west (La Paz County) for highway brush fires and automobile accidents. We
provide mutual aid to both of these neighbors who have a population of approximately 20,000
and 7,000 residents respectively.
The proposed budget for our district this upcoming fiscal year is a 5 percent decrease
from the previous year due to declining commercial property value within our district. The
grant would be placed in Grant income for the inflow and capital purchase for the outflow to
offset the amount. Our 2016/17 proposed budget is as follows:
Assess Tax Revenue 1,489,700
FDAT 283,043
Charges for service 53,491
Total Income 1,826,234
Operational expenses 312,878
Personnel 1,341,057
Capital Outlay 83,035
Total Expenses 1,826,234

Jeff McMenemy
Fire Chief
Harquahala Valley Fire District
602 882-0434

Last updated: 05/05/2016
Page 1
General information
Organization Heard Museum
Contact First name Dianne
Contact Last name Baker
Contact e-mail dbaker@heard.org
Contact phone number 602-251-0203
Address
Street 2301 N. Central Ave.
City Phoenix
State AZ
ZIP Code 85004
From what tribe is the organization requesting the grant?
Tohono O’odham Nation
Total grant amount request
150,000.00
1 of 1







Remembering our
Indian School Days:
The Boarding
School Experience
1879 - 2000
This Work Sample shows selected images and vocabulary from
the Heard Museum’s exhibition Remembering our Indian School
Days: The Boarding School Experience. The images, artifacts and
re-creations in the entire exhibition span decades of history. The
images in this sample show only a small fraction of what is on
display. Art images for the proposed American Indian Boarding
Schools: History and Legacy are also shown. Exact content to be
developed during the planning phase of the project.

A National day-school Archives playground, and Records Administration, Kickapoo, Kansas Washington, D.C. 75-L-2K
Assimilate, Acculturate and Americanize...
The boarding schools were centerpieces for and the result of a federal Indian policy that changed tremen-
dously over the years. As the policy changed, the schools changed. American Indians responded to the
schools as they responded to federal Indian policy — with reactions that ranged from mere tolerance or
resistance to a love for, participation in, and desire for control of the schools. Indian children feared, hated,
endured and loved the schools. This exhibit explores these changes and experiences through the voices of
the students, teachers, administrators, government officials, social reformers and tribes who participated in
the boarding schools’ evolution.
In general, the United States’ public education system was developed to teach America’s children how to
read, write and learn vocational skills. An equally important goal was to make “American” citizens out of
European immigrant children. Schools took on the task of assimilating, acculturating and Americanizing
children by standardizing their experiences of American culture, language and history.
The Indian boarding school system was organized in 1879 under the auspices of the United States
Department of War. Today it continues under the Department of the Interior, Bureau of Indian Affairs
(BIA). The federal government has vacillated between policies of complete annihilation to benevolent
guardianship of Indian people and their cultures. From the beginning to the present, the federal
government’s policies governing Indian education have been complicated and often contradictory.
PAGE 2

Transfer the savage born infant to
the surroundings of civilization and
he will grow to possess a civilized
language and habit.
— Capt. Richard H. Pratt, 1879
PAGE 3

Since the day I was taken from
suffered
my mother I had
extreme indignities.
People
had stared at me. I had been tossed
about in the air like a wooden
puppet. And now my long hair was
shingled like a cowards! In my anguish
no one
I moaned for my mother, but
came to comfort me.
Not a soul reasoned quietly with me,
as my own mother used to do; for
now I was only one of many little
animals driven by a herder.
ZItkAlA - Sá (Gertrude BoNNIN), SIoux, c. 1900
Photos:
(clockwise) tom torlino, Navajo, as he entered arrival at Carlisle Indian Industrial School. Samson
Carlisle Indian Industrial School, 1882 Noran, Fred'k. eskelsejah, Clement Seanilzay,
Cumberland County Historical Society, Carlisle, Pennsylvania Hugh Chee, ernest Hogee, Margaret Y. Nadasthilah,
tom torlino, Navajo, after 3 years at Carlisle Indian Humphrey escharzay, Beatrice kiahtel, Janette
Industrial School, 1885 Pahgostatun, Bishop Fatennah, Basil ekarden.
Cumberland County Historical Society, Carlisle, Pennsylvania J.N. Choate, photographer, u.S.Army Signal Corps, War
Students at Wapanuka Academy, 1896 department, Barry Goldwater Collection #GI-44, view 1,
Archives & Manuscripts division of the oklahoma Arizona Historical Foundation, university libraries, Arizona
Historical Society State university, tempe, Arizona
Sioux children on their first day at school, 1897 Chiricahua Apache Children upon arrival at Carlisle
library of Congress Indian Industrial School from Fort Marion, Florida.
Chiricahua Apache Children four months after their J.N. Choate, photographer, u.S.Army Signal Corps, War
department, Barry Goldwater Collection #GI-44, view 1,
Arizona Historical Foundation, university libraries, Arizona
State university, tempe, Arizona

