Nez Perce Education, Training, we are + growing healthy lands + people Business Development Center Facility Business Plan + Feasibility Study May, 2009
Created by the Nez Perce Tribe with assistance from Agnew::Beck. www.agnewbeck.com Funding for this feasibility study was provided through a grant from the US Economic Development Adminsitration (EDA)
Nez Perce Tribe Feasibility Study Multi-Purpose Training, Education + Business Development Center Table of Contents Abstract.......................................................................................................................................................X Acknowledgements ..................................................................................................................................X Executive Summary ..................................................................................................................................X Leadership and Advisors Planning Process Vision and Goals Description of Facility and Operations Description of Programs Market Project Timeline Conclusion Project Background ...................................................................................................................................1 The Nez Perce People Description of the Community & Region Description of the Local & Regional Economy Market Research ......................................................................................................................................11 Residents of Lapwai, Lewiston and nearby communities Residents of Idaho Out-of-State Residents Analysis of Informant Interviews (and Survey Results) Comparable Facilities ..............................................................................................................................27 Comparable Education and Training Facilities Comparable Business Incubator Facilities Program Description...............................................................................................................................45 Existing Programs New Programs Program Partners Facility Description..................................................................................................................................55 Facility Elements Facility Concept Design Description of Spaces Finance: Operations ................................................................................................................................63 Summary of Projected Revenue Nez Perce Facility Business Plan
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Revenue Sources Summary of Expenses Expenditures Finance: Capital Development ..............................................................................................................71 Project Cost Estimate Fundraising Strategy Governance and Site Issues...................................................................................................................79 Ownership Partners Management Structure Organizational Chart Facility Site Selection Implementation ........................................................................................................................................81 Funding Planning Recommendations References Appendices Appendix A :: Resolution from Nez Perce Tribe Appendix B :: Nez Perce Tribe Organization Chart Appendix C :: Funding Sources Appendix D :: Supplemental Financial Information
Maps Map 1. Study Area ..................................................................................................................................... 3 Map 2. Five Idaho Counties and Area Reservations .......................................................................... 4 Map 3. Tribal Parcel 3121 – Lapwai, Idaho ........................................................................................80 Figures Figure 1. Timeline ..................................................................................................................................... X Figure 2. Percent of Population over 25 with Bachelor’s Degree .................................................. 6 Figure 3. Percent of Population aged 65 and over ............................................................................. 7 Figure 4. Top Employment Sectors in Nez Perce County .............................................................17 Figure 5. Existing and Future Programs + Services..........................................................................46 Figure 6. Programs & Services Map .....................................................................................................47 2 TABLE OF CONTENTS
Nez Perce Facility Business Plan
Figure 7. Concept-level Floor and Site Plan Developed in September 2007 ...................... 60-61 Figure 8. Organizational Chart..............................................................................................................79 Figure 9. Project Timeline......................................................................................................................84 Tables Table 1. Implementation Table ..............................................................................................................X Table 2. Migration Figures for Five Idaho Counties ...........................................................................5 Table 3. Personal Income.........................................................................................................................6 Table 4. Annual Unemployment Average.............................................................................................8 Table 5. Nez Perce Tribal Enrollment...................................................................................................9 Table 6. County Unemployment Rates...............................................................................................10 Table 7. Job Growth................................................................................................................................12 Table 8. Selection of Location of Quotients for Idaho Counties..................................................19 Table 9. Shift Share Results in Health Care and Social Assistance ...............................................20 Table 10. Estimates for Population under 18 ....................................................................................23 Table 11. Lewis and Clark at a Glance................................................................................................29 Table 12. Walla Walla Community College at a Glance ................................................................31 Table 13. Independent Study in Idaho at a Glance ...........................................................................33 Table 14. WSU Center for Distance and Professional Education Program at a Glance .........36 Table 15. Program + Capital Costs .............................................................................................. 56-57 Table 16. Five-Year Operating Projections........................................................................................63 Table 17. Five-Year Cost Projections .................................................................................................64 Table 18. Tenant Program Contributions to Indirect Cost Pool .................................................65 Table 19. Space Rental Projections for Years One, Three and Five ............................................66 Table 20. Comparable O+M Costs .....................................................................................................67 Table 21. Repair and Replacement Reserve ......................................................................................68 Table 22. Facility Expenses ....................................................................................................................69 Table 23. Facility Program and Capital Costs............................................................................. 72-73 Table 24. Fundraising Strategy ..............................................................................................................74 Table 25. Project Development WorkPlan........................................................................................85
Nez Perce Facility Business Plan
TABLE OF CONTENTS
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ABSTRACT The Nez Perce Tribe (Nimi’ipuu) of North Central Idaho has completed a feasibility study and facility business plan for an Education, Training and Business Development Center to be located in Lapwai, Idaho, with program offerings extended to other reservation communities. The Center is intended to serve Tribal members and other residents from the local area, primarily, and the larger region, generally, including Idaho, eastern Washington and eastern Oregon. The Center will also contribute to local and regional economic development efforts, working in partnership with regional, statewide and federal institutions, organizations and agencies. Population and economic data demonstrate that the Nez Perce people are not benefitting from the region’s recent economic growth and transformation proportionate to the rest of the population. The Center is envisioned as a one-stop educational center, offering workforce training, early to adult education, support for business development, and cultural resource and preservation programs. The Center and its programs are intended to give Tribal members needed assistance to pursue their goals in education, employment and business development while supporting traditional Tribal culture.
Nez Perce Facility Business Plan
ACKNOWLEDGEMENTS
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ACKNOWLEDGEMENTS Many people contributed information, advice, knowledge, time and other assistance to the creation of this feasibility study and facility business plan. As such, they each made a significant contribution to realizing our vision for a Nez Perce Education, Training and Business Development Center. We would like to acknowledge the efforts of and communicate our appreciation for the following: NEZ PERCE TRIBE Nez Perce Tribe Executive Committee Sam N. Penney, Chair Rebecca A. Miles, Vice Chair Julia A. Davis-Wheeler Joel T. Moffett Tonia Garcia Larry M. Greene, Jr. McCoy Oatman Brooklyn D. Baptiste Joanna F. Marek John E. Strombeck, former committee member Gary E. Greene, former committee member Executive Direction Aaron Miles, Sr., Interim Executive Director Barbara Greene, former executive director Rod Ariwite, former executive director Catherine Big-Man Planning Work Group McCoy Oatman (Nez Perce Executive Committee) Joyce McFarland (Students for Success) Kay Kidder (Adult Education) Ann McCormack (Economic Planner) Tim Rubio (CEDA) Wendy Thomas (ECDP) Simone Wilson (Enterprise Office) Terry Kinder (Executive Direction)
Information Systems Danae Wilson Finance Office Kelly Wasson Willa Stevens Human Resources Lee Bourgeau Cultural Resources Ann McCormack Vocational Rehabilitation David Miles Tourism Farren Penney-Wilkerson Nimiipuu Health Sherri Lozon Tribal Resource Management Joe Oatman Tribal Employment Rights Officer Muriel Slickpoo TANF Leo Smith Nez Perce Tribal Housing Authority
NEZ PERCE TRIBAL ELDERS Cecil Carter Bernice Moffett Horace Axtell Bessie Scott LEWIS-CLARK STATE COLLEGE Lisa Guzman Linda Stricklin Dene K. Thomas, President J. Anthony Fernandez Randy Martin Jill Thomas-Jorgenson UNIVERSITY OF IDAHO Steve Martin Arthur Taylor Valdasue Steele WALLA WALLA COMMUNITY COLLEGE – CLARKSTON BRANCH Frances Le Bret Chad Miltenberger Janet V. Danley STATE OF IDAHO Mary Oatman-Wak Wak William Kober Jack Chantrelle Lonnie Pitt DEPARTMENT OF COMMERCE – ECONOMIC DEVELOPMENT ADMINISTRATION Darrell Van Ness Richard Tremblay Linda O’Rourke AGNEW::BECK CONSULTING Thea Agnew Bemben Ellen Campfield Nelson CLEARWATER ECONOMIC DEVELOPMENTASSOCIATION Tim Rubio Christine Frei Nez Perce Facility Business Plan
BUSINESS + INDUSTRY Nancy Owen, St. Joseph’s Regional Medical Center Keith Havens, Lewiston Chamber of Commerce Kristin Kemak, Clarkston Chamber of Commerce Vicki McKenna, Royal Plaza Retirement and Care Center Dave Bonfield, NW Intermountain, Manufacturers Assoc. Dan Wenstrom, Precision Machine Malcolm Dell, Huckleberry Gourmet Brian McCormack, McCormack Landscape Architecture Mary Beth Frank, Nez Perce Tribe Enterprise Office Antonio Smith, High Praise Production Jack & Debbie Seidemann, Creative Design and Landscaping Steve and Connie Evans, Old West Tipis and Old West Enterprises Jon & Rosa Yearout, M-Y Sweetwater Appaloosas LAPWAI HIGH SCHOOL Justin Bredon Christopher Higheagle Naomi Holt Andréa Ramsey Cylen Moses Thomas Smartlowit Chelsea Hernandez Kayla Williams NEZ PERCE TRIBE ADULT/DISTANCE LEARNING PROGRAM Bridgette Greene Emil Arthur Mike Barros Candace Guzman Barbara Blackeagle Nathan Moose, Jr. Brenda Snyder Nancy Johns Kathleen Payne Bonnie Arevato
ACKNOWLEDGEMENTS
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PROJECT BACKGROUND Purpose of the Project The purpose of the Nez Perce Education, Training and Business Development Center is to broaden access to higher education and business development opportunities, and to ultimately stimulate the local economy and bring economic benefit to our Nez Perce people, our Tribe and to all of the communities both on and surrounding the reservation. Specifically, our project aims to:
Increase the employability and mobility of people living on the reservation, and to
Stimulate new business development in reservation communities.
