Shoshone-Bannock Tribes

ANNUAL REPORT

FY-2016

P.L. 102-477 EDUCATION, EMPLOYMENT AND TRAINING and RELATED

SERVICES PROGRAM

Submitted by: Lori Pahvitse, 477 Human Services Director

NARRATIVE REPORT

The purpose of the Narrative report is to describe the goals of the Shoshone-Bannock Tribes' P.L. 102-

477 Program and to summarize accomplishments based on tri_bal objectives related to the goals. The

goals of the program are to:

1. Improve the effectiveness of education, employment, training and related services for the

resident eligible population.

2. To reduce joblessness for the Indian/Native American population in Southeast Idaho and to

assist and support individual and family efforts to become self-sufficient and responsible for

their family and children through gainful employment.

3. To strengthen the Tribes' ability to serve tribally determined goals consistent with the policy of

Indian self-determination.

4. To promote healthy lifestyles and community activities and events in its service delivery area

significant to the Shoshone-Bannock tribal culture, teachings, and traditions.

The 477 Human Services Department is comprised of the following programs:

• P.L. 102-477 Program:

o Adult Education

o Higher Education

o Job Placement and Training

o Contract Support

o WIOAAdult

o WIOA Youth

o Temporary Assistance for Needy Families (TANF)

o General Assistance

• Consumer Services Program:

o Low-Income Home Energy Assistance (LIHEAP)

o Consumer Services Block Grant (CSBG)

o Tribal Member Services

• Tribal Youth Education Program:

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o Johnson O'Malley (JOM)

o Title VII

o Tribal student services

• Vocational Rehabilitation

Overview

The 477 Human Services Department provides an array of education, employment and training

and related services for Shoshone-Bannock Tribal members, descendants, and members of

other Federally Recognized Tribes. The programs utilize a centralized intake process to reduce

the need for multiple applications. Participants of the program are provided a case manager

who assesses their eligibility, needs, makes appropriate authorization of services, referrals, and

oversees participant progress. 477 Department staff includes the Director, Program Managers

(4) MIS Officers (2), Case Managers (6), Budget Household Counselor, Employment Specialists

(2), Adult Education Instructor, K-12 Grade School Liaisons (4), Afterschool Instructor, Project

Coordinator/File Technician, Payment Processing Technician, Weatherization Crew (3), Wood

Crew (4), and Support Staff (3).

SUMMARY OF ACCOMPLISHMENTS ON TRIBAL OBJECTIVES

1. Better evaluation of issues affecting individual and family self-sufficiency; and conditions

related to welfare dependency and families in poverty.

a. This objective has been met in a variety of approaches to increase self-sufficiency and

conditions related to welfare dependency and families in poverty. Staff in-service

sessions were provided on a variety of topics to educate, increase awareness and

increase appropriate referrals for participants. The 477 staff has met with other

departments to begin collaboration on issues related to housing, employment and

training. This will be a continuing discussion in the next year. Increased networking was

a priority and many meetings with organizations and programs such as the Tribal

Employment Rights Office (TERO), Tribal Courts, Tribal Health & Human Services

Department, State of Idaho programs and resources, and other local services was held

this past year.

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b. The TAS data system used by the TANF Program helps with compiling the quarterly

federal reports required by ACF. Using this system allows the case management team

to track participants' work participation activities and progress while receiving cash

assistance. Job placement and tracking progress is vital to demonstrating whether or

not families are finding jobs, going from part-time or seasonal to full time and whether

or not there is upward mobility in terms of pay and position. The TAS system has been

expanded and is used with our General Assistance. Vocational Rehabilitation has their

own data system they use for client tracking in terms of training, technical assistance,

program services and their work status. The TYEP program and EET program do not use

TAS and need to have a data system solution for reports and monitoring activity.

Development of a new database system for the 477 programs has been on-going in FY-

2016. Tribal D is the database used by the 477 Program for centralized application and

intake for all program services. All 477 applications taken at the Front Desk are entered

into the system along with scanning each application and related documents. After 477

eligibility has been determined, the system informs programs of a pending application

and they can begin processing for services. The goal of Tribal D is a common database

program designed to meet our various reporting and activity requirements. In addition,

the "tailored" system will allow managers from all the programs to monitor client

services and have ' real time' data available when needed.