The next day the torture began. The first
thing they did was cut our hair....While
we were bathing our breechclouts were
taken, and we were ordered to put on
trousers. We’d lost our hair and we’d lost
our clothes; with the two we’d lost our
identity as Indians.
—Asa Daklugie, Chiricahua Apache, 1886
PAGE 5

Instruction: Classroom and Outing Program
Instruction: Classroom and
Outing Program
3 The Indian mandate was based to humanize, in a system Christianize that focused and on educate farming the
and domestic life as much as reading and writing.
3 The United Uniform States, Course was developed of Study for in the 1901 Indian by Estelle Schools Reel, of the
Superintendent emphasized. Children of Indian were Schools. taught to Academics march, to were pray not and • The mandate to humanize, Christianize and educate the
to speak, read and write English.
3 Students languages, were wearing prohibited Native from dress, speaking or participating their Native in any Indian was based in a system that focused on farming
practice dancing, severely for of or cultural creating breaking traditions tribal these art. rules. including They were singing, punished praying, and domestic life as much as reading and writing.
3 Teaching between students and learning and teachers. English often Unable resulted to speak in conflict Native
languages skills, students for years, were and trapped often in inadequate inevitable conflicts in English –
increasingly uncomfortable uncomfortable and inadequate and at inadequate school. at home, • The Uniform Course of Study for the Indian Schools of
3 This homes civilization system while process. kept immersing students them away completely from their in families the and the United States was developed in 1901 by Estelle Reel,
superintendent of Indian schools. Academics were not
emphasized. Children were taught to march, to pray
and to speak, read and write English.
• Students were prohibited from speaking their Native
languages, wearing Native dress, or participating in any
practice of cultural traditions including singing, praying,
dancing or creating tribal art. They were punished
severely for breaking these rules.
• Teaching and learning English often resulted in conflict
between students and teachers. Unable to speak Native
languages for years, and often inadequate in English
skills, students were trapped in inevitable conflicts –
increasingly uncomfortable and inadequate at home,
uncomfortable and inadequate at school.
• This system kept students away from their families
and homes while immersing them completely in the
civilization process.
PAGE 6

The business that we were taught was manual
labor, vocational. Girls were smart
enough to be secretaries,
that was it. Boys were taught welding, auto
mechanics and bricklaying. These were the only
things we were told we were good at. We were
told not to aspire to be a
doctor or a pilot because they said you
were good with your hands. We weren’t
allowed choice only as far as it was manual
labor or vocational training.
PeTer BelGarde, 1976, sTudenT aT ForT ToTTen, 1950s and
Flandreau IndIan HIGH scHool, 1960s
And we stayed there until school
was out. And a lot of
times we never came
home, we stayed, and we
worked. I used to work out in
Everett during the summer times
in the fruit cannery.
Photos:
(clockwise) students repairing an automobile at Haskell Institute, sewing class at Flandreau
lawrence, Kansas, c. 1925 Flandreau Indian school, Flandreau, south dakota, south dakota state JosEphInE spArks, suquAmIsh, 1985
The Kansas state Historical society, FK2.d4 l.76 HI *27 Historical society-state archives
student working in the machine shop, Phoenix Indian school We learn to WorK and earn Money, sherman Indian school, c.1950
Bureau of Indian affairs, Phoenix area office, Phoenix, arizona sherman Indian High school Museum, riverside, california
students having their hair cut, sherman Institute shoemaking, Indian Training school, Forest Grove, oregon, c. 1880
sherman Indian Museum, riverside, california Harvey W. scott Memorial library, Pacific university archives
sherman Institute students ironing, c. 1910
national archives and records administration, Washington, d.c. 75-l-17B
commercial Training class at Haskell Institute
Haskell library and archives, Haskell Indian nations university, Bureau of
Indian affairs, lawrence, Kansas
photos:
(clockwise) Learning to work on power lines, hauling hay
sherman Institute sherman Indian high school museum, riverside, California
sherman Indian museum, riverside, California Indian students at Whipple Farm, c. 1879
sherman agriculture class picking bell peppers, with hampton university Archives, hampton, Virginia
mr. Claude roe, teacher, April, 1954 Their individual gardens, Chilocco, oklahoma
sherman Indian museum, riverside, California national Archives and records Administration,
milking cows in the dairy barn Washington, D.C. 75-L-14k
sherman Indian museum, riverside, California outing program students, ruth Edwards (hopi) and brother 1
mr. Bundu (center) is believed to be the first Governor of holding nancy, phoenix, Arizona, summer 1930
the Industrial school for Indians, pawnee Industrial nancy B. mcmahon private Collection
school, 1891
Archives & manuscripts Division of the oklahoma historical society

a race
My people are
of designers.
I look for the
the Indian
day when
shall make beautiful
things
for all the world.
Angel de CorA, wInnebAgo, 1909
Tony Archuleta, Santa Fe Indian School, In front of the doll display made by fourth year girls, Phoenix
Indian School
grapher, Museum of new Mexico, 74006 bureau of Indian Affairs, Phoenix Area office, Phoenix, Arizona
loom learning to applique, c. 1950's
riverside, California Sherman Indian School, Sherman Indian Museum, riverside, California
ctor at Sherman Institute, riverside, California, Phoenix Indian School student painting
jo the art of craftsmanship in the navajo bureau of Indian Affairs, Phoenix Area office, Phoenix, Arizona
riverside, California
ountain Inter-Tribal School
hoenix Area office, Phoenix, Arizona