The ultimate goal of these activities is to:
Bring more money into the local community through increasing the number of employed people, and
Increase the internal circulation of dollars to support a greater variety and scale of local businesses.
The Nez Perce Tribe has successfully completed many other economic development and community projects of a similar scale – most recently the construction of the Clearwater River Casino and Resort (2006) and the Nimiipuu Health Clinic (2004). The Nez Perce Tribe has accomplished these programs, in part, through partnerships with Federal agencies such as the Economic Development Administration (EDA), Indian Health Services (IHS); State entities including the Office of the Governor and State Department of Education; and regional organizations such as Northwest Intermountain Manufacturer’s Association, and North Central Idaho Travel Association. Because of this strong track record, The Tribe was poised to successfully take on development of the Nez Perce Education, Training and Business Development Center. Already almost two years into the planning of the project, the Tribe has accomplished several important steps:
Identification of parcel for construction.
Completion of 10% design.
Creation of Project Working Group (PWG) to oversee the process.
EDA grant award to conduct feasibility study for the Center.
Completion of feasibility study (this document).
Funding commitment from Nez Perce Tribal Executive Committee for an Education Center Director and for Operations and Mantenance (O+M) costs for the Center.
The conclusions of this feasibility study are that:
This project is doable in a reasonable timeframe, at a reasonable cost.
The Nez Perce Tribe has the organizational capacity to design, construct and operate this facility.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
PROJECT BACKGROUND
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There is a clear need for the project. The Center will assist significantly in removal of barriers to education, employment and business development for the Nez Perce people and others living on and near the reservation, people who are currently some of the most impoverished, unemployed and underemployed in Idaho. Additionally, there are unmet market needs (for small businesses and jobs) in the region that this Center will help to meet.
There is a high level of interest from partner organizations in working cooperatively with the Tribe to establish the Center.
The future of the Nez Perce people and the continuation of Nez Perce culture depend upon improving the economic prospects of the people. The Nez Perce Education, Training and Business Development Center is a vital step in creating a path for Tribal members to become a stronger part of the broader economy, while at the same time maintaining a Nez Perce identity and way of life.
The Nez Perce People The Nez Perce People, Nimi’ipuu, first settled what is now the southwest end of the Idaho panhandle, a portion of eastern Washington state and northeast regions of Oregon, thousands of years ago. Bands of Nez Perce settled along different drainages, and supported themselves with hunting, fishing, harvesting berries and native root vegetables, as well as raiding other Tribes. Horses were introduced in the early 1700s from the Shoshone, and were prized by the Nez Perce for the advantages it gave them hunting in buffalo country and for their warriors. Horses were bred by the Nez Perce to produce superior racing stock (inferior mares were traded to neighboring Tribes and inferior stallions were castrated), including the well-known Appaloosa. The Tribe is now actively crossbreeding their Appaloosa with the Akhal-Teke endurance horse to produce performance horses with the stamina, strength and agility of the classic Appaloosa.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
The Nez Perce people’s first contact with non-Indians was in 1805 with the Lewis and Clark Expedition. Later trappers, traders, miners, and other settlers came to Nez Perce country. With the Treaty of 1855, the first Nez Perce reservation was created. This included much of the ancestral lands of the Nez Perce, and allowed non-Indians to live on the reservation only with Tribal consent. However, in 1860, gold was discovered on the Nez Perce reservation, causing the United States Government to propose a new treaty, the Treaty of 1863, which reduced the reservation to its current Idaho boundaries, only about one-tenth its former size. Bands of Nez Perce whose lands were located within the new reservation boundaries reluctantly agreed to sign the Treaty of 1863, but those whose lands were located outside the new reservation boundaries refused to sign the treaty and became known as “non-treaty” Nez Perce.
Map 1. Study Area
Many non-treaty Nez Perce continued living outside the new reservation boundaries until the Indian Bureau ordered all Nez Perce to relocate to the smaller Idaho reservation in 1877. Angered by past injustices, a few Nez Perce warriors attacked and raided non-Indian settlers at this time, which provoked the US Army to intervene and began the War of 1877. Skirmishes forced some Nez Perce into Canada, Montana and other parts of the United States. Today, the Nez Perce Tribe is pursuing the acquisition of land on and near the Reservation to reclaim their lands.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
PROJECT BACKGROUND
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Description of the Community and Region Traditional Nez Perce territory includes an area spanning western Montana and Wyoming, northern Idaho, eastern Washington and northeastern Oregon. The Treaty of 1855 included a large portion of this territory, but the later Treaty of 1863 limited the Nez Perce reservation to its present boundaries (about one-tenth its former size). Current reservation boundaries span the five Idaho counties of Nez Perce, Lewis, Latah, Idaho, and Clearwater, which total 13,403 square miles at the southwest end of the Idaho panhandle, although not all land within the reservation is Tribally owned. The reservation is 112 square miles.
Map 2. Five Idaho Counties and Area Reservations
Natural characteristics of the area include arable hill tops and river bottoms, forested river canyons and steep, non-arable hillsides. The Clearwater National Forest and Nez Perce National Forest boarder the eastern edge of the counties. The Lewis and Clark Trail and the Nez Pierce Trail traverse the area, and the Snake River and Hell’s Canyon National Park border the western edge of the five counties. Primarily a rural area, most of the regional industry is natural resource-based, including agriculture and timber. Because most farmland within the reservation is not Tribally-owned, agriculture (primarily comprised of productive dry-land farms that border on the Clearwater National Forest) is less dominant for Nez Perce than timber. Timber and the forest products industry has continued to be impacted by the general slowdown in the housing market. These counties are working to diversify their economies into other sectors, including manufacturing, health care, retail and tourism. Regional Population
The five Idaho counties have all either lost population or have grown well below the national and state averages over the past decade. Only Nez Perce County (4 percent) and Latah County (4 percent) grew, though still well below the national (11 percent) and state (22 percent) averages between 1997 and 2007 (Idaho Department of Labor). Much of this has to do with declining job opportunities in the traditionally resource-based sectors. There has been some transition in these areas to other sectors and amenity-driven growth. Within that period, migration and income data show, again, that these counties have experienced either net population loss or relatively little gain. Looking at the period between 2000 and 2005,
4 PROJECT BACKGROUND
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
four of the five counties have had a net population loss due to migration. Only Idaho County added people due to migration. The individuals that are leaving and entering these counties have a lower median income than the population not migrating. To a large degree, much of the movement is to or from neighboring counties. This would indicate that the jobs that these individuals are filling are lower-paid positions and potentially less permanent. See Table 2 for more information. Table 2. Migration Figures for Idaho Counties, 2000-2005 In
Out
Net
Not Migrating
2,396
2,783
-387
5,879
$20,804
$20,363
$441
$28,611
3,512
3,428
84
10,185
$19,898
$16,931
$2,967
$26,398
Total People Migrating
11,908
13,107
-1,199
22,761
Median Household Income
$12,393
$16,311
($3,918)
$30,761
1,301
1,319
-18
2,833
$20,700
$18,929
$1,771
$28,410
Total People Migrating
10,327
10,371
-44
27,641
Median Household Income
$18,640
$18,765
($125)
$31,458
Migration Clearwater County Total People Migrating Median Household Income Idaho County Total People Migrating Median Household Income Latah County
Lewis County Total People Migrating Median Household Income Nez Perce County
Source: U.S. Internal Revenue Service as calculated by Charlotte Star Telegram. All figures only include people listed as exemptions on returns, so totals will be less than population.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
PROJECT BACKGROUND
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The personal income of the population of these counties and the state as whole is below the national average. Between 2001 and 2006, the State of Idaho was between 81 and 83 percent of the national per capita income. Of the five counties, only Nez Perce County achieved, or exceeded, the state average; the others (Clearwater, Idaho, Latah and Lewis) were below. Idaho County was the lowest of these, with an average of 65 percent of the national per capita income between 2001 and 2006. These figures might be the result of high concentration of resourcebased (e.g. forestry and agriculture) and service industry employment in these counties. Table 3. Personal Income as a percent of US total, 2001-2006 Year
Clearwater County
Idaho County
Latah County
Lewis County
Nez Perce County
Idaho State
2001
70%
65%
74%
80%
84%
82%
2002
73%
64%
76%
77%
83%
82%
2003
73%
64%
74%
80%
83%
81%
2004
73%
65%
75%
79%
83%
83%
2005
73%
65%
73%
78%
81%
81%
2006
75%
65%
73%
75%
80%
81%
Source: Bureau of Economic Analysis.