Other benefits of this system will be to minimize paperwork and case files and reducing

the risk of loss or being misplaced . Being able to hold workers accountable for

workload, file management, provision of services, following internal policy for service

limits and conditions and budget monitoring will greatly help with monitoring progress

of the programs.

b. Creative Case management initiatives to support personal and family goals and objectives.

a. Weekly Case Management meetings are held for case managers working with TANF,

General Assistance, Education, Employment, and Training, Tribal Youth Education,

Consumer Services and Vocational Rehabilitation participants. Because many

participants are engaged in several 477 activities throughout the year the meetings

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provide an opportunity to share information on services received, group problem solve,

and/or collaborate on case services. Case management staff are also part of the child

protection, juvenile justice and elderly/vulnerable adult protection teams.

b. TANF Purpose 3 and 4 activities and other program funding allows for case managers to

see their participants in group settings and in self-sufficiency workshops that include

self-improvement, workforce development skills, educational, cultural, family/youth

activities, conferences, and home maintenance workshops.

c. The TANF Program offers their participants incentives for attending workforce

development classes, and self-sufficiency workshops. Participants are issued an

incentive card and the cards are initialed by the instructor for participation or for a job

well done. When the card is complete the participant is allowed to redeem the card by

selecting from the Incentives closet. Items for personal/family hygiene, household

items, and some gift items.

d. The TANF/GA case managers have been cross trained to authorized energy assistance

payments for their participants and work closely with the Consumer Services program

staff to ensure timely and accurate processing of electricity, propane, gas and wood

requests. Referrals are made to the Consumer Services Program for weatherization and

Tribal member services.

c. Increased networking with other services providers to address barrier removal.

a. A highlight of the 477 Department in 2016 was the coordination of the highly successful

Gathering of Native Americans {GONA) held in August 2016. The event was a

collaborative effort by the 477 department, other tribal programs, and held at the

Shoshone-Bannock Jr/Sr. High School. Activities and discussions focused on domestic

violence, alcohol and drug use, suicide, choices, education, physical activities and

traditional games. A traditional feast was held along with other meals served to

participants. Many positive comments and feedback were received from the youth and

adult attendees and plans are being made to hold another GONA in 2017.

b. A six-week Summer Youth Employment Program was held in July/ August.

i. 31 youth participants were enrolled in STEM Classroom Training where they

received instruction and STEM activities provided by Idaho National Laboratory

(INL), employability skills, life skills, financial education, community services

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through various tribal programs and service providers. A field trip to

Yellowstone National Park was an opportunity to learn about environmental

occupations and a visit to the Shoshone-Bannock territory homelands.

ii. 43 youth participants were placed in various worksites throughout the tribal

departments, tribal enterprises, and health services. They were also provided

access to educational and a field trip to Yellowstone National Park to learn

about environmental occupations and a visit to the Shoshone-Bannock territory

homelands.

c. Networking sessions were held with Tribal Programs, local State programs and

contractors, and other service providers with the goal of coordination and increasing

access to services for our 477 participants. This is an on-going activity for our program

director, managers, and staff. Some of the networking sessions include: Tribal

Employment Rights Office (TERO); Idaho Department of Health & Welfare; Idaho

Department of Employment; Idaho State University START Program; Idaho State

University TRIO Program, Idaho State University School of Applied Technology; Idaho

Child Care Program; Idaho National Laboratories {INL); Local School Districts; Tribal

Health and Human Services Programs; Tribal Victims of Crimes Program; Tribal Child

Support Services; and other tribal programs.

d. 477 Program services are complimented by having the Consumer Services Program

housed under the same department. This arrangement provides case managers the

opportunity to address various barriers that affect 477 participant households. 477

Case Managers have been cross-trained to assess eligibility for the Low Income Energy

Assistance Program and to authorize services from their desk. This allows case workers

to help clients avoid shutoffs, evictions, and better management of their family and

household resources. This saves the client time and resources from having to complete

additional paperwork and travel from program to program. The program also provides

clients with weatherization information so that clients learn how to weatherize their

home to cut utility bills.

e. On an annual basis the programs coordinate to provide an Energy Resource Fair to

educate the community about alternative heating and cooling options and services to

aid with high heating and cooling bills. Local and regional utility companies are invited

to set up booths to interact with customers in our Service Delivery Area . The Consumer