Drawings, Paintings and Designs...
Art in boarding educAtion schools wAs since A pArt carlisle of first the opened curriculum its doors. Drawings, Paintings and
As art a in part a euro-American of the “civilization” studio setting. process they students did still-life studied
drawings they made of drawings fruit and of vegetables plaster-cast and miniatures vases of of flowers. great Designs...
european easels. As in sculpture all other and aspects made of copies the students’ of paintings lives, the at
effort ued. to remove them from their indian cultures contin-
A complete shift in eradication policies at of carlisle indian indian culture school to more away favorable from Art education was a part of the curriculum in boarding
tolerance department saw in 1906. the establishment A nebraska winnebago of an indian woman, Art
Angel based de art cora, program. was once hired again, to develop in 1914 and teach the federal a culture- gov- schools since Carlisle first opened its doors. As a part of
ernment’s the policy return ended policy to Angel non toward culture-based de cora’s indian program. education curricula. she changed this left carlisle shift with in the “civilization” process students studied art in a Euro-
to state. join her husband, lone star dietz, in washington
American studio setting. They did still-life drawings of fruit
it at wasn’t federal until boarding the 1930s schools. that indian the most fine well-known art was taught of
these school, programs founded were by dorothy “the studio” dunn at in the 1932, santa and fe the indian art and vegetables and vases of flowers. They made drawings
department Blue eagle, at creek/pawnee, Bacone indian in college, 1935. founded by Acee of plaster-cast miniatures of great European sculpture and
made copies of paintings at easels. As in all other aspects
of the students’ lives, the effort to remove them from their
Indian cultures continued.
A shift in policies at Carlisle Indian School away from
complete eradication of Indian culture to more favorable
tolerance saw the establishment of an Indian Art
Department in 1906. A Nebraska Winnebago woman,
Angel de Cora, was hired to develop and teach a culture-
based art program. Once again, in 1914 the federal
government’s policy toward Indian education changed
with the return to non culture-based curricula. This shift
in policy ended Angel de Cora’s program. She left
Carlisle to join her husband, Lone Star Dietz, in
Washington state.
It wasn’t until the 1930s that Indian fine art was taught
at federal boarding schools. The most well-known of
these programs were “The Studio” at the Santa Fe Indian
School, founded by Dorothy Dunn in 1932, and the art
department at Bacone Indian College, founded by Acee
Blue Eagle, Creek/Pawnee, in 1935.
PAGE 9

The Indian is a natural warrior, a natural logician,
a natural artist. Our proper work with him [the
Indian] is Improvement, not Transformation.
FrancIs E. LEupp, cOmmIssIOnEr OF IndIan aFFaIrs, 1906
A Natural Artist
PAGE 10

The simple dignity of Indian design lends itself well to
ways of conventional art and the American people must give recognition
to another phase of the Indian’s nature which is his art.
AngeL de CorA, WInnebAgo, 1909
Teaching Albert School, Society, A. Cumberland Carlisle, Line weaving, photographer, Pennsylvania County ca. Historical Carlisle 1906-1914 Indian
Indian Design
PAGE 11

This band is the only
full blood Indian
organization of
this nature in the
country today and
is composed of thirty-seven
members, their ages ranging
from 14 to 21 years.
MusIc PrograM, unITed sTaTes IndIan school
Band, PhoenIx, arIzona, 1929
a string ensemble, carlisle Indian Industrial school Music, c. 1890
cumberland county historical society, carlisle, Pennsylvania
haskell students in a production of "hiawatha," 1922
Kansas state historical society, Topeka, Kansas
elementary students participate in the Junior Band, Phoenix Indian school
Bureau of Indian affairs, Phoenix area office, Phoenix, arizona
Phoenix Indian school Band
arizona historical Foundation, university libraries, arizona state university, Tempe, arizona n-1106
"Indians of the Past" parade float, 1920
haskell Institute, lawrence, Kansas, Kansas state historical society,Topeka, Kansas
"Indians of the Present" parade float, 1920
haskell Institute, lawrence, Kansas, Kansas state historical society, Topeka, Kansas
Kansas university Band day at the american royal Parade, c.1940-50
haskell library and archives, haskell Indian nations university, Bureau of Indian affairs, lawrence, Kansas
Patriotic Pageant, sherman Indian school
sherman Indian Museum, riverside, california