50.00% 40.00% 30.00% 20.00% 10.00% 0.00% U d te ni es at
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6 PROJECT BACKGROUND
Figure 2. Percent of population over 25 with Bachelor’s Degree or higher
C
Educational attainment in these counties, in general, also lags behind the rest of the state and country. According to the US Census Bureau, the State of Idaho, since 2000, has increased the total percent of population over 25 who have achieved a bachelor’s degree or higher, from 21.6 percent in 2000 to 23.4 percent in 2005. This is less than the national average of 24.4 percent in 2000 and 27.2 percent in 2005. While, in 2000, the percentage in Latah County, where the University
Source: US Census Bureau Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
of Idaho campus is located, has 41 percent of the population over 25 with a bachelor’s degree or higher, Clearwater (13 percent), Idaho (14 percent), Lewis (15 percent) and Nez Perce County (19 percent) had percentages below state and national averages. Figure 3. Percent of Population aged 65 and over
25 20 15 %
An aging population is another characteristic of these counties. The median age has increased from approximately 30 to 40 or over between 1980 and 2006 in four of the five counties. In the state as a whole, the median age was 34 in 2006 (US Census Bureau). Figure 2 shows the percent of the population 65 and over, from 1980 to 2006. While the percentage has stayed nearly level for the state and nation, the percentage has increased in four of the five counties. In each case, Latah County maintains a much younger population, largely because of the presence of the University of Idaho.
10 5 0 1980
1990
2000
2006
Clearwater
Idaho
Lewis
Latah
Nez Perce
Idaho State
US Source: Idaho Department of Labor
Despite past improvement, unemployment rates in these counties are being impacted by the national economic slowdown. Unemployment levels for the State have hovered around 5 percent since 1997 and dropped to 2.7 percent in 2007. Within the five counties of interest, the unemployment rates have varied. Unemployment rates in Latah and Nez Perce Counties have generally been at or below national and state levels. The counties more dependant on natural resources have had much higher unemployment levels. Clearwater County, with unemployment as high as 14.3 percent and recently estimated to be 16.0 percent, has consistently been well above both state and national trends. Idaho County, with unemployment as high as 10.7 percent, has only recently fallen to a level equal with state and national numbers. Lewis County also began the period with high unemployment levels that have gradually fallen to end below both state and national levels.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
PROJECT BACKGROUND
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More recently these numbers have begun to rise. Between 2007 and 2008, unemployment rates have risen in each of the counties, the state and nationally. The picture is worse if you look at monthly rates. The seasonally adjusted rates between December 2007 and December 2008 have risen dramatically.1 The trend continues into the 2009 estimates as national rates climb above 8 percent, Idaho County above 9 percent and Clearwater County to 16 percent. Unemployment in the state hit its highest unemployment level, 6.6 percent, in over 20 years and is estimated to reach 7 percent in the March 2009 estimates. The Idaho Department of Labor reports that almost every industrial sector is showing some job losses. Those sectors hardest hit are in wood products manufacturing, logging and construction. There are exceptions; chief among them is the health care sector. Table 4. Annual Unemployment Average, 2006-2009
2006
2007
2008
March 20091
United States
4.5%
4.6%
5.8%
8.5%
Idaho
3.2%
2.7%
4.2%
Clearwater County
7.6%
6.6%
Idaho County
5.7%
Latah County
April 20092
Seasonally adjusted December 2007
December 2008
8.9%
5.0%
7.2%
7.0%
7.0%
2.7%
6.6%
9.2%
16.0%
13.7%
9.0%
16.3%
4.5%
6.2%
9.7%
9.2%
5.5%
11.8%
2.7%
2.4%
3.4%
5.2%
5.5%
2.4%
4.9%
Lewis County
2.5%
2.3%
3.0%
4.0%
4.5%
2.1%
3.9%
Nez Perce County
3.2%
2.7%
3.7%
4.5%
4.9%
2.1%
5.1%
1.
Preliminary Estimates 2. Forecasted.
Source: Idaho Department of Labor.
1
Seasonally adjusted is a process applied to unemployment rates that discounts normal seasonal changes. This is done by either raising or lowering employment numbers by a certain percentage to reflect normally occurring changes.
8 PROJECT BACKGROUND
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Nez Perce Population
The U.S. Census Bureau reported that 2,101 American Indians lived on the Nez Perce Reservation in 2000, compared to 1,863 in 1990 and 1,463 in 1980, increasing 12.8 percent from 1990 to 2000. This is slightly faster than the general growth rate of 11.2 percent for the Reservation between 1990 and 2000. In 2008, Nez Perce Tribal Enrollment was 3,373. The Reservation has a population that is older than the average Table 5. Nez Perce Tribal Enrollment, age for Idaho or the US. In 2000, according to the US Census January 2008 Bureau, the median age was 40.8. For the entire population living Age Group Total on the Nez Perce Reservation in 2000, 25.0 percent were under 18, down from 27 percent in 1990. Fifty-nine percent were 18 to 64 65+ 279 years old and 16.2 percent were 65 or older. For the American 62-64 63 Indians living on the reservation in 2000, 38.4 percent were under 55-61 275 18, 54.7 percent were 18 to 64 and 6.9 percent were 65 or older. Tribal enrollment figures and age breakdown is presented below in 45-54 493 Table 5 for 2008. These figures show an aging population with an 35-44 570 increase for those 65 and older from 6.9 percent in 2000 to 8.3 percent in 2008. 25-34 535 For the American Indian population 25 years and above living on the Nez Perce Reservation in 2000, 19 percent had no high school diploma compared to 36 percent among the American Indian population on all U.S. reservations (Northwest Area Foundation, 2009). Ten percent had a bachelor’s or higher. For the Reservation as a whole, fourteen percent of the population in 2000 had achieved a bachelor’s degree or higher.
19-24
376
14-18
264
5 13
393
4 + Under
125
Total
3373
As documented by the Northwest Area Foundation in 2000, 48.8 Source P.L. 102-477 percent of adults on the Nez Perce Reservation are employed full time. Additionally, 6.2 percent are employed part time, 2.2 percent seasonally, and 1.3 percent are self employed, 9.9 percent retired and 31.5 percent of the population is unemployed. Table 6 compares these rates with neighboring counties.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
PROJECT BACKGROUND
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The Nez Perce Tribe was the second largest employer in Nez Perce County. As reported in P.L. 102-477, in 2008, the Nez Perce Tribe employed approximately 1,174 employees in its administrative programs and enterprises. As part of that, the Tribal Government employment (which includes all grants, contracts and direct service programs) employs 756 workers. Table 6. County Unemployment Rates, 2000 County
General Population
Indian/Native American
Clearwater County
8.2 %
12.11 %
Idaho County
6.1 %
23.0 %
Latah County
3.2 %
8.62 %
Lewis County
4.3 %
5.6 %
Nez Perce County
3.8 %
9.8 %
Source: Northwest Area Foundation, www.indicators.nwaf.org.
Tribal unemployment rates are uniformly higher than those of the general populace. This fact, coupled with statistics showing a declining population of youth and young people, indicate that this area needs to take steps to create job opportunities and promote education, training and employment, and that some should target Tribal members specifically.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
MARKET RESEARCH Overview This chapter describes the market for the proposed Center and establishes the level of local demand for the variety of services that it will offer. It gives a more detailed description of the North Central Idaho economy and various employment sectors, including retail, health care, tourism, education and manufacturing. It also looks at potential user groups for the facility. Finally, it establishes that programs available currently are not adequately meeting the need. Though there are several institutions in the region providing services akin to those proposed for this Center, there is a specific unmet demand for the facility and programs envisioned in this feasibility study. The primary functions of this facility will be to:
Offer education and training to prepare students to enter the job market and to offer continuing education to those already employed or looking to develop new skills;
Provide resources to entrepreneurs starting independent business ventures and to small business owners who wish to expand or improve the services they currently offer;
Serve local artisans and craftspeople to develop their skills and market their products. The Center will also serve visitors to the area interested in gaining a greater understanding of the local environment, history and culture.