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Services weatherization crew provides hands-on demonstrations on windows and doors,

water faucets, or household appliances that can be done to save energy and reduce

heating and cooling bills. Participants received weatherization incentives as part of their

participation. The program oversees two homeless shelters and a food and hygiene

pantry that is available to 477 participants and needy tribal members.

d. To increase support for clients as they transition from welfare to work.

a. The TANF Program provides a Transitional service when participants become over­

income after finding employment. Transitional services are available for up to 12

months after they become employed and lose eligibility for the TANF cash assistance

grant. Transitional services can pay for work-related services, relocation, and other

depending on the participant needs.

b. Education, Employment and Training provides Employment Assistance to help eligible

participants who have been hired into full-time, permanent or some seasonal work

(construction, Wildland Firefighting, other as determined by the program) to assist with

work clothing, equipment and living needs until a regular paycheck is earned.

c. Referrals are made to local resource programs/agencies to assist participants with

transportation, child care, and other services available in the local communities through

other service providers.

e. To increase employability enhancement opportunities for non-custodial parents.

a. Non-custodial and custodial parents are able to attend self-reliance classes and

workshops and/or training activities as a means to increase their employability, job

retention and living skills.

b. Non-Custodial parents along with other eligible 477 participants are encouraged to seek

training, and post-secondary education and workforce training funded through the EET

Program, TERO and education/training institutions.

c. TANF, Consumer Services, Vocational Rehabilitation, and Tribal Court programs have

collaborated on Fatherhood Is Sacred and Motherhood Is Sacred Programs. The GONA

and family activities are a key component of our efforts to keep families together and to

bring non-custodial parents an opportunity to bond with their children to strengthen

their relationships. The activities also give our program more opportunity to interact

with more people that are interested in cultural practices. The practices are very family

oriented and it give both mothers and fathers a chance to teach their kids self-reliant

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behaviors while adding cultural lessons and the discipline it takes to 111ake traditional

crafts. It also can help the younger people develop a sense of being part of the

community by being constructive with their time. Almost all of the practices being

taught are time consuming and therefore develop a work ethic in the young people

while being encouraged to know their culture. These skills and practices will teach the

young people how to work and that will increase their chances of being hired for a job.

f. Services to promote family wellness, positive parenting skills, roles and responsibilities,

communication, incorporate cultural practices.

a. Prevention services are developed to provide youth and their families with information

and to provide them the tools for family wellness, positive parenting skills, roles,

responsibilities, communication and to incorporate cultural practices. The services,

activities and events are planned and coordinated by the TANF Program under TANF

purposes 3 and 4, Consumer Services CSBG grant, EET youth/families services and with

Tribal Youth Education, Vocational Rehabilitation and other tribal departments and

programs.

b. There is on-going collaboration and referrals for training provided by other tribal

programs such as the Four Directions Treatment Program and the Health Promotion

Disease Prevention Program, Tribal Courts, and other programs. The collaboration

allows the 477 Programs to link their clients to these types of activities whenever

possible. In addition, the 477 Department has sponsored community dinners, education

recognition, and educational/informational sessions. There are opportunities for elders

to be involved in planning events for the community. Culture is always incorporated

into our community events through an opening prayer, a drum group is usually present

and an elder is invited to assist with the opening activities. In addition, the 477 program

will include cultural knowledge integration with a science based initiative. Examples of

the possible projects include Camas (medicine and food plant) re-introduction, Bitter

Root reintroduction, and knowledge about sacred land sites for the tribes.

c. The 477 Department has collaborated with other tribal programs on a Tribal Action

Planning (TAP) committee, a movement within the Shoshone-Bannock Tribes to combat

substance abuse (alcohol, meth, opioids, prescription, aerosol, etc.) and bring more

healing and sobriety to our community. Future activities will include substance abuse

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training, peer mentorship, healing and wellness activities and continued development of

an action plan for the Tribes.

g. To increase consumer education, budgeting, and services to aid in teaching and practicing

family household and budget management, personal organization, and other skills needed to

transition to education, training or work.

a. Consumer education, budgeting for individuals and families, and other self-sufficiency

classes/workshops are offered throughout the year. A series of workforce development

courses are available and are offered in the Spring and Fall. A list of courses is available

in in the appendices section. A monthly 477 Newsletter highlights program activities

and training is available to program participants. The newsletter has become important

as a tool to inform clients and the local community of ongoing 477 activities, program

announcements and training opportunities. Social media is also used to inform our

participants and community about the 477 Human Services Department information

and activities.