In the early 1900s the federal government sponsored a project to
capture traditional Indian music on wax cylinders. At the same
time, government boarding schools were busy trying to erase that
culture from Indian memory.
Ted MATou, Red LAke ChIppewA,
sTudenT AT pIpesTone IndIAn sChooL
PAGE 13

The mosT popular and well-known
sports programs at Carlisle were the football
teams of 1911 and 1912 coached by Glenn s.
“pop” warner, the father of american football.
his star football player and the most renowned
Indian school athlete was Jim Thorpe.
warner also coached the Carlisle track team.
In 1908 and 1909, an outstanding runner,
louis Tewanima, hopi, was selected to repre-
sent the united states. another member of the
Carlisle track team representing the united
states in the 1912 olympics was Jim Thorpe.
he won gold medals for the pentathlon and
the decathlon.
Carlisle Indian Industrial School's winning track team featuring Jim Thorpe (back row, third from
right), coach "Pop" Warner (back row, second from right, next to Thorpe), and Louis Tewanima
(second row, seated on the end at right)
Cumberland County Historical Society, Carlisle, Pennsylvania

Survival, Persistence and Innovation...
Survival, Persistence and
For more than six generations, tens oF thousands Innovation...
of native americans left or were taken from their tribal homes
to attend indian boarding schools, often long distances away.
some struggled bitterly. some suffered in silence. some lost
their lives. in spite of the tremendous and nearly incompre-
hensible conditions, many indian children flourished. they
reconstructed their lives and forged a new sense of self with-
in a wider world. all the while, they preserved their sense of
indianness in their hearts. as a result of the boarding schools,
indian peoples’ lives were changed but they continued. For more than six generations, tens of thousands
the boarding schools were designed to change the indian
into a “White man.” instead the students changed the schools
into “indian” schools. in spite of the difficult history associ-
ated with the boarding schools, today generations choose to of Native Americans left or were taken from their tribal
attend the schools of their parents or grandparents. the clos-
ing of the boarding schools has been met with a mixture of
emotions including sadness, anger, loss and nostalgia. many
community members do not support the closures because homes to attend Indian boarding schools, often long
the federal government promised to provide the tribes with
education for their children in exchange for their land and
the loss of other rights. For those people, the boarding schools
represent the fulfillment of those promises. distances away. Some struggled bitterly. Some suffered in
silence. Some lost their lives. In spite of the tremendous and
nearly incomprehensible conditions, many Indian children
flourished. They reconstructed their lives and forged a
new sense of self within a wider world. All the while, they
preserved their sense of Indianness in their hearts. As a
result of the boarding schools, Indian peoples’ lives were
changed but they continued.
The boarding schools were designed to change the Indian
into a “White man.” Instead the students changed the
schools into “Indian” schools. In spite of the difficult
history associated with the boarding schools, today
generations choose to attend the schools of their parents
or grandparents. The closing of the boarding schools has
been met with a mixture of emotions including sadness,
anger, loss and nostalgia. Many community members do
not support the closures because the federal government
promised to provide the tribes with education for their
children in exchange for their land and the loss of other
rights. For those people, the boarding schools represent the
fulfillment of those promises.
PAGE 15

American Indian Boarding Schools:
History and Legacy
Visual artists interpreting American Indian boarding school experiences provide a Native perspective on
their history. Sometimes the experience is autobiographical. Or the art may be inspired by a family member’s
experience. Thematically, the message in the artwork may go beyond the American Indian boarding school
subject, to the larger topic of human rights and dehumanizing practices against Native Americans.
Jane Ash Poitras, a Cree painter and mixed media artist, is recognized for addressing issues on Native rights.
In her Blackboard Series, Poitras compares various examples of writing as tools of education: rock art designs,
Cree syllabary, Egyptian hieroglyphics and Chinese characters. This statement on assimilation has an ironic
note with a printed Canadian dollar that shows Queen Elizabeth wearing a headband and feather. (IAC2383)
Shan Goshorn uses her baskets to comment on American Indian history, and they are beautiful works of
art, as well. Goshorn uses archival watercolor paper to print two “before” and “after” images of students
going to boarding school at the end of the 19th century. The artist adds to the dehumanizing story of Native
people by including lyrics from the children’s song “Ten Little Indians,” which are vicious in the original 1868
version. (4781-1)
Felice Lucero-Giaccardo’s experiences at St. Catherine’s Indian School in Santa Fe are expressed in her mixed
media and pastel drawings. “Sangre de Christo” includes an essay about the school and being Indian.
“Boarding School Series” shows mountains and a sign stating “property of U.S. Government” surrounded by
barbed wire. Her feelings of loneliness and homesickness are apparent. (IAC1541)
PAGE 16

Jane Ash Poitras
Cree, b. 1951
“Family Blackboard,” 1989
Mixed media collage
Heard Museum Collection, IAC2383
PAGE 17

Felice Lucero-Giaccardo
San Felipe, b. 1946
“Boarding School Series,” 1981
Pastel on paper
Heard Museum Collection, IAC1541
PAGE 18