In order to be efffective in serving these functions, the Center will need to fill the gap in the existing array of higher education programs and institutions in the area. While there are many similar institutions in the area, the fact remains that the people living in Nez Perce communities are not fully taking advnatage of these opportunities. The focus of our work will be to bridge that gap. Sources consulted to develop this section include interviews with user groups, interviews with facilities that provide comparable programs, interviews with local employers, population data, US Census information and similar demogrpahic data from the State of Idaho and related sources.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
MARKET RESEARCH 11
Overview of Local + Regional Economy The region that the Nez Perce facility will serve is experiencing a contraction of the industries that once offered the most employment. As described in the Background chapter, the population is aging and is below state averages in both income and education. The forestry and agricultural markets, once economic mainstays, are slowing down with competition from a global market and a slowdown of national markets. These remain important sectors, but economic vitality will depend on increasing the education level of the local workforce and being innovative about exploring the region’s unique opportunities. Education will make the economic transition more successful and the population more adaptable to change. Historically, resource-based industries have dominated the local economy with forestry and large-scale agriculture as the leaders. As with many areas of the country, these industries are now in decline, are less profitable, and employ fewer workers than in recent decades. The local economy is in the midst of a transition from resource extraction to an economy based on manufacturing, services and value-added products. Green energy and information technology are promising sectors. Healthcare services and tourism are already growing. This transition necessitates that existing workers re-train and gain new skills, and that young people entering the workforce set their sights on different horizons than their parents or grandparents. Areas of interest expressed during stakeholder interviews include land and fisheries management and stewardship, business management and marketing, retail sales, and tourism. Table 7. Job Growth, 2005-2008 Table 7 shows job growth trends over the past several years. While national and 2005 to 2006 to 2007 to state trends show a continual loss of 2006 2007 2008 jobs, the rate of job loss for the five counties (Region 2) has slowed in the United States 1.6percent 0.8percent 2.2percent past year, due to a combination of stabilizing industry sectors and new Idaho 4.0percent 1.5percent 4.0percent economic opportunities.Federal and state employment provides some economic Region 21 5.4percent 3.2percent 1.0percent stability for the regional workforce. Nez Perce Tribal programs and services also 1. Region 2 is composed of Clearwater, Idaho, Latah, Lewis and Nez Perce offer a number of employment counties. Source: Idaho Department of Labor opportunities. Most notably, the private sector is growing in the region. Latah County, for example, has seen the introduction of several new businesses. Clearwater County’s private sector employment grew between 2007 and 2008 while the state average was a contraction of -5.1 percent (Idaho Department of Labor). Privatesector employers increased 13 percent between 1997 and 2007, from 919 to 1,036, respectively (Idaho Department of Labor). The natural amenities in these areas are beginning to attract individuals with mobile income sources, such as tourists and retirees. The most promising sector for many of these counties is the health care industry that grew both nationally and locally in several counties. The following section provides an overview of the economy and employment in the region.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Tribal Government The Nez Perce Tribe employs 465 full and part time employees working in thirteen departments in seven Idaho counties, two Oregon counties, one Washington and one Montana County. Five percent of these are seasonal positions provided by the Nez Perce Tribe’s Natural Resource Division, which includes Fisheries, Forestry and Wildlife. In this division, according to an interview with the deputy director, employees fall into two tiers, Professional and Technical. Professional-level jobs usually require advanced degrees and are permanent positions. The Technical-level jobs more often provide seasonal employment with lower job qualifications. One of the priorities for the Nez Perce Tribe is to increase the number of Tribal members in the Professional-level positions. In order to do this, however, a clear track for professional development is needed, coordinated with degree programs from other institutions. This is a perfect example of the kind of service the proposed Center could provide to encourage high school students to enter promising fields and to provide courses and resources closer to home. For other Tribal departments, the need for professional development and recruitment of skilled workers is just as great. In the next 10 years, 30percent of current Tribal employees will be ready for retirement. The proposed Center is a critical piece of the strategy to ensure that a trained pool of workers is ready to take these positions when current employees retire. Developing educational opportunities for Tribal members of all ages is a priority for a rural population that has high unemployment and underemployment rates. The Nez Perce Reservation and the north central Idaho counties of Clearwater, Idaho, Latah, Lewis and Nez Perce have chronically high unemployment rates in rural areas and underemployment throughout the region. Seasonal jobs include road construction, tree planting, wild fire fighting and fishery programs. Though these jobs provide job opportunities, they do not provide year round income and contribute to underemployment. According to the Bureau of Labor statistics (2009), the unemployment rate for the United States was 8.1percent and the State of Idaho was 5.4percent. The latest available statistics (2005) for the Native American population of the Nez Perce Reservation show an unemployment rate of 21percent. Extractive Industry + Construction Clearwater and Idaho Counties are counties in which forestry and mining play large roles in the local economy. Construction employment also makes up more of the local employment in these areas than the national average. Idaho County’s economy is heavily dependent on extractive resources, including forestry and agriculture. Large wheat farms in Idaho County have done well in recent years due to worldwide price increases. One in eight of the county’s private sector jobs are based in forestry or forest products (Idaho Department of Labor). The U.S. Forest Service employs more than 300 people (Idaho Department of Labor). Lewis County, historically a natural resource-based economy has also seen the number of resource-based jobs decline and their role in the local economy fall. Since 1980, there has been a decrease by one third in the number of jobs in the agriculture sector (Idaho Department of Labor). In Lewis County, one factor lessening the outflow of individuals is overflow growth from neighboring counties. The slowdown in national housing starts will likely affect the continued growth of these counties that have economies heavily tied to the production of forest products. Within the last two to three years, small-scale farming has grown as an employment opportunity for the local workforce. Individuals are able to farm on small plots of around an acre and sell Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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their produce at local farmers markets. The University of Idaho Cooperative Extension has established programs to train small farmers in sustaining a farming operation from fertilizing and growing to marketing and selling their produce. Retail Nez Perce County is a regional hub and strong retail center. Clearwater, Idaho and Lewis counties in Idaho State and Asotin and Columbia counties in Washington State tend to rely on the Lewiston area in Nez Perce County for goods and services not available locally (Idaho Department of Labor). In the community of Clarkston, there is a demand for additional retail services in the downtown area to serve growing summer tourist traffic. A Chamber of Commerce representative reported that there are opportunities to develop retail services focused on specialty shops, furniture, clothing, crafts and gift items. Health Care Clearwater, Idaho and Nez Perce Counties have been extremely competitive nationally in terms of the growth and availability of health care employment. The growth in positions has exceeded both national and industry growth over the past several years. The region has large healthcare employment centers; for example, St. Joseph's Regional Medical Center located in Nez Perce County, employs nearly 900 people (Idaho Department of Labor). Data show that this sector continues to grow at statewide and national levels. Over the past five years, professional, research and technical professions related to the health care industry have all grown faster than the overall national and industry average in Nez Perce and Idaho Counties. One aid to professional development in the state is the Idaho Nursing Workforce Center, whose goal is to ensure that Idaho has enough nurses to meet the state’s future health care needs. The Federal Department of Health and Human Services estimates that by 2020 Idaho will lack about 30 percent of the nurses the state needs (P.L. 102-477). Lewis Clark State College in Lewiston, Idaho (adjacent to the Nez Perce Reservation) began constructing a new nursing and health sciences center in 2008. The Idaho State Legislature approved the funding for the new building to help offset a national and state nursing shortage. The building will allow LEWIS CLARK STATE COLLEGE to double the size of graduates from the Nursing Program. Additionally, the Allied Health and Safety Education program offered at Walla Walla Community College in Clarkston operates a nursing program in a newly constructed, state-of-the art facility and also provides public health and education programs and operates distancelearning programs. Distance learning classes currently offered through the partnership include Medical Laboratory Technology and Physical Therapy Assistant. The Allied Health and Safety Department also offers Healthcare Training opportunities for professionals. With an aging population to care for and an established health care delivery and education systems in place, the Nez Perce facility will be well positioned to offer students a way to advance their skills sets and move into an employment sector with a promising future. Establishing educational programs on the paraprofessional level such as a Certified Nursing Assistant credential or a Personal Care Attendant credential would help the local workforce to meet demands for home health services. The center can also provide a bridge to the courses available
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
in Lewiston and Clarkston by creating a distance site that will offer these courses at a location easier for Tribal members to access. Representatives of both LEWIS CLARK STATE COLLEGE and Walla Walla Community College interviewed for this study expressed interest in increasing the number of students from Nez Perce Reservation communities and using the proposed Center to provide courses in a location that is easier to access for local residents. Elders interviewed for this study specifically mentioned the need for trained, skilled Personal Care Assistants from the local community, particularly those who understand Nez Perce traditions, language and culture. Tourism Several counties in the region have natural amenities that attract individuals and families for pleasure travel or for retirees making a permanent move. Attractions to the area include:
Nez Perce National Historical Park – the Historical Park Includes 38 sites spread over four states: Idaho, Montana, Oregon, and Washington. These sites interpret Nez Perce history and culture for area visitors. The Park encompasses sites that stretch across the homeland of the Nez Perce people. There are activities at the visitor’s centers at Spalding and Big Hole National Battlefield, and a museum at Big Hole National Battlefield. There are many activities available throughout the region (http://www.nationalparklover.com/nezperce01.htm ). Total visitation recorded for the park in 2008 was over 28,000 persons (National Park Service data).
Fishing and Hunting – Fishing and hunting draw large numbers of visitors to the area each year. The rivers and lakes offer steelhead, salmon, trout, bass, kokanee, dolly vardin and sturgeon. For visitors interested in hunting, elk, mule deer, big horn sheep and black bear are among the animals commonly hunted. Grouse, quail, chukar and pheasant are a few of the upland game birds available, while Canada geese and mallards are the most common waterfowl. Outfitters and guides are available, though there seems to be room for more development in this area.
Gaming – The Nez Perce Tribe operates two gaming facilities: Clearwater River Casino near Lewiston and It’se Ye-Ye in Kamiah. The Clearwater Casino was recently constructed and includes a hotel and development area for a future resort area.
Hells Canyon Recreation Area – North America's deepest river gorge, Hells Canyon encompasses over 650,000 acres of diverse terrain carved by the Snake River. Recreation opportunities in the area include whitewater boating, hiking, horseback riding, fishing, wildlife viewing, viewing artifacts from prehistoric tribes and early miners and settlers.
The growth of small businesses will increase the amenities of the area as entrepreneurs capitalize on opportunities to provide lodging, package tours, cultural tourism, eco-tours and arts and crafts sales. The Nez Perce Tribe currently offers certification for individuals to become certified interpreters of Nez Perce culture and history. A growing arts community also draws some visitors, as well as making the county more attractive to individuals looking to relocate to the area, such as retirees. Over the past several years, several retirement communities have been developed.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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Two efforts are underway in North-Central Idaho to connect destinations and amenities to attract greater benefit from tourism to local communities. The Top 10 Scenic Drives in the Northern Rockies will designate and promote routes in the area through conducting market research, developing a marketing strategy and developing partnerships between the communities on the ten routes. This is a Geotourism initiative whose objectives are to promote green travel, develop authentic destinations and customer satisfaction, and emphasize off-peak season visitation. A similar effort spearheaded by the local arts council supported by the Nez Perce Tribe is the 2 Degrees Northwest initiative that works to connect and develop artisans and other creativeeconomy businesses in the local area. Two examples of similar efforts that have been developed in other parts of the country demonstrate the value of attracting visitors to explore entire regions and spread the benefit from tourism to scattered rural communities. Texas Bird Trail1 The Coastal Birding Trail of Texas is a series of trails and bird-viewing areas mapped out over three regions of coastal Texas. Maps are available that point out areas of particular interest including “off the beaten path” birding hotspots, boardwalks, parking pullouts, observation platforms, and driving loops. Texas Parks and Wildlife markets the trail series to area visitors. Interested visitors can view and purchase maps online. Online maps allow users to enlarge selected map areas to see all sites within a particular regional loop. Also included are detailed instructions on how to reach each site, examples of birds and wildlife and contacts for additional information. Each site is marked with a sign with an established logo and number that corresponds to the map. North Carolina Fall Craft Drives2 The Buncombe Tourism Authority, located in Asheville, North Carolina, advertises fall craft driving tours on their website. The Tourism Authority provides maps and directions to local areas of interest, as well locations of local galleries, craft outlets and ways to patronize local artisans. This marketing effort has increased traffic to the more rural parts of the county and directed tourists to lesser-known attractions in the area.