b. The 477 Department collaborates with Idaho State University's START Program . This

program helps to remove academic barriers to people who will attend short term

training or academic education to increase the chances of their success in a classroom

setting. The program is geared for those that need support with math, English and

writing skills. A typical student is a high school graduate either recently graduated or re­

entry students that are older and want to be competitive in the academic setting. GED

graduates are also accepted in this student development project. The hope is to create

a cohort of students that will be supportive to each other when they attend Idaho State

University. The 477 Program worked collaboratively with the START Program and allows

START staff to actively recruit Native students from the community to their program.

h. To work with tribal enterprises and other employers to increase employment opportunities

for the Indian/Native American population.

a. The 477 HSD Program has had several projects that have supported collaborati_ve efforts

and establishing relationships with key individuals within various businesses and

government agencies. These relationships are beginning to result in offers for

internships for students and recruitment with our students for various types of work.

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Here is a brief description of these collaborative projects and the supporting agencies

that are working with us to create more job opportunities.

b. Student Networking Luncheon - this event brings together all post-secondary students

being funded through the 477 programs to allow them to network with tribal hiring

managers, and tribal and enterprise human resource departments. The students also

get to network among themselves to discuss resources that they have and other

relevant information. This was highly successful and another student network luncheon

will be planned for the coming year.

c. Job and Resource Fair - this is coordinated through our Vocational Rehabilitation and

education, employment and training programs and involves the Idaho Department of

Employment/Job Service, local employers and Tribal and Enterprises hiring

departments. Other resources such as TERO OSHA/TOSHA training programs, workforce

development training programs, Forest and Environmental Services, local industries and

other representatives attend. This has evolved into a regional event.

d. Summer Youth Science Technology Engineering and Math (STEM) Project - this project

provided the 477 HSD Program to work with a variety of agencies and tribal

departments to create culture based curriculum for our summer youth employees. Nine

different agencies and over 20 people were involved in planning and supporting this

project included,;_Shoshone Bannock Tribe's 477 Human Services Department, Shoshone

Bannock Fisheries Department, Sha-Ban IT Department, Idaho State University's (ISU)

College of Business, ISU Geoscience Department, ISU Energy Systems Technical

Engineering Program (ESTEC), Craters of the Moon National Park Service, Idaho National

Laboratory, Shoshone Bannock News, and Shoshone Bannock Water Management

Program. A Summer Youth calendar of activities is in the summary report in the

appendices section. This program is a kickoff activity to increase students into technical

fields. This part of the STEM initiative will eventually be expanded to create

relationships with corporations, universities and various government agencies to hire

students that are being trained in our local community.

e. The Summer Youth Employment Program (SYEP) provided students with summer

employment opportunities in the tribal programs, tribal enterprises and in the local

area. Youth were employed in a variety of positions ranging from environmental

technicians to administrative office assistants.

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f. On-going meetings with our tribal departments. The goal of these meetings are to 1)

learn more about the types of technical work professionals do in our tribal workforce,

and 2) share info about our cadre of students involved in academic, short term and long

term info to see if they can match students with a job or project. The various

departments are: TERO, Fisheries, Water Resources, Land Use, Environmental

Engineering of the Indian Health Service, Agriculture Extension Services from the

University of Idaho, Tribal Enterprises, Construction Services, Land Information Services,

Education, Department of Energy, Finance, Fish and Wildlife, Language and Cultural

Preservation and Transportation.

SUMMARY

In FY 2016, the 477 Human Services Department's priority was to continue to develop program

services and to build trust and strengthen the team mentality of staff members. Each program

manager has developed weekly or bi-weekly team meetings to provide their staff with time to

discuss planning and coordination of services and activities, ideas and ability to problem solve as

a team. The entire 477 department meets every month to allow for updates from program

staff, and to provide in-service trainings and staff recognition . Case management team

meetings are held weekly to coordinate services within the programs and to ensure that cases

are being managed appropriately and recommendations on case issues are discussed.

On June 14 -16, 2016, a site visit was made by Mr. Kenneth LeMeiux, DWD Specialist/AOTR, to

review our 477 Education, Employment and Training and related services program. Cases were

reviewed along with financial documents and other relevant information and documentation.