Felice Lucero-Giaccardo
San Felipe, b. 1946
“Sangre de Christo,” 1980
Mixed media
Heard Museum Collection, IAC1538
PAGE 19

Shan Goshorn
Eastern Band of Cherokee, b. 1957
“10 Little Indians,” 2013
Printed paper
Heard Museum Collection, 4781-1
PAGE 20

Last updated: 05/11/2016
Page 1
General information
Organization Duet: Partners In Health and Aging
Contact First name Claire
Contact Last name West
Contact e-mail grants@duetaz.org
Contact phone number 602 274 5022
Address
Street 555 W Glendale Avenue
City Phoenix
State Arizona
ZIP Code 85012
From what tribe is the organization requesting the grant?
Tohono O’odham Nation
Total grant amount request
15000
1 of 1


555 West Glendale Avenue Phoenix, Arizona 85021
May 20, 2016
Chairman Edward Manuel, Tohono O’odham Nation
P.O Box 837
Sells, Arizona 85634
Attn: Doreen McPaul
Dear Chairman Manuel:
Thank you for this opportunity to submit a request for a 12% gaming fund award from the Tohono O’odham
Nation, under the priority of Child Advocacy. Grant funding will help hundreds of children avoid foster care
placement by offering critically needed guidance and support to the grandparents who are raising them.
Since 1981, Duet has been a leader in identifying and responding to pressing community needs, including
grandparents raising grandchildren, volunteer services for homebound adults, comprehensive services for
family caregivers, and congregational health programs led by faith community nurses.
a) Explain the perceived need and explain how the proposal addresses that need.
In Arizona, nearly 64,000 grandparents are solely or primarily responsible for the basic needs of one or
more grandchildren under age 18. Typical circumstances that hinder parents’ ability to care for their children
include substance abuse, serious mental or physical illness, financial instability, child abuse or neglect,
military deployment, incarceration, immigration status, or they may be deceased. Statistics show that the
top three causes of child neglect are substance abuse, incarceration and mental illness.
Grandparents raising grandchildren face many challenges - they may still be working, experiencing poor
health, and/or caring for a spouse or elderly relative. They are often overwhelmed dealing with school
systems, legal and healthcare arrangements, financial concerns, and complex family situations. Keeping
children in a safe, caring, stable, loving environment with their grandparents, and out of the foster care
system, is a key goal of Duet’s Grandparents Raising Grandchildren program. Through support to
grandparents throughout Maricopa County, Duet helps children avoid foster care by offering vital guidance
to the grandparents who are raising them. Duet provides free-of-charge services to grandparents, including
educational workshops, healthy family activities, benefits counseling, legal assistance, respite, and ongoing
support groups. Duet’s services are provided at a cost to Duet of $190 per child annually. The cost to
Arizona taxpayers for one child in foster care is $7,200 and the cost to place one child in congregate care
for one year ranges from $14,000 - $119,000.
The 2015 Annie E Casey KIDS COUNT policy report underscores a simple fact about childhood. In “Every
Kid Needs a Family”, the resounding conclusion is that children do best in families. Yet, today in America,
57,000 children are still living in group placements. The report urges state and community leaders to work
together to enhance family-oriented services and supports. The end goal? Brighter futures — and loving
Executive Director: Elizabeth Banta Phone: (602) 274-5022 Email: info@duetaz.org Web: www.duetaz.org

families — for some of our country’s most vulnerable children. The publication makes several
recommendations; the first being “ Expand the service array to ensure that children remain in families.
Whenever possible, children should remain at home with their parents or with a caring relative.”
Specifically, during the grant period, Duet will provide:
• 4 ongoing monthly support groups, serving a minimum of 150 participants
• 4 educational workshops to be held throughout the year on specific topics of concern
• Information and referral services provided free-of-charge to a minimum of 1,000 callers to help
families navigate through school, health, legal, and other complex systems and issues
• Free legal assistance and guardianship clinics offered quarterly, benefiting 20 families
• 10 healthy family activities for grandfamilies, serving 400 people throughout the year, providing
opportunities for children and grandparents to realize that they are not alone in their situation
• Cultural enrichment opportunities for 250 participants, - otherwise unaffordable for grandfamilies
• Respite assistance for 80 grandparents where 96 children will participate in after-school programs,
summer camps and classes totaling a minimum of 1,000 days of safe, structured care
• Emergency assistance with basic needs such as bedding when they take in grandchildren
b) Describe the population which will benefit if proposal is approved.
Of the grandfamilies served by Duet, the majority are families headed by women between the ages of 45
and 65; 75% of the total number of people we serve are considered low to moderate income, with 35% of
these living on $18,000 per year or less. Children served range in age from newborn to late teens. In 2015,
Duet assisted 550 grandparents and 825 grandchildren through:
• Five ongoing support groups which helped 284 kinship caregivers
• Respite for 37 grandparents and 59 grandchildren
• 1,229 callers receiving guidance through information and referral
• Legal assistance benefitting 39 families
• Four grandfamily events nurturing 382 participants
• Nine recreational (social intervention) outings which encouraged 379 attendees
• Performing arts opportunities which enriched the lives of 295 attendees
• Partnering with another community agency, the 2nd Annual Grandparent’s Conference impacted 45
participants.
Earline, after raising three sons, never thought she would be raising any of her grandchildren. She wanted
to provide a stable living environment for them, and with the help of Duet, she persevered through an
adoption process that took six long years. She says, “With the help of Duet, that process and other
challenges seemed so much easier.”

