The Chickasaw Nation Public Law 102-477 Narrative Report

October, 2015 - September, 2016

The goals of the Chickasaw Nation 102-477 program are to integrate the Chickasaw Nation's employment, training and other related services to improve the effectiveness of these services; to increase the employability of Native Ame1icans within our service area; to serve tribally determined goals consistent with the policy of self-governance and self-determination and to provide supportive services to enable Native American families to become productive in the workforce. All goals are consistent with the purposes ofPublic Law 102-477.

Within the Chickasaw Nation, the 477 program is titled, Pathways to Success and is administratively housed within the division of social services. By giving this program a unique and positive title, the name represents to clients that "success" is envisioned and expected to happen in their future. To ensure "success" occurs, a solid tradition continues which is a dedicated team of directors, managers, resow·ce specialists and administrative support staff providing clients with social services and resources that make a difference in the lives of Native Americans.

The area offices implemented a SharePoint (paperless) system for client files in 2014. This system is an electronic version of the client file allowing the resource specialist more one-on-one time with the client while entering the info1mation into an electronic file during the interviewing process. This system saves cost on paper, printing, storage space and other supplies.

EMPLOYMENT AND TRAINING SERVICES

The Chickasaw Nation's service area for Pathways to Success consists of 13 Oklahoma counties which include Bryan, Carter, Coal, Garvin, Grady, McClain, Jefferson, Johnston, Love, Marshall, Murray, Pontotoc, and Stephens.

At each of the seven area offices, a resource specialist develops an individual development plan (!DP) for each client. An assessment of the client's work history, job skills, academic status, literacy and other factors related to job readiness are identified dw-ing the counseling session. To provide quality services the resource specialists' partners with the community, the Chickasaw Nation career services, education department and other tribes to provide resources for the clients to work toward becoming self-sufficient.

A significant number of Native Americans do not have a high school diploma or a GED certificate are limited in their employment opportunities. The Chickasaw Nation's 477 plan mandates all clients must work toward obtaining their GED. Certified teachers provided by the Chickasaw Nation's Divi~ion of Education are available to offer individualized instruction to every client needing academic tutoring to obtain a GED or to receive remedial education for the workplace.

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TI1e office of career services prepares individuals for employment by providing the following services which can be accessed either in person, by computers located at the 7 area offices, local libraries or from the client's home computer:

1) Occupational Employment Services. Access to the Oklahoma Career Information System (OKCIS) program provides clients the opportunity to explore career pathways, occupations and employment, education and training and complete career interest

assessments.

2) Resumes. Resume development is provided on an individual basis or in group training. The OKCIS program can be utilized to create and store a resume.

3) Preparation for Work. The Career Ready 101 program is another internet based tool to prepare individuals for employment. This program helps to build math, reading and locating information skills and the soft skills needed to be successful in the workplace. Mock interviews are conducted on a one-on-one basis as well as training and assistance for application completion. Supportive service is provided based on individual need.

4) Job Readiness workshops are provided to clients by the Chickasaw Nation Career Services, the Area Offices and Human Resources. The Human Resource representative conducts mock interviews with the clients. By this process some of the clients have successfully found employment. The Human Resource representative provides feedback to the Career Services coordinator for continued training.

5) Job Club Level 1 is 2-days of training that focuses on teaching the participants the skills needed to attain and maintain employment. The participants learn strategies for successful career searching, application completion, l'esume writing, interviewing skills, proper appearance, personal hygiene, appropriate work attendance and punctuality, getting along with coworkers/supervisors and career exploration. 16 of the individuals who attended the job club found employment.

6) Job Fairs. The Career Services staff collaborates with area service providers and business owners to host an annual job fair. Employers throughout south central Oklahoma have representatives on-site to take applications and conduct interviews. During the job fair

held within the Chickasaw Natio~ 30 employers set up a booth and provided employment information, applications and conducted interviews. There were 250 job seekers and 21 applicants were selected for employment.

The area office staff works with state career technical training centers to assist clients in pursuing short-term vocational training. Supportive Services are provided to clients during training to attain certification and/or associates degree. Stipends and school supplies are provided to students as well as supplementing funds for tuition and fees. Six students participated in the

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employment training program by attending truck driving school, cosmetology school and the Pontotoc County Vo-Tech. They completed their training and five found employment.

Listed below are individual stories in the employment and training services component:

• A client requested assistance to get her Certified Nurse Assistant license. The client was assisted through the Mid-America Technology Center where she received her certificate of

completion. She was able to find ajob at a Home Health Care where she would be able to support her and her family.

• A client requested assistance to become a cosmetologist. The client was assisted through

the Mid-America Technology Center where she completed the course and received her certificate.