Overall, the visit was very productive and Mr. LeMeiux was able to meet with the full Fort Hall

Business Council and Executive Director to provide his exit summary.

The 477 Plan was modified to include the Consumer Services Block Grant (CSBG) and was

approved by the Fort Hall Business Council for submission. The Tribes received a request to

extend the approval deadline through December 2016 and approval was provided to CSBG. We

are still waiting for notification whether the 477 Plan with CSBG has been approved.

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The General Assistance Program was approved under the Tribes' 102-477 Plan in July, 2015. GA

caseloads grew to a high of 167 in June 2016 (last month of GA services in FY 2016) and there

were still cases pending approval at that time. GA program individuals were provided case

management services and opportunities for training and education opportunities along with

cash assistance and supportive services for barrier removal. Many of the GA participants lacked

a high school diploma or GED and had many barriers to employment. Often housing was a

reoccurring issue. Of concern was the shortage of funding that occurred in June and GA cases

had to be closed.

The goals and objectives of the Tribes' P.L. 102-477 will continue to be a priority in the next

year. The Director and Managers meet monthly with the Executive Director and the Fort Hall

Business Council to ensure that all concerns and recommendations are being discussed and

updates are being provided. Outreach to all areas of the reservation and local service areas will

be a priority in the coming year.

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Summer Youth Employment & Training Program

The Shoshone-Bannock Tribes 477 Human Services Department's Summer Youth Employment and

Training Program completed another successful season. Th is year's program served 74 youth between

the ages of 14-17. Participating youth were enrolled in Work Experience or a STEM Classroom Training

activity.

There were 43 work experience participants. These youth work for 5-6 weeks, for 24 hours a week and

are paid $7.25 per hour. Youth are placed in jobs at various worksites throughout the Fort Hall

community. The worksites this year are the Tribal Planning Department, Office of Public Affairs, Fort

Hall Recreation, TERO, the Water Resource Department, Wildlife Department, Fish and Wildlife, Sage Hill

Convenience Store, Trading Post Grocery, TP Gas Station, Bannock Peak Truck Stop, Property

Management, and the 477 Human Services Department. The program would not be able to provide

work experience opportunities without the support of tribal programs and enterprises who volunteer to

sponsor a worksite for the youth . This commitment is important to youth development in our

community and the 477 Human Services Department thanks these worksites for their dedication to

youth in our service area.

The Classroom Training activity providing exposure to education and careers in the areas of Science,

Technology, Engineering, and Math (STEM). This year the program enrolled 31 youth in the classroom

activity. The youth meet Monday through Thursday each week and keep a journal during their

participation in the program . This year's activities include a Science Day coordinated with the Idaho

National Laboratory (INL) who brought scientists to Fort Hall and spent the day with our youth working

on experiments and hosting a lunch for them. Another day was spent at INL where they interacted with

scientists and engineers and observed and participated in demonstrations involving robotics, the

environment, and other areas. Field trips included a visit to Mt. Putnam, Idaho National Laboratory, and

Yellowstone National Park to learn about the ecosystem and energy generated from the earth. The

youth also learn about the Shoshone-Bannock culture and how to work together in small and large

groups through various activities and projects. Additional classes included Financial Literacy, Health

Education, along with community service projects such as painting and cleaning at the district lodges

and Festival Grounds. A 3-day Gathering of Native Americans {GONA) was held in coordination with the

Summer youth program. The highly successful event was held at the Shoshone-Bannock Jr/Sr. High

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School. Activities and discussions focused on domestic violence, alcohol and drug use, suicide, choices,

education, physical activities and cultural and traditional games, a traditional feast including pit cooked

salmon and stew was held along with other meals. Many positive comments and feedback were

received from the youth and adult attendees. Our youth are always a very energetic and helpful group

and hold much promise for the future. We appreciate them and would like to recognize them for their

commitment to showing up each day, ready and eager to learn. We also thank the Tribal Tax

Department, Land Buy-Back Program, Tribal Health & Human Services Programs, Language and Culture

Program, and other tribal programs for their support and sponsorship. Also, a big thank you to the 477

staff who take the time to work with the youth and take them on the various learning experiences.