c) Include a budget with the total amount requested clearly notated.
Duet requests $15,000 from the Tohono O’odham Nation for Grandparents Raising Grandchildren. Funds
will be allocated as follows: Legal Fund - $2,000, Respite activities - $5,000, Grandparent Forums/Trainings
- $300, Outing Admission Fees - $2,400; Materials and Supplies - $3,000, Postage $800, Printing $1,000,
Event Space Rental $500.
Duet: Partners in Health & Aging - Grandparents Raising Grandchildren Budget 2016
Executive Director: Elizabeth Banta Phone: (602) 274-5022 Email: info@duetaz.org Web: www.duetaz.org

Income
Foundation & Corporate Grants and donations, and Individual
Contributions (not all secured) 77,262
Area Agency on Aging, Region One 80,000
Project Income 2,400
Inkind (space provided by Church of the Beatitudes) 4,378
Total Income 164,040
Expenses
Personnel 100,410
Employee Related Expenses (Benefits) 25,500
Subtotal 125,910
Professional & Outside Services
Computer back-up / web hosting 110
Accounting and HR Services 680
Legal Fund 5,000
Respite 9,500
Grandparent forums / trainings 500
Activity / Outing admission fees 3,100
Newsletter design services 400
Uniforms / clothing / furniture 1,000
Subtotal 20,290
Travel 2,400
For mileage to support groups, outreach, and activities
Space 5,350
(Includes rent @ $81 per month and in-kind space, plus $500 for space at other locations)
Materials / Supplies
Postage (includes 1/4 of Duet News postage) 2,000
Office supplies 300
Supplies and food for group events, outings, workshops 2900
Subtotal 5,200
Operating Services
Phones - 9% of total 450
Equip maint 9% of total 360
Printing (includes 1/4 cost of Duet News) 2700
Continuing Education 300

d) List any other funding requests that have been made for this project and provide the status.
Pending: Marley Foundation, Thunderbirds, CIBA, Suns Charities, Wells Fargo. Awarded: Sundt, Halle
Foundation, Cardinals, Maximus Foundation, Phoenix Rotary, APS, Kieckhefer Foundation.
e) Indicate whether the entity has already received a 12% distribution from the Tohono O’odham
Nation or other Arizona tribes, along with the amount and date awarded.
Duet has not received funding from the Tohono O’odham Nation. Duet received funding from the Salt River
Pima Maricopa Indian Community in August 2015 in the amount of $7,500 for general operations, and was
awarded $35,000 from Gila River Indian Community in March 2015 for services to homebound adults. Duet
has a pending request in to Gila River Indian Community in the amount of $70,000 for services to
homebound elders for a two year period. Duet has a pending request in to the Salt River Pima Maricopa
Indian Community for general operations in the amount of $7,500. Duet has not requested funds to serve
grandparents and the children they are raising from other Proposition 202 funds.
f) Identify a designated contact person and alternate contact person for follow-up, including email
address, and fax number for these persons.
Duet: Partners in Health & Aging Primary Contact: Elizabeth Banta, Executive Director
555 W. Glendale Ave Direct Line: (602) 274-5022 x 11 Fax: (602) 274-6793
Phoenix AZ 85021 Email: banta@duetaz.org
(602) 274-5022 Secondary Contact: Leslie Lindquist, Development
Director: (602) 274-5022 x 14 lindquist@duetaz.org
g) Indicate which priority area the proposal falls under.
Child Advocacy: In 2015, Arizona spent $80 million on out-of-family care for children. According to 2014
Arizona Department of Child Safety data, nearly half of the Arizona children in out-of-home care are living
with relatives.
h) Include the name of the city, town, or county an agreement will be made with if funds are granted.
Maricopa County. We submitted our application to Government Relations through the County’s system.
Thank you for your consideration.
Sincerely,
Elizabeth Banta, Executive Director encl.
Executive Director: Elizabeth Banta Phone: (602) 274-5022 Email: info@duetaz.org Web: www.duetaz.org

555 West Glendale Avenue Phoenix, Arizona 85021
FAMILIES SERVED THROUGH DUET’S KINSHIP SERVICES
Executive Director: Elizabeth Banta Phone: (602) 274-5022 Email: info@duetaz.org Web: www.duetaz.org