• A client requested assistance to become a cosmetologist. The client was assisted through the Mid-America Technology Center where she completed the course and received her certificate. She has found a full time job and enjoys working with her customers and is

very thankful for the program.

• A client was assisted with schooling to get her dog grooming license. She received her

certificate of completion and has a full time job.

• A client was assisted through the Technology Center to get her CNA license. She received her certificate and has a full time job.

SUPPORTIVE SERVICES

Often clients find themselves in a Catch-22 situation when they are offered a job but do not have the necessary work clothes or tools to accept the position.

As a result of these requests, supportive services is provided to clients with services such as: work equipment tools, drivers license reinstated, professional office clothes, fuel for client to report to place of employment or school. Listed below are examples ofthe success of supp011ive services:

• Client was offered full time employment with the Chickasaw Nation. Client was able to

get assistance with clothing and shoes needed in order to start employment. Client is working full time.

• Client was out ofwork for a couple ofmonths and started a new job. She was assisted

with purchasing scrubs to start work at a Nursing Home.

• A client came in for Supportive Services to reinstate his driver's license. At the time he was a participant in the Re-Entry program and was trying to get his life back on track and

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settling back into the community. He was assisted with obtaining his driver's license and he is now employed with Chickasaw Nation Landscaping.

• A client came in for Supportive Services to reinstate her driver's license. She was a

participant in the Re-Entry program and needed her driver's license to get a job to become self-sufficient. She was assisted and works for Bedre' Cafe as a food clerk.

• A client came in to apply for Supportive Services to get help with purchasing appropriate clothing for work. We assisted him with clothing and he is a full time employee for Black Gold Casino as a surveillance officer.

• A client came in to apply for Supportive Services to get assistance with purchasing scrubs for her clinical and graduation. She had been living with her family while she was attending school due to financial hardship. She graduated from East Central University Nursing School as an RN.

CASH ASSISTANCE

In 2002, the Chickasaw Nation added the cash assistance to the 477 program. After integration and implementation, the cash assistance program has become a success driven program. Clients a.re required to complete an Individual Development Plan (IDP) and to engage in work activities which are defined, but are not limited to remedial education, occupational training and work services or unsubsidized employment. Job search or job readiness training may also be considered as engaged in wmk activities.

These are examples of success stories through the Pathways program:

• There were 8 clients hired as a result of the 477 job search. They were placed at the Chickasaw Nation Travel Stop as a housekeeper and cashier; Walmart and the Chickasaw Nation Cultural Center.

• Four Chickasaw citizens were approved for Social Security Disability and are no longer receiving medical cash assistance.

• Supportive Services were given to six clients for clothes and fuel to maintain their work status.

TOKSALI S.M.A.R.T

The summer youth program offered to low-income Native American youths, age 14-21, has a tremendous impact on young people and employers in south-central Oklahoma. Youths function in a real world workplace where they are able to learn the skills and attitudes needed to succeed. Employers are able to evaluate the skills and attitude of the workers and indentify futme full time employees.

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The youths are tested using the Test ofAdult Basic Education (TABE) which is a 2 ~ hour test that measures competency in reading, math and language. If a score is below the eighth grade level in reading or math the youth is required to attend tutoring sessions. The counselor develops an Individual Development plan to help guide the student to gain imp01tant skills. There were 200 youths enl'olled in this program.

This program was evaluated at the end of2014 and was restmctured to create a curriculum that focused on several areas for overall personal development, provided informative orientations for youths, supervisors and parents and a dress code for all youths with the program providing the uniform. Evaluations ofparticipants were done and held them accountable and responsible for their actions. To increase program participation relevant trainings and activities were provided. The Oklahoma Career Interest System (OKCIS) was utilized to help identify career interest areas and match the individuals with the appropriate job assignment.

The youths entered at different levels of preparedness and each level was targeted toward each age group. This restructure has been highly accepted and is called the Toksali (Work) S.M.A.R.T. (Successful Mindsets with the Attitude and Readiness for Tomorrow.)

As part of the new structure, community projects were implemented to encourage the youths to participate and learn to work within the community.

• They each worked on beautification projects for local areas by building picnic tables and benches to be placed at strategic locations for citizens to sit and relax.

• They worked on a monarch butterfly project to provide the correct habitat and nutlitional needs for the beautiful creatures and learned about the life cycle of the butterfly with emphasis on the impo1iance ofnative plants to sustain them .. Milk weed and other nectar­rich plants were planted in monarch gardens, the spiral garden and rooftop garden.