History. The Summer Youth Program has been around since the 1970's and was funded under the

Comprehensive Employment and Training Program or CETA through a grant from the US Department of

Labor. In the 1990's the program was authorized under Job Training Partnership Act (JTPA), then the

Workforce Investment Act or WIA in 1998. The program will continue to operate under new funding

under the Work Innovation and Opportunities Act in the forthcoming years. The Shoshone-Bannock

Tribes also provides annual funding to employ Tribal Member youth. The Summer Youth Program

operates under a consolidated program authorized under Public Law 102-477 and offers year around

youth services to aid with academic success. The Summer Youth Program has contributed to the

workforce of the Shoshone-Bannock Tribes. This is the program where many people got their first

opportunity to work in a paid job.

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FY-2016 Tribal TANF Narrative Report

The TANF Narrative will address the seven questions for reporting as required by 45 CFR

286.275 along with the program service activities that fit within each of the questions.

1. The Shoshone-Bannock Tribes TANF work activities are: 1) barrier removal and life skills, 2)

training and education, 3) employment, and 4) special cases. The Shoshone-Bannock Tribes

recognizes the first step in moving participants toward successful and long-term

employment, participants must first become healthy-mentally, physically, spiritually and

psychologically- before they can contribute to their family and community.

The Shoshone-Bannock Tribes TANF program has a case management approach to work

with the participant engaged in approved work activities. Each participant has a Personal

Responsibility Contract that determines and prioritizes activities that are realistic and

attainable.

a. Barrier removal and life skills.

Barriers to employment can be the lack of a driver's license or transportation, lack of

childcare, housing issues, and a lack of training or no previous work experience. Life

skills are important to participants who are working on maintaining a healthy lifestyle

and workshops are made available through the program or local resources. Referrals

are made for counseling, substance abuse awareness, parenting or employability

enhancement as determined by case managers and participants. July 1, 2014, drug

testing was implemented as part of case management services not as a condition of

eligibility but to assist participants to identify barriers to employment. The Shoshone­

Bannock Tribe has identified substance abuse as a significant barrier to work

participation and employability and testing is a part of the employment process. The

477 /TANF Program made it a priority to assist participants to identify and access

services for substance abuse. Testing positive will not affect eligibility for the program.

In order to increase interest, promote self-sufficiency and personal responsibility, the

TANF classes were replaced by Self-Sufficiency Workshops. The workshops are short­

term and designed to keep participants interested and motivated. Instead of on-going

classes, workshops will have start dates and end dates and participants will have to

register to attend-promoting personal responsibility. Self-Sufficiency workshops may

include but not be limited to the following areas: Job Search/Job Readiness, Computer

Literacy, Self-Improvement, Healthy Lifestyles, Family/Life Planning, Parenting, Cultural

and other workshops and trainings in the local community by approval of Self-Reliance

Specialist

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b. Training and Education.

Many participants lack even the basic skills to apply for employment or training.

Informing participants of what trainings are available and supporting them in how to

access these opportunities that will improve their becoming more employable.

The 477 Program has an on-site Adult Education Instructor available to assess and help

participants work on their GEDs and on adult basic education. Also available on-site

throughout the year are Workforce training workshops.. Workshops included Basic

Computer, MS Office Classes for Basic/Intermediate Word, Excel, and Power Point,

Customer Service, office techniques, and leadership classes are offered. The Program

maintains a working relationship with Idaho State University and we have participants

enrolled in their short-term workforce classes. Participants have completed Certified

Nursing Assistant, Welding and many other classes. START (Successful Transitions And

Retention Track) through Idaho State University also comes to the program to recruit

participants whose goal is to attend higher education, it is a social and academic support

system. Referrals are also made to the tribal TERO program for OSHA/TOSHA training

available through that program.

Participants also have the opportunity to participate in Work Experience (WEX), the

majority of WEX placements are within the Shoshone-Bannock Tribal departments and

enterprises. This enables participants to obtain hands on training within a variety of

work fields to see if it meets their goal or interest.

c. Employment.

Many participants take the opportunity to work while working on their employment

related goals by utilizing the temporary placement services that are in the surrounding

communities. Fort Hall is located between two cities Pocatello and Blackfoot. Many

work seasonal work, since we are rural area harvesting of potatoes and beets are

available temporary work as well as firefighting in the summer months. The program

counts 40% of any earned income the family earns.

d. Special Cases.