Created: 05/11/2016
Last updated: 05/24/2016
Page 1
General information
Organization Community Information and Referral/2-1-1 Arizona
Contact First name Catherine
Contact Last name Rea
Contact e-mail crea@cir.org
Contact phone number 602.263.8845
Address
Street 2200 N. Central Ave, Suite 211
City Phoenix
State AZ
ZIP Code 85004
From what tribe is the organization requesting the grant?
Tohono O’odham Nation
Total grant amount request
50,412
1 of 1






MISSION:
CIR transforms lives by linking
individuals and families to vital
community services throughout Arizona.
VISION:
All Arizonans are easily connected
to available health and human services
in their communities.
JUST DIAL ‘2-1-1’
(OR 877.211.8661)
Visit us at
Follow 2-1-1 Arizona
on Facebook and Twitter www.211Arizona.org
Printing Courtesy of:
2200 North Central Avenue, For All Your
Suite 211
Phoenix, Arizona 85004 Health and
Admin: 602.263.8845
Human Services
www.211Arizona.org
Needs

The 2-1-1 helpline is staffed by highly
trained Information and Referral (I&R)
Call Specialists and offers a wide range
of up-to-date programs and services.
2-1-1 Arizona features a computerized
database of 10,000 participating programs
and 37,000 community services, including
government, nonprofit organizations,
When people don't know where to turn, self-help support groups, civic clubs,
2-1-1 Arizona is there for them. professional associations, and many more.
Dialing 2-1-1 is available statewide
in Arizona, providing guidance for 2-1-1 ARIZONA FEATURES:
those in need of health and human
• Spanish Speaking Call Option
services in their communities.
With Language Translation Service
Community Information and Referral • Easy Database Access Through
Services (CIR) is a nonprofit 501(c)(3) www.211Arizona.org
agency and has been the lead agency • Regular and Seasonal
for up-to-date information on Assistance Programs Such As
community, health, and human Immunization and Flu Shot Locations
service resources in Arizona since 1964.
• Emergency Food Sites
2-1-1 Arizona, as a program of CIR,
is the primary source of information for: • Free Income Tax Assistance Information
• Affordable Care Act/Healthcare
• Utility Assistance Programs
Information
• Rental Assistance Programs
• Free Android and iPhone apps available
• Homeless Services
• Emergency Food
• Transportation Information
OTHER CIR PROGRAMS INCLUDE:
• Medical and Mental Health Services
• Arizona Mortgage
• Community Services
Foreclosure Hotline: 1-877-448-1211
• Volunteering and Donating
• Homeless Management
• And So Much More...
Information System (HMIS)
CIR Assisted Arizona Residents Help Desk: 602.908.3605
With Over 1.3 million
Service Requests In FY 2015!

Last updated: 05/13/2016
Page 1
General information
Organization Lodestar Day Resource Center
Contact First name Linda
Contact Last name Mushkatel
Contact e-mail lmushkatel@hsc-az.org
Contact phone number 480.688.3537
Address
Street 1125 West Jackson
City Phoenix
State AZ
ZIP Code 85007
From what tribe is the organization requesting the grant?
Tohono O’odham Nation
Total grant amount request
45,074
1 of 1









Tohono O’odham Nation 12% Gaming Funds Request
LODESTAR DAY RESOURCE CENTER: CLIENT SUPPORT FOR ENDING
HOMELESSNESS
a. Perceived need and how need will be addressed
Homelessness is a social problem that not only adversely affects thousands of individuals in
Phoenix, but also in the greater community of Maricopa County. The 11-acres Human Services
Campus (HSC) in downtown Phoenix was built almost eleven years ago with financial support
from governmental, business, philanthropic, tribal, faith-based and non-profit provider sectors to
address this issue. Several buildings that comprise the HSC house multiple agencies that work
together to meet the basic and long terms needs of adult men and women who are homeless. The
shared goal of all the providers at the HSC is to end their clients’ homeless situations by moving
them into appropriate housing.
Established in 2007 as a primary partner on the Human Services Campus, the mission of the
Lodestar Day Resource Center (LDRC) is to “create a safe, engaging, holistic community that
empowers people to end their homelessness and create long-term changes”. This goal is
accomplished through innovative, evidence-based programming that is focused on removing
barriers and providing services that support appropriate housing solutions that fit client needs –
the key to ending homelessness. This proposal requests support for a lead Client Resource
Specialist (and associated program materials and supplies) assigned to the LDRC program
component that engages clients, assesses their needs, and assures the clients connect with
services that support permanent housing results
Men and women who have been living on the streets or in shelters often perceive themselves as
“invisible” to the community and experience low self-esteem and isolation. This situation often
is exacerbated by accompanying medical, mental health or substance abuse issues. Evidence-
based practice has demonstrated that these conditions are most effectively treated once an
individual is out of shelter or off the streets and placed in housing – the Housing First model.
These adults are the focus of the LDRC’s coordinated access/assessment initiatives.
Client assessment begins at the Brian Garcia Welcome Center, the single point of entry for the
HSC. LDRC staff use a standardized assessment tool (VI-SPDAT) to identify clients’ acuity of
needs to quickly direct them to appropriate resources, including housing. This assessment tool
has been adopted by the MAG Continuum of Care on Regional Homelessness as the tool to be
used by providers county-wide for coordinated assessment. The LDRC is serving as the pilot
site for assessment of single adults. During Calendar Year 2015, the Welcome Center assessed
more than 8,000 clients (a substantial majority of all single adult assessments in Maricopa
County). Results of these assessments indicate the individuals’ acuity levels, services needs and
the type of permanent housing (including permanent supportive housing) that best fits client
needs. As housing options become available, the assessment tool enables community providers
to prioritize those most in need.
1