• They learned about the Three Sisters Celebration. During the celebration homage is given to the Three Sisters (com, beans and squash) as well as the rebilth and rejuvenation of spring. The youths prepared hundreds ofsmall bags ofcom, beans and squash seeds to be given to guests of the Chickasaw Cultural Center.

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The youths were initially reluctant to complete the tasks but as the projects started to come to life their attitudes changed and they were proud of their accomplishment.

The youths attended 19 classes which were interactive and kept their attention. The presentations most enjoyed by the students were: Dress for Success and Interviewing Skills, Team Building,

SelfDefense and the Science, Technology, Engineering and Math (STEM) program

These are examples ofsuccess stories through the Toksali S.M.A.R.T:

• A youth was placed at Air Comfort ofSouthern Oklahoma during the summer due to his interest in HVAC. The company was very pleased with his work performance and stated he shows a great interest in learning the trade and inquired on getting an apprentice license. The youth was offered full time employment with Air Comfort after the program ended until school struted. As an employee he worked in the field with certified HYAC employees, helping at the shop and keeping trucks clean and stocked with needed items.

• A youth was placed at Urgent Care over the summer due to her interest in the healthcare field. The supervisor was very pleased with her work performance and she was offered a part time position after the program ended. She worked the frontline registration desk,

assisting with registering and checking in patients and assisting with verifying insurance.

• A youth was placed at a grocery store. The youth was very mature and had an excellent work ethic, the manager wanted to hire him part time, but he was underage. The manager

placed Wm on call after the program ended and would like to have him back next year.

• A youth was offered a job by his worksite through the rest of the summer until school starts, while another student asked to be considered for the year round youth program because the supervisor believed it would greatly benefit the youth to be able to work

throughout the school yeru·.

• Two youths were offered a full time position at the end ofthe program at the Chickasaw Nation Gaming Center.

• A youth was offered a position at the Chickasaw Nation Medical Center as an HIM clerk.

• A youth who is now a college student was offered a part time job at the D.A.s office, they were very impressed with her work.

• A youth was offered a part time position before the program ended to work at Chickasaw Nation Housekeeping.

• There were fifteen youths at one area office that were offered part time positions before the program ended. One was offered a full time position at a Chickasaw Nation business.

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Others were offered positions at Star Skate, Grocery Store, and Chickasaw Nation facilities.

• Other youths were offered positions at a Mexican Deli, Pronto Printing and Hardy Murphy Coliseum.

These are comments from supervisors:

• The Toksali S.M.A.R.T program went very smoothly. There were no major jobsite problems or program rnle violations. All students that required tutoring attended their scheduled tuto1ing sessions.

• The youths were hard workers, very good with the customers and good young people to work with. They followed directions well and enjoyed attending the education classes.

• One supervisor stated: "lfl could have hired the Toksali S.M.A.R.T youth I would. She was one ofthe best summer youth workers that I have worked with and I hope she comes back to our center the next few summers. She is a quick learner and had great customer service skills."

• A supervisor commented that everything has worked out great and she would like to participate in the program next year.

• A supervisor commented that he felt he had the full support of the Chickasaw Nation and the staff at the area office.

We feel the feedback from worksite supervisors and program manager indicates training the youths received through the program has been beneficial and will have a great impact on their future employment.

Suppo1tive Services was provided to six Toksali S.M.A.R.T students to purchase clothes to begin their employment.

SUMMARY

The Chickasaw Nation Pathways to Success (477) Program has successfully continued to train, re-train, educate and enhance the overall quality of life ofNative Americans across the Chickasaw Nation. The success of the program is possible with the efforts ofa dedicated and supportive administration and numerous community resource partnerships. The Chickasaw Nation will continue to strive to provide quality employment-related services to the Native Americans in the Chickasaw Nation who need these services and to help them become self­sufficient.

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The Chickasaw Nation's Public Law 102-477 Programs

Financial Status Report Section 12 Certifications

FY-2016

The Chickasaw nation hereby states that:

12a. None of the funds in the approved budget which originated in Section 401 or Title II-B of the Workforce Investment Act (\VIA) were used in violation of the Act's prohibition on the use of funds for economic development activities (Section 141 (q)).

12b. None of the fund in the approved budget which originated in Section 401 or Title II-B of the Workforce Investment Act (WIA) were used in violation of the Act's restrictions on assisting employer relation (Section 141 (e)).

12c. TI1e amount ofprogram income earned for FY 2015 was $4,066.25.

12d. There was no amount ofrefunds or rebates received.

12e. The amount of funds expended for the category of the approved budget which includes administrative costs of $473,504.20.

12f. Child Care Development was discontinued in 2007.

*~ td@Director of Finance - Th~ckasaw Nation Date

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