The program recognizes that some conditions and circumstances may limit or prevent a

person from actively participating in work activities. Pregnant women in their 3rd

trimester unable to work due to complications, females during first twelve {12) months

after giving birth to a child, or having a verified disability that prevents a participant

from working. All special cases need to be approved by Self-Reliance Specialist and

documented.

2. Transitional Services. If a participant loses eligibility for cash assistance due to

employment they can be eligible for Transitional Services for up to 12 months after they

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secure employment. Transitional Services are to support participants so they can maintain

employment..

3. All TANF participants excluding Caretaker Relatives are required to meet and/or exceed

weekly work participation activities in order to maintain eligibility to receive cash

assistance. The TANF program enforces sanctions to induce cooperation with the set

requirements. If participants are not complying with the program a sanction will be

imposed. A sanction in the program is a $50 grant reduction. If they continue to be non­

compliant after the sanction their case will be closed and they will not be able to re-apply

for services for 90 days.

A new incentive program allows participants to earn needed household items, personal

hygiene and other necessary items that maybe a stress on the participant budgets. The

expectation of this program is to engage participant in being more active in their self­

sufficiency goals. The participants earn incentive points by attending self-sufficiency

workshop or other eligible work activities. The more active a participant is in attending self­

sufficiency activities the more points they can receive. Participants who have utilized the

incentive program have been very receptive of it. This has been very successful with

participants who choose to take opportun ity of the program .

Participants who are actively participating may also be eligible for supportive services.

Supportive services are to assist TANF participants in barrier removal. Supportive service

could include help with a power bill, vehicle insurance, rental assistance or work related

clothing or supplies needed. Participants must submit a r'7quest with supporting

documentation. We also make referrals to the Shoshone-Bannock Tribes Consumer

Services program for energy assistance or housing issues within their rules and regulations.

4. The TANF program does not pay for childcare expenses. We refer participant to the

Shoshone-Bannock Tribes Early Childhood Program. Also we have applications on site for

participants to apply for the Idaho Childcare Program to pay for these expenses.

5. At-Risk services (non-recurring short-term benefits). An individual with a dependent child, at risk of becoming eligible for TANF within ninety (90) days without intervention, may be eligible for at-risk services. An application must be completed for services. Social security number and income will be verified. At-Risk payments do not count toward the TANF t ime limit. The following At-Risk Eligibility Criteria must be met:

1. Native American. The applicant must meet the Shoshone-Bannock Tribal TANF Program's service population/area requirements. 2. Eligible Individual. The individual must be a parent with an eligible minor child in the home, or must be a pregnant woman in her last trimester of pregnancy.

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3. Need for Work-Related Services. The individual must be in need of work-related services and be unemployed or underemployed. 4. Income Limit. The family's income must be below two hundred percent {200%) of the federal poverty guidelines. The individual must meet the income criteria for only the first month to receive at-risk services for up to ninety {90) days. 5. Resource Limit. The family's resources must be such that he/she is unable to meet an emergent need, or is unable to meet the emergent need because of circumstances beyond his/her control. 6. Residence. The individual must meet the Shoshone-Bannock Tribal TANF Program residency requirements. 7. TANF Restrictions. The following restrictions will apply: 1. The individual cannot be eligible for or receiving TANF benefits.

2. If an individual received at-risk services within the past twelve (12) months the individual cannot receive at-risk services.

3. At-Risk services will only be paid for work-related services identified and authorized in a thirty {30) day period to meet needs that do not extend beyond a ninety {90) day period. Payment for at-risk services will be made to the provider of services.

As a part of the 477 application process at-risk participants will be provided with the State Application for Food Stamps, Medicaid, and Child Support Services. Case Managers will work with the at-risk adult to provide resources and referrals to help meet family needs. Self-Sufficiency, job search and readiness, self-sufficiency classes and Workforce Development trainings are also available.

6. In the TANF Plan Section XI: Rights and Due process: if a participant is dissatisfied with a

decision they must first resolve it with their SRS within 5 days. If the issue has not been

resolved the participant may make a written appeal within 10 days to have a hearing with

the TANF Manager. If the participant is not satisfied with the decision ofthe TANF Manager

they then have another 10 days to request an administrative review by the 477 Director.