This process continues as clients are directed to the LDRC building. More than 200 individuals
receive support at the LDRC each day; the LDRC Dayroom is open 7 days a week, 365 days a
year. Co-located within this site are such organizations as Community Bridges, Southwest
Behavioral Health, the Homeless ID Project, St. Joseph the Worker, a U.S. Post Office, Maricopa
County Regional Homeless Court, and the LDRC’s Housing and specialized case management
programs. These agencies provide an array of services and programs meant to address basic
needs (e.g., connection to shelter and clothing) as well as mental or medical health resources,
identification documents, substance abuse counseling, 12-step programs, legal assistance,
income and employment resources and housing connection.
Two key factors contributing to positive client outcomes are (1) the extent to which clients are
appropriately assessed and engaged in utilizing recommended services, and (2) the LDRC’s
ability to help remove barriers to achieving success. Client Resource Specialists, who work at
the Welcome Center and at the LDRC front desk, are responsible for engaging clients, fulfilling
basic needs, assessing the appropriate resource interventions, and reducing barriers to success.
b. Population who will benefit
The LDRC and its partner HSC agencies serve homeless single adults, many of whom
are chronically homeless individuals. A chronically homeless individual is a person with
a disabling condition who has been continuously homeless for a year or more or has
had at least four episodes of homelessness in the past three years individual. The
2015 DES Annual Report on Homelessness reported that statewide single adults
surveyed by the annual Point in Time [PIT] Count accounted for 65 percent of the
homeless population [p. 6].
According to the DES Report, “Maricopa County represents 61 percent of the State’s
population and, based on annual Homeless Management Information System (HMIS)
reports, 71 percent of the State’s homeless population. Seventy-one percent of those
who experienced homelessness in Maricopa County were single adults. Annual HMIS
reports 39 percent of all individuals experiencing homelessness in Maricopa County
self-report some level of mental, physical, or substance abuse disabilities. Based on the
2015 PIT count, on a single night in January there were 4,342 homeless individuals
housed in shelters and 1,289 unsheltered homeless” [p.11].
Here in Maricopa County, more than 1,000 homeless men and women access the
Human Services Campus every day. Individuals who have been living in emergency
shelter or on the streets often have complex social, medical, mental health and
substance abuse needs. Best practice has demonstrated that the most effective way to
alleviate these issues is to first find appropriate housing for these vulnerable individuals
and, once housed, to assure appropriate support services are in place.
c. Budget
The budget presented below requests $45,074 to fund a lead Client Resource Specialist and
associated program materials and supplies.
2

LODESTAR DAY RESOURCE
CENTER: Client Support for Ending
Homelessness
PERSONNEL
Lead Client Resource Specialist $29,12
1.0 ($14/hr) 0
ERE @ .28% $8,154
$37,27
Total personnel 4
MATERIALS AND SUPPLIES
Office supplies $250
Staff uniforms $50
Client basic needs (e.g., water,
toiletries) $7,500
Total supplies and services $7,800
$45,07
Total request 4
d. Other funding requests related to Client Engagement and Coordinated Assessment at
the Welcome Center and LDRC facility
Valley of the Sun United Way $352,000 Funded
Salt River Pima Indian Community $ 50,000 Funded
Ft. McDowell Yavapai Nation $ 75,000 Submitted for current cycle
HUD McKinney Vento Funds $741,000 Funded
e. Other 12% distributions
The LDRC has not received a distribution from the Tohono O’odham nation. Other distributions
include:
3

Salt River Pima Indian Community 2015-16 $ 50,000
Gila River Indian Community 2014-15; 2015-16 $ 90,000
f. Contacts
David Bridge, HSC/LDRC Managing Director
dbridge@hsc-az.org
1125 West Jackson, Phoenix AZ, 85007
480.388.5563 - Fax: 602.258.4615
Alternate:
Linda Mushkatel, LDRC Board Member
lmushkat@hsc-az.org
1125 West Jackson, Phoenix AZ, 85007
480.688.3537 - Fax: 602.258.4615
g. Priority Area
Health Care – Homeless individuals present with a high incidence of mental health, substance
abuse and complex medical conditions. Evidence-based practice has shown that addressing these
health issues is much more successful when individuals are off the streets or out of shelters and
placed in appropriate housing.
h. Local government entity
Maricopa County
4