1
http://www.tpwd.state.tx.us/huntwild/wild/wildlife_trails/coastal/ http://www.exploreasheville.com/what-to-do/seasonal-fun/fall-color-in-the-asheville-area/fall-crafts/fall-craftexcursions/index.aspx 2
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Education Several colleges provide training and education to area students. Nez Perce County is home to Lewis-Clark State College, a four-year school that offers technical training programs. Enrollment in the spring term, Accommodation & food 2008, was 3,343 services students. The Manufacturing 10% University of 17% Health care & social Idaho, in Latah assistance County, employs 19% one-third of the county’s workers (Idaho Department of Labor). These Retail trade 18% institutions help buffer these areas from Figure 4. Top employment sectors in Nez Perce County, percentage of total some of the national or employment, 2006 state economic Source: US Census Bureau fluctuations. Other institutions of higher learning that exist in the area include Walla Walla Community College, Northwest Indian College and Washington State University. For descriptions of these institutions and the programs they offer, please see the Comparable Programs + Facilities chapter. Manufacturing The large number of educational facilities that exist in the region offers a unique opportunity for economic development. According to an interview with David Bonfield of the Northwest Intermountain Manufacturer’s Association, the area supports a range of manufacturing firms from those with 2,000 employees to those with only one employee, partly due to the presence of research institutions that are hives of invention for new products and technology. These firms are often in need of a stable workforce with good technical skills. Another need is for business management and bookkeeping services to assist small business owners with business management and development. There are a number of opportunities in manufacturing, including: developing a large-scale wind energy project and developing the supply chain for the wind industry; the jet boat industry, which started in the area with eleven manufacturers currently operating; and, finding new ways to use wood products, such as pelletizing for converting wood waste into energy and insulation and turning farm waste into fertilizer. The “hard craft areas” such as welding, fitting, hydraulics, electronics, as well as related marketing and sales of manufactured products are needed skills in the area. A skilled workforce is critical for this sector of the local economy to develop further. An advantage to manufacturing, particularly smaller, niche-firms, is that they can be located all over the region in rural areas. The limiting factor is the availability of skilled workers and raising awareness among young people and schoolteachers of the importance of this sector. Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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The Northwest Intermountain Manufacturing Association recently trained teachers and administrators from ten local schools to teach students to use Solid Works, a 3-D software program. After the students had learned to use the program and had created designs in the classroom, the manufacturing association enlisted manufacturers to build them. This project sought to open the eyes of young people to the opportunities in this sector. Mr. Bonfield observed in an interview for this study that it used to be that a high school diploma was all that anyone needed in order to have a well-paid, stable job in farming or timber. Today, he believes, even in those traditional industries (and particularly in emerging industries and manufacturing) additional technical training is needed in order to secure quality employment. Training needs to begin with high school-aged students in order for them to understand the demands of the job market they will soon enter. Another growth area in manufacturing is to teach manufacturers to export. A recent survey of 100 manufacturers in the area found that only 8percent export their products. This compared with a rate in comparable places of closer to 50percent. The Northwest Intermountain Manufacturing Association is currently working to teach manufacturers to export and to expand their businesses accordingly. Location Quotient: Economic Snapshot Table 8, Selection of Location Quotients for Idaho Counties, shows the degree of specialization and dependency that a local economy has in a particular sector. A location quotient of one indicates that a community has the same proportion of its economic activity in a particular sector as the nation, existing largely to meet local needs. A location quotient greater than 1 indicates a degree of specialization, producing an excess of that particular good or service for export. Finally, a location quotient of less than one indicates that the community is not producing enough to meet local needs. To illustrate the idea, the value for agriculture and forestry in Idaho County is 4.35. This would indicate that over three-quarters of this activity is devoted to export production.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Table 8. Selection of Location Quotients for Idaho Counties, 2007 Industry
Clearwater County
Latah County
Idaho County
Lewis County
Nez Perce County
Idaho -Statewide
Agriculture, forestry, fishing and hunting
14.28
-
4.35
-
-
3.93
Mining, quarrying, and oil and gas extraction
-
-
4.39
-
-
0.83
Construction
1.32
1.05
1.64
0.84
0.74
1.44
Manufacturing
0.92
0.4
1.2
1.2
1.32
1
Retail trade
1.24
1.64
1.22
1.4
1.23
1.12
Finance and insurance
0.46
0.7
0.85
0.7
1.42
0.75
Real estate and rental and leasing
0.3
0.96
0.43
0.72
0.66
0.85
Health care and social assistance
1.73
1.23
1.18
1.09
1.37
0.9
Arts, entertainment, and recreation
0.42
0.69
1.13
0.74
0.88
0.96
Accommodation and food services
0.99
1.99
1.09
0.61
0.91
0.99
Source: US Bureau of Labor Statistics. Boxes with no value indicate areas where data could not be calculated or could not be disclosed.
While a location quotient is useful for giving a static picture of a county’s strengths and weaknesses, it does not explain the sources of change. Shift-share analysis tries to explain the changes in the county economy by breaking that change into three sources: national share, industry share and regional share. The national share estimates the impacts of total national growth or decline in a particular industry. The industry share shows how much local change in employment can be attributed to national growth or decline in that particular sector. These two parts describe the change that would have occurred in the county economy if it followed national and industry trends. The regional share reveals the effects of region-specific factors affecting local employment. Industries where the regional share is largest are often the best targets for economic development individually or in clusters with other similarly positioned industries.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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Table 9. Shift Share Results in Health care and Social Assistance sector for Idaho Counties, 2006 Industry
Clearwater County
Latah County
Idaho County
Lewis County
Nez Perce County
National Share
16
16
37
1
97
Industry Share
-2
-2
-5
0
-14
Regional Share
39
34
-31
-1
-174
Source: Agnew::Beck calculations from US Bureau of Labor Statistics.
In the above table, as an example, Clearwater County gained 53 jobs between 2005 and 2006 in the health care and social assistance sector. Most of that gain (39 jobs) was due to the very competitive share of those jobs in Clearwater County. Although sixteen jobs were due to general national economic growth it was offset slightly by a share loss of two jobs due to a slowdown nationally in health care and social assistance sector growth. The example shows that Clearwater County has a very competitive position in the health and social assistance sector but it is in an industry that is, over the past year, growing slightly more slowly than the national average.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Summary of Opportunities for Employment Growth and Economic Development The overview provided here identifies a number of growth areas where the proposed Center could focus efforts to prepare workers for employment:
Professional development for Tribal government employees to encourage promotion into permanent positions and increase mobility between positions. Recruitment and training should focus on sectors of Tribal government employment where senior positions are currently filled with people nearing retirement. Because it is the largest division, the employment needs of the Fisheries and Habitat Division should be particularly examined in order to move employees in the Technical positions into the Professional tier and to encourage young people to attain the advanced degrees necessary to qualify for Professional-level employment.
Small-scale farming and horticulture for specialty food and agricultural products such as organic vegetables, heirloom varieties and cut flowers.
Healthcare, Personal Care Assistance for Elders, and small business opportunities such as home health services and assisted living homes.
Small business development in retail and in hospitality related services such as guiding, lodging, arts and crafts production and marketing, and cultural interpretation.
Business management, marketing and bookkeeping to provide services to other entrepreneurs to help them manage and grow their businesses.
Employment at educational institutions for professors, teaching assistants, program managers, IT support and other employment needed on local campuses.
Manufacturing and technical skills such as welding, fitting and fabrication.
Local goods and services such as automobile repair, childcare, local retail, printing and copying, restaurant and hospitality.
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Who will use this facility? The primary users are those who will take advantage of the training, certification and higher education opportunities offered at the Center. The secondary users are those who will directly benefit from having access to a trained and educated workforce. This center will provide services and programs for all ages, “from cradle to grave.” Three specific user groups include:
Students of all ages: children, youth, adults and Elders
Artisans and craftspeople
Entreprenuers and business owners
Secondary user groups include:
The programs and divisions of the Nez Perce Tribe that will be able to hire from a wider, well-trained pool of employees and will be able to access training and certification to build the skills of existing employees and improve job performance and productivity.
Area manufacturers, health care facilities, tourism operators and other area businesses that will also have a wider pool of potential well-trained employees.
Local residents of Lapwai, Orofino, Kamiah, Lewiston, Clarkston and other nearby communities who will benefit from an increase in the number and success of small businesses and an increased circulation of wealth within their communities.