7. Not applicable.

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1

477 Activities October 1, 2015 to September 30, 2016

# Date Proposal Name 10/04/2015 and ongoing Tribal Youth Council Meeting (weekly)

2 10/5 - 10/22/15

3 10/13/15 4 10/15/15

5 10/16/15 6 10/23/15 7 10/24/15 8 10/29/15 9 11/4 - 11/19/2015

10 11/7/15 11 11/10/15 12 11/12/15 13 11/13/15 14 11/17 - 12/1/15 15 11/19/15 16 11/20/15 17 12/7/15 18 12/8 - 12/17 /15

19 12/10/15 20 12/16/15 21 12/17/15 22 12/17/15 23 12/22 - 12/23/15 24 12/23/15 25 12/28 -12/30/15 26 12/29/15 27 1/13 - 2/3/16 28 1/21/16

477 Workforce Training Sessions

Basic Computer Class

Microsoft Word - Beginner

Microwoft Word - Intermediate

Fort Hall Elementary School Kindness Project

Tribal Scholarship Deadline

Pumpkin Fun, Run/Walk for Disability Employment Awareness

Month - PNA Distribution

Halloween Family Fun Night

Tribal Youth Health Day

Special Service Parent Meeting #55 and #25

477 Workforce Training Sessions

Basic Office Skills

Microsoft Excel - Beginner

Microsoft Excel - Intermediate

Veterans Powwow

U of I High School Visit

Weatherization Class

ABE Tutor Outreach

Baby Moccasin Making Class

Community Thanksgiving

Toys for Tots Roundup - Distribution in Dec.

Higher Education Scholarship Workshop

477 Workforce Training - Winter Classes

Customer Service

Conflict Resolution

Financial Literacy

Team Work/Team Building

Leadership

Time Management

Weatherization Class - Doors

Youth Coloring Contest - Families

Weatherization Class - Windows

Elderly Christmas Baskets

Cake and Ornament Making - Out of school activity

Christmas Stocking Giveaway - PNA Distribution

Shawl and Vest Making - Cultural Activity

Student Networking Luncheon

Financial Budgeting Workshop

Weatherization Class - Insulating Your Home

1/26/16 Plant Medicine Workshop 29

477 Activities October 1, 2015 to September 30, 2016

30 1/28/16 31 1/28/16 32 2/01 - 2/9/2016 33 2/1/2016 and ongoing

34 2/5/16

35 2/16 -2/18/16 36 2/16/16 37 2/20/16 38 2/23/16 39 3/1 - 3/30/16 40 3/5/16 41 3/16/16

42 4/7/16 43 4/12 - 4/26/16

44 4/23/16 45 4/30/16 46 5/2/16 47 5/8/16

48 7/9/16 49 7/11/16 so 7/11 - 8/12/2016 51 8/1/16-8/3/16 52 8/4/16 53 8/4/16 54 8/18/16 55 8/28/16 56 9/14 -9/28/19

57 9/17/16 58 9/21 - 9/23/2016 59 9/22/16 60 9/30/16

FAFSA Workshop

Weatherization Class - Weatherizing Your Windows

Conversational Shoshone

Native Arts Weekly Group

477 Workforce Training - Computers 101

Fatherhood Is Sacred/Motherhood Is Sacred Facilitator Training

FAFSA Workshop

Fort Hall Sweethearts Powwow & Gathering

Traditional Storytelling - Cultural Activity

Working with Buckskin & Beads

Fort Hall Spring Community Social Powwow & Gathering

Job/Resource Fair

The Bear Dance Ceremony Presentation

TANF Workforce Training - Computer Classes

Microsoft Word - Beginner

Microsoft Word - Intermediate

Microsoft Excel - Beginner

Microsoft Excel - Intermediate

See ah duh Plant Medicine Presentation

The Energy Efficient Homes Workshop

2016 TANF/GA Conference

Mother's Day Event

"Swing and Sway the Native Way" Social Powwow

Youth Career Day

Summer Youth Employment Program

Gathering Of Native Americans (GONA)

Kids Day Activities

Kids Day Powwow

Back to School Bash (School Supplies Distribution)

Family Fun Night

Fall Weatherization Classes

Suicide Prevention Healing Round Dance & Community Healing

Gathering

OWEESTA Financial Train the Trainer

Tyhee Indian Day Activities

Indian Day Activities