Visitors to the area who will have the opportunity to learn about the area’s culture, language, history and future, observe traditional arts and crafts and to collect art pieces and purchase gifts.
Interviews with the primary user groups listed above revealed common themes in interests among potential users. Summaries from these interviews are below. Children The Nez Perce facility will primarily serve young children by housing a Head Start, Early Head Start and a childcare program. As the table below shows, there is a below-average percentage of children under the age of five in neighboring counties as compared with the entire state of Idaho. However, for the adult learners interviewed for this study, childcare was mentioned as one of the most important facilitators to allow them to access higher learning courses. Co-locating the early childhood facility with the adult education and business development programs will produce a number of benefits:
Children will benefit from participating in the cultural programs offered at the Center and from increased interaction with local Elders.
Adult learners who have children will be able to pursue training and courses while their children are cared for in a high quality early education center, making it easier to fit in higher learning with the demands of parenting and work.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Table 10. Estimates for Population Under 18 in Five County area, 2007 Total Population Idaho State
Population Under 18
Percent
Population Under 5
Percent
1,499,402
407,837
27.2
118,453
7.9
8,231
1,482
18.0
346
4.2
Idaho County
15,345
3,100
20.2
767
5.0
Latah County
36,299
7,006
19.3
1,960
5.4
Lewis County
3,581
806
22.5
208
5.8
38,932
8,487
21.8
2,258
5.8
Clearwater County
Nez Perce County
High School Students Interviews with high school students demonstrated an interest in conservation, stewardship and land management careers, law, social work, law enforment, art and design, politics, veterinary medicine and fisheries management. Students expressed the need for more internships and job study programs that would prepare the high school graduate for advanced education or certification and provide real-world experience in particular fields. Programs that work with high school students to develop entrepreneurial skills were also mentioned as a priority. Some students interviewed had taken advantage of online courses to start taking college-level courses while still in high school. Students expressed interest in the proposed Center, particularly in having greater access to a media center and computer-based learning. According to David Bonfield of the Northwest Intermountain Manufacturing Association, there is a need for a secondary school track that prepares high school students to move into vocational technical educational programs. Establishing a program will help local youth to look beyond high school education to a vocational program or an advanced degree. The importance of continuing education and advanced degrees beyond a high school diploma has increased with the local shift away from an economy based on resource extraction to a more diversified economy. Training in a variety of computer related skills including information technology, web development and marketing, graphic design and software development were highlighted as areas of interest. As a population segment that has grown up with computer technology and using the Internet, young people have a base level of computer skills that will ease their entrance into technical fields.
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Adult Education Students Individuals interviewed about adult education shared an interest in higher learning that coincided with the opportunities described in the Economy section above:
Technical and trade related education such as information technology, software development; web design and development.
Shorter intensive courses such as certifications level classes that allow for continuing education or the development of discrete skills. For those already engaged in the workforce or for those with children, specific training in a particular area can increase capacity without the cost and time barriers associated with longer programs.
Business management, bookkeeping and small business development.
Social services such as elder care and caring for the disabled population.
Land stewardship and forestry.
The main barriers to accessing higher education as expressed in interviews for this study were the need for childcare during coursework, financial assistance, being able to attend courses while maintaining full-time employment, and being able to finish coursework on degrees started earlier in life but not completed. A number of those interviewed were interested in starting small businesses such as a log-home building company, a risk management consulting firm and a traffic control training service. Other businesses were identified as needed including a vehicle maintenance service and a print shop. All adult learners interviewed stressed the need to reach down to younger people to help them see the opportunities and prepare for them during middle and high school and to encourage young people to pursue higher learning. Elders Elders emphasized the importance of establishing cultural programs and courses that encourage community connectivity. Offering evening classes in areas such as Nez Perce language study and arts and crafts production that draw on their skills and knowledge was suggested. Training in marketing traditional crafts was also mentioned. Entrepreneurs and Business Owners There are a number of successful entrepreneurs in the local area, many of them Tribal members. Local business owners surveyed for this study include: a landscape architect who does work for tribes all across the United States; a creative design and landscaping company that serves both residential and commercial customers; Nez Perce Enterprises, which owns a hotel, casino and associated tourism businesses; a tipi manufacturer; an audio and video producer; a horse breeding and selling and horse packing business; and a traditional craftsperson. All of the businesses owners used the Internet to market their goods and services and most of them had clients outside of the area. Two of the business owners were in the process of winding down their businesses. Both cited the “headaches” associated with business management, such as filing payroll taxes and other “paperwork” as a limiting factor to business growth. One owner 24 MARKET RESEARCH
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
stated that they could have grown a lot but did not want to take on the extra paperwork. They also did not have a person to leave their business to when it came time to retire. This highlights the need for business management expertise and a need for training others to take over a business when the original owners want to retire. The interviewees identified tourism as a growth business for small business owners, especially if offerings of multiple businesses can be brought together and marketed as a package. Working closely with Nez Perce Enterprises is one way to develop these relationships and package tours, as well as enhance the offerings of the planned resort. All of the business owners noted the need for young people to understand the pressure and hard work associated with running a small business, and the need to be able to take risks and to keep working even when the money is not coming in. Business owners believed that the Center should connect entrepreneurs with successful business owners for mentoring activities and potentially sponsor an association or Chamber of Commerce that would strengthen the business community as a whole. The Nez Perce Tribe was also encouraged to do more to foster small businesses by looking for more ways that the tribe can fairly award contracts to local small businesses and prioritize local vendors for services such as laundry, vehicle repair and printing. Business owners suggested a number of ways for the Tribe and the proposed Center to help small businesses develop:
Shared marketing and advertising.
Increasing investment in new businesses and increasing access to capital by developing a revolving loan fund or becoming a Community Development Financial Institution and developing a micro lending program.
Improve communication between businesses and Tribal departments.
Using local businesses as vendors instead of going to Lewiston.
Improve and teach best practices in business management and provide this as a service to small businesses.
Take better advantage of opportunities as they arise, for example, the tribe could assert its rights to develop a permitting system or to purchase the use rights to important corridors and make them available to Tribal businesses. This could create proprietary access for Tribal businesses for amenities such as whitewater rafting and historic trails, such as the Lolo Trail.
Start a Tribal business think tank.
Work to change the perception of Lapwai as a community unfriendly to business. One interviewee gave an example of a Tribal member who owns a contracting business and lists his address in Lewiston because he said that if it were located in Lapwai he would not get any business.
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Partner Facilities Five institutions provide higher education and business development opportunities in the region. These include:
Lewis Clark State College, Lewiston
Walla Walla Community College, Clarkston Branch
University of Idaho, Moscow
Northwest Indian College, Lapwai campus
Washington State College, Distance Learning programs
The Nez Perce Tribe’s education programs partner with these institutions to provide access to many courses to its Tribal members. However, the existing facilities are inadequate and the current offerings are not well integrated. The evidence is clear that residents of Nez Perce communities are not taking advantage of the opportunities that currently exist in the area for higher learning. Interviews with directors of programs at partner institutions identified a number of barriers that are preventing Tribal members and residents of Nez Perce communities from accessing higher learning and business development services:
Geographic distance between Nez Perce communities and area campuses makes travel time long and conditions sometimes hazardous.
Cultural differences can make entering the partner campuses intimidating.
Navigating the system to enroll in courses and complete programs is difficult, especially from afar.
Funding is in short supply and many residents of the Nez Perce communities come from low-income households.
If there were a training space in Lapwai or in any of the other communities on the Nez Perce Reservation, courses would already be offered there. Currently, no adequate space exists.
Current programs are not well coordinated. With a single Education Director managing a one-stop shop facility, partner institutions would be better able to design and host courses to serve the Nez Perce communities.
An expanded description of these institutions, the programs and courses they offer, lessons learned and possible partnership opportunities are described in more detail in the “Comparable Programs + Facilities” section of this report.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE PROGRAMS + FACILITIES Overview The purpose of this section is to share examples of facilities and programs that provide services similar to the facility and program envisioned for the Nez Perce facility. By looking at these examples we can establish:
Ways that Nez Perce programs can partner and dovetail with other programs that exist in the area.
Examples of models that can guide the development of Nez Perce programs.
Lessons learned by effective programs that are already successfully operating.
Comparable programs and institutions from the local area include: Lewis-Clark State College (Lewiston), Walla Walla Community College (Clarkston), Independent Study in Idaho (distance learning), Northwest Indian College (Lapwai and Kamiah) and Washington State University (distance learning). Some of these institutions are already partners of the Nez Perce Tribe’s education and training programs and offer great potential for increased partnership in the new Center. Programs from outside of the local area include: Southwest Alaska Vocational Education Center in King Salmon, Alaska, and Bidwell Training Center and Manchester Craftsman Guild in Pittsburgh, Pennsylvania. The business incubator examined is The Water Cooler, in Boise, Idaho. These are provided in order to share examples of programs that offer similar services as the proposed Center.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 27
Comparable Programs + Facilities in the Local Area According to education program directors interviewed for this study, North-Central Idaho is fortunate to be served by a number of high-quality higher education and training facilities and programs. However, as stated earlier in this study, the residents of Nez Perce communities are not taking advantage of these opportunities or reaping the benefits from them at a level comparable to members of other communities in the area. These institutions already collaborate with the Nez Perce education programs in order to help connect students with courses at partner institutions. These partnerships are hampered, however, by the lack of adequate space and facilities to provide courses from other institutions at a location convenient for Nez Perce students, and by the lack of an Education Director who can spearhead the development of new programs and stronger partnerships to really bring the benefit of partner institutions to the people of the Nez Perce communities. The goal of the Nez Perce Education, Training and Business Development Center is not to attempt to duplicate these institutions. The goal is to increase effective partnerships with these institutions, and to increase access to their programs, so that Nez Perce residents can benefit from the history, resources and breadth of programs avialble in the area. Lewis-Clark State College (LCSC) Lewis-Clark State College (LCSC), located in Lewiston, Idaho is one of the closest colleges to the Nez Perce Reservation. LCSC offers a number of majors in academic fields including: education, nursing and health sciences, business, the humanities, natural sciences, and social sciences. LCSC also offers professional and technical programs which include: Allied Health, business technology and service, and technical and industrial programs. LCSC partners with the Nez Perce Adult Learning program and has expressed interest in strengthing the connection with the programs offered by the Nez Perce Tribe. Opportunities for increased collaboration at the proposed Center include sharing staff so that the LCSC Small Business Development Center could provide serves from the Nez Perce Center certain days of the week; offering LCSC courses at the training spaces in the proposed Center; working more closely with high school students to steer them towards appropriate LCSC programs, and providing preparatory courses at the Center to prepare them for college-level work. In order for this partnership to be strengthened, a Memorandum of Understanding will need to be developed and kept up-to-date between LCSC and the Nez Perce Tribe.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Table 11. Lewis-Clark State College ‘At-A-Glance’ Lewis-Clark State College How many students attend
3,601 students annually Education, nursing and health sciences, business, the humanities, natural sciences, and social sciences;
List of Programs offered
Workforce Training Center: professional and technical programs which include: business technology and service, and technical and industrial programs; Additional beginning level courses (ex: welding, CNA, dental assistant); Apprenticeships: e.g. electrical plumping and HVAC, real estate, flagging, fire service
Basic program description
Undergraduate college: four and two-year degrees, one-year certificates.
Special uses of technology
Online programs, mobile business training lab
Outreach Methods
Outreach coordinators work to recruit for specific programs
Partnerships
Existing partnership with Nez Perce Tribe Adult Learning program needs to be strengthened and expanded
Enrollment In the spring of 2009, LCSC reported 3,601 students enrolled. The total enrollment for LCSC Allied Health programs is just under 1,000 students per year. The apprenticeship programs target mostly graduating high school students, and have enrollment of approximately 100 students. The Allied Health programs of LCSC have the highest enrollment of any program in the college. According to Linda Stricklin, Allied Health Coordinator for Workforce Training, the Allied Health Program has more students enrolled in a single semester than any other program has in an entire school year. Programs Offered LCSC Workforce Training Center offers the following programs: •
Allied Health – these programs includes many different types of medical and healthcare courses and certifications.
•
Businesses – includes computer training, and other classes that are developed according to industry needs. This program houses a lab that includes Adobe software and additional business programs such as Quickbooks, etc.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 29
•
Additional beginning-level classes: welding, Certified Nurse Assistant (CNA), dental assistant; apprenticeships in electrical, plumbing and HVAC; real estate, flagging, fire service.
Special Uses of Technology LCSC Workforce Training Center offers an on-line Certified Nursing Assistant (CNA) certification program. Students participating in this program come to campus for six on-site sessions rather than the 22 sessions required for the standard program. Additionally, the business management program has a portable training lab to provide off-site training. The business management program also rents the business lab to groups who have their own teachers and curricula they would like to deliver. For example, St. Joseph’s Hospital used the facility to train employees in on-line charting. It can also be used to provide employee training to keep up with advances in technology and the in the workplace. Outreach Methods – how do they attract students? LCSC Workforce Training Center has three different program coordinators who conduct outreach to different segments of the population to develop diversity in the student body. There is a coordinator for the nursing program, one for the business program and one for short-term programs, which include the apprenticeship programs and the brand new motor-safety training center. Lessons Learned, Best Practices and Opportunities for Partnerships LCSC has a need for extra classroom space and already takes training off site to meet the needs of students and employers. Linda Stricklin, Director of the Workforce Training Center, was enthusiastic about developing a stronger partnership with the Nez Perce Tribe to offer LSCS programs at a location more convenient for reservation residents. She said, “If I had time we would already have a place out there”. Walla Walla Community College The Clarkson Center, the branch campus located in Clarkston, Washington, enrolls approximately 1,300 students annually. The largest program is nursing and a new health science facility has recently opened to meet the growing demand. WWCC houses two-year academic programs with a goal of preparing students for transfer to four-year institutions. It also offers an array of workforce preparation and retraining programs, high school completion and GED courses (including English as a second language instruction) and basic literacy skill training. The college also offers courses for professional development, cultural and personal enrichment, including vocational offerings, and community service classes. Currently, the Nez Perce Tribe education programs help students to enroll in programs at the Walla Walla Community College. A Student Support staff member at the Clarkston branch focuses on working with American Indian students. During a tour of the facilities and meeting with staff, the director expressed clear and strong interest in developing a partnership with the
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Nez Perce Tribe to expand access to programs to students from Nez Perce communities. She expressed strong support of the concept for the Education Center. Table 12. Walla Walla Community College ‘At-A-Glance’ Walla Walla Community College How many students attend
12,000 students annually at two campuses: Walla Walla and Clarkston
List of Programs offered
• Associate degrees in the arts and sciences • More than 135 associate, certificate or short course options, including transfer and retraining opportunities • Distance learning: First two years available through WWCC online; also four-year and master’s degrees available through Washington State University Learning Center online • Allied Health and Safety Education, Business and Professional Development, Walla Walla Area Small Business Center, Community Education, Lifelong Learning, Evening College, Quest, Kids College, Kids Computer Camp • Transitional studies: Adult Basic Education (ABE), General Education Diploma (GED), Pre-College Courses, Occupational Support, Transición, English as a Second Language (ESL), Families That Work, Family Literacy • High school bridge programs: Running Start, Tech Prep, Alternative Education
Basic program description
Two-year programs with a goal of preparing students for transfer to four-year institutions, workforce preparation and retraining programs, high school completion and GED courses, English as a Second Language (ESL) instruction and basic literacy skill training, Extended learning: professional, cultural and personal enrichment, and vocational offerings
Special uses of technology
Online programs, tele-courses and interactive TV courses
Outreach Methods
Collaborate with public and private partners to develop programs which recruit students, create systemic “Process Goals”
Partnerships
Branch campuses; headquarters for the new Water and Environmental Center (outreach to encourage collaboration on water management and environmental restoration issues); Correctional education (provides training to those in the correctional centers); Customized on-site training for businesses (examples: Tyson foods, John Deere); public and private high schools; creative community partnerships (example: summer musical festival sponsored by the WWCC foundation); local businesses (Center for Business and Professional Development, the Small Business Development Center and the Partnership for Rural Improvement, the Chamber of Commerce and internship programs)
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 31
Lessons Learned, Best Practices and Opportunities for Partnerships WWCC is a significant economic partner in its community. WWCC spends about 91 percent of its operating budget, or almost $33 million, in Walla Walla and other nearby counties. It employs 1,281 faculty and staff, paying $21 million annually in direct wages. WWCC actively creates wide-ranging off-campus partnerships, which include: •
Correctional education partnerships: WWCC provides educational opportunities to the Department of Corrections facilities in Connell, Yakima and Walla Walla. More than 2,800 inmates each year obtain workforce and basic skills training.
•
Customized on-site training: WWCC customized an on-site training program for Tyson Foods in Wallula, Wash. For many employees, the ESL and GED courses or technical training lead to promotions or other workplace opportunities. Plant managers report that the program has had a tremendous impact on workforce quality and stability.
•
The John Deere Company: The John Deere Company requires an increasing supply of highly skilled technicians qualified to repair and maintain their equipment. WWCC has worked with John Deere since 1994, offering John Deere specific training to students. This is the only such program available in 13 western states— the next closest being in North Dakota. Students are chosen and sponsored by John Deere dealers, and spend seven quarters alternating between instruction on the Walla Walla campus and hands-on training at dealer locations. The college and company collaborate on program essentials, with WWCC providing faculty and an academic setting, and John Deere supplying educational materials and equipment. With educational access to new and used tractors, combines and other agricultural and industrial technology, students are able to diagnose and repair the equipment they are likely to encounter when working in the field.
•
Creative connections: The WWCC is receiving recognition for its Enology and Viticulture program (wineries and winemaking) and for its many burgeoning vineyards. To assist in developing the “creative economy” and build awareness about the college and programs, the WWCC Foundation sponsors a summer musical. The goal is to build artistic partnerships, and connect the dots between the performing and visual arts, wine, hospitality, culinary arts and tourism.
•
Business collaboration: WWCC partners with local business through its Center for Business and Professional Development, the Small Business Development Center and the Partnership for Rural Improvement. Additionally, the Chamber of Commerce and WWCC collaborate on “Leadership Walla Walla”, a training partnership for community leaders. WWCC maintains a wide range of formal relationships with area businesses to provide internships and work experiences for students. Within the nursing program, for instance, WWCC has more than 50 internship agreements with hospitals, nursing homes and other medical providers in which approximately 250 students participate.
•
Community participation: WWCC has an advisory committee of approximately 300 community members who advise the college on needs and trends within their business fields, and provide feedback on program effectiveness.
32 COMPARABLE FACILITIES
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Independent Study in Idaho – a cooperative program of Boise State University, Idaho State University, Lewis Clark State College and University of Idaho Independent Study in Idaho delivers college-level distance learning courses in online and printbased formats. ISI college courses, sponsored by the cooperating institutions, parallel their oncampus counterparts in content and completion standards. This program provides another resource for students from Nez Perce communities to access at the proposed Education Center. Table 13. Independent Study in Idaho ‘At-A-Glance’ Independent Study in Idaho How many students attend
1600 students per year enrolled, number has held steady over the years
List of Programs offered
College courses in 25 subject areas, from Accounting to Sociology. In addition courses are offered in the following focus areas: Library Science; Courses for Education Professionals (K12); Courses for Idaho Real Estate Licenses
Basic program description
The State of Idaho created the program in 1973 to offer college-level distance learning courses. The member colleges offer over 95 courses online and print-based that parallel objectives and deadlines. Idaho residency is not required.
Special uses of technology
ISI courses do not follow the calendar year and are available at anytime. Online courses are taught using Blackboard Learning Systems, a course management tool.
Partnerships
The University of Idaho, in cooperation with Boise State University, Idaho State University and Lewis-Clark State College, offer Independent Study in Idaho.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 33
Northwest Indian College
Lummi Library photo via www.nwic.edu Located on the Lummi Indian Reservation in Washington State, 20 miles from the Canadian border, Northwest Indian College is the only accredited Tribal college in the states of Washington, Oregon and Idaho. NWIC grew from the Lummi Indian School of Aquaculture (founded in 1973), a single-purpose institution developed to provide a supply of technicians for employment in Indian-owned and-operated fish and shellfish hatcheries throughout the United States and Canada. In 1983 the Lummi Indian Business Council recognized the need for a more comprehensive postsecondary institution for Tribal members, and the school was chartered as Lummi Community College, an Indian-controlled, comprehensive two-year college designed to serve the postsecondary educational needs of Indian people living in the Pacific Northwest. In June of 1988, the Northwest Association of Schools and Colleges (NWASC) approved Lummi Community College as a candidate for accreditation, and on January 20, 1989, Lummi Community College became Northwest Indian College. 1 At Northwest Indian College the student body is a diverse group. The average student is a 29year-old female with at least one dependent. Although, the growing Athletic Program is drawing increasing numbers of traditional college age students right out of high school. Over 75 percent of students come from federally recognized Indian Tribes representing over 90 different Tribal nations. The Northwest Indian College proudly serves over 1,200 students annually. Northwest Indian College is located in Bellingham, Washington. The college also has outreach campuses in Nespelem WA, Auburn WA, Lapwai ID, Tulalip WA, La Conner WA, Kingston WA, and Olympia WA servicing the nearby reservations of the surrounding areas. The Northwest Indian College is currently a strong partner with the Nez Perce Tribe and provides courses at the Lapwai campus. These existing programs will be incorporated into the proposed Center. 1
Information from Northwest Indian College’s website: http://www.nwic.edu/index.php?option=com_contentandtask=viewandid=51andItemid=193
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
List of programs offered Northwest Indian College offers the following: Bachelors Degree in Native Environmental Science, Associate of Arts and Science, Associate of Technical Arts, Associate of Science Transfer as well as certificate programs and awards of competency. Basic program description The Bachelor Degree in Native Environmental Science meets the critical need for effective Native American leaders and environmental scientists who are rooted in their culture. This program emphasizes and explores the interrelatedness of Native ways of knowing, traditional ecological knowledge and "western" science. Prominent aspects of the program include handson learning and the involvement of students in community service, research and internships. The program prepares graduates to work within Tribal communities in support of environmental stewardship, conservation and revitalization. Students may choose between the Environmental Science Option and the Interdisciplinary Concentration. Students must complete at least 60 credits at the 300-499 level to obtain this degree. The Associate of Arts and Sciences degree, commonly referred to as the Direct Transfer Agreement, (DTA) is designed primarily for students intending to transfer to a four-year college or university. The Associate of Arts and Sciences degree requires completion of a minimum of 90 credits in courses numbered 100 and above and is accepted as fulfillment of the general liberal arts requirements by Washington State four-year institutions. Degrees are offered in the following areas: Native American Studies, Early Childhood Education, Oksale Native Education, and General Direct Transfer Degree. The Associate of Technical Arts is designed for immediate application within an occupational field. This degree places early concentration on the skills and technical aspects of the student’s chosen occupational field in the following areas: Chemical Dependency Studies, Computer Maintenance and Networking, and Individualized Programs. Certificate programs prepare students in general studies for entry into a technical field of employment. Most certificate programs are completed in one year. Certificates are offered in: Native American Studies, Computer Repair Technician and Individualized Programs. Award of Competency programs prepare students to gain employment in fast growing vocational and technical fields. One is currently available: Computer Repair Technician Lessons Learned, Best Practices and Opportunities for Partnerships The educational philosophy of Northwest Indian College is based upon the belief that the opportunity of post-secondary education must be provided within the Native American community. Northwest Indian College is committed to the belief that self-awareness is the foundation necessary to achieve confidence, esteem, and a true sense of pride; to build a career; to create a “self-sufficient” life-style; and to promote life-long learning. It is also committed to the belief that a self-awareness program must include a study of Native American culture, values and history. These values are very consistent with the guiding philosophy of the proposed Nez Perce Tribe’s Center.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 35
Washington State University – Center for Distance and Professional Education The proposed Center would increase access to the Washington State University’s Center for Distance and Professional Education, which has recently increased its offerings of business management courses and degrees. Table 14. WSU Center for Distance and Professional Education Program ‘At-A-Glance’ WSU Center for Distance and Professional Education How many students attend
Up 600 in last semester, trend is up in past few years.
List of Programs offered
Degrees earned online are equivalent to those earned on a Washington State University campus. Undergraduate degrees are offered in ten different programs, including five different Business Administration degrees. An online Masters of Business Administration (MBA) was recently added. Nursing programs are also available. Five different online certificates are offered through the Professional education Program are also offered and various online, web-based programs.
Basic program description
The Center for Distance and Professional Education offers two tracts, a Distance Degree Program and the Professional Education program. The first offers online degree completion and the second offers professional development programs, online and in the classroom. Certificates are also available.
Special uses of technology
While online courses must be completed within a predetermined timeframe, they are available at any time within that window, twenty-four hours a day, seven days a week. Unlimited online tutoring, involvement in online student government are other unique uses of technology.
Partnerships
The Distance Degree Program (DDP) partners with seven community colleges across the state to offer co-admission to program and the community college. Lower level classes are completed through the community college and upper level through the DDP.
A number of other training, apprenticeship and vocational education programs and resources that operate in the local area that will be accessed by students at the proposed Center include the following:
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Idaho Department of Labor, Workforce Training programs The Idaho Department of Labor offers several workforce training programs, the Workforce Development Training Fund, the Workforce Investment Act (WIA) as well as providing information on area colleges, universities, professional-technical education, career assistance/financial aid, career development services and veteran services. The Workforce Development Training Fund provides funds to eligible Idaho companies for employee skill training. The fund is available to employers of any size who produce a product or service that is mainly sold outside the region where the business is located. Up to $2,000 is available to provide new full-time employees with skills or to upgrade the skills of existing workers. Up to $3,000 is available for the same training in rural counties. The funds provide a job retention incentive and a way for Idaho companies to provide a competitive and educated workforce. The Workforce Investment Act (WIA) establishes the Workforce Development System and supports training and employment services for adults, dislocated workers and low-income, atrisk youth. The federally funded program is available through the Idaho Works Career Centers that are located around the state, in the six geographic regions. Bureau of Apprenticeship Training The Bureau of Apprenticeship Training is a program sponsored by the United States Department of Labor, Employment and Training Administration. The program collects and lists apprenticeship programs by State and county, listing occupations available. Employers, employer associations or partnerships between employers and labor unions sponsor and operate these programs on a voluntary basis for individuals. According to an interview with the program manager located in Lewiston, the apprenticeshiptraining model has two essential pieces: a structured plan for on-the-job training under the supervision of a skilled mentor, and “related instruction”, which includes education provided on the job, through distance learning or on-campus at an educational institution. For many fields, there are standard curricula to prepare the participant to qualify for a State-license in the field. An apprenticeship is a great way to teach jobs skills, in part because participants earn wages while they are learning. Many apprenticeship programs focus on the construction trades, but they can also be developed for other industries such as utilities, law enforcement, childcare and manufacturing. An apprenticeship can be somewhat complicated to set up, because employer involvement is required but there are many benefits to this approach. Apprenticeships provide many opportunities for an employer to get to know a prospective employee before hiring them and to ensure the employee is well trained in the prospective field. For the employee, by doing well in the apprenticeship he or she gains marketable skills and, ideally, secures permanent employment following the completion of the apprenticeship. This program provides an opportunity for the Nez Perce Tribe to develop apprenticeships for the fields required by Tribal programs. Fisheries and casino-related jobs provide two examples.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 37
Washington Work-Source Training Washington WorkSource is the State of Washington’s resource for online employment services. The service is part of the nationwide U.S. Employment Service and is a joint venture between numerous state and local government agencies. Through WorkSource, individuals are able to find job openings, receive resume and interview help, post a resume, learn strategies for finding a job, job referral and assistance, referral to a training program as well as many other services. Washington State is divided in to twelve Workforce Development Areas and over 60 WorkSource centers. Job Corp Job Corp was is a free education and vocational training program run by the U.S. Department of Labor and authorized by the Workforce Investment Act (WIA). The program was established in 1964 and has been training young people ages 16 through 24 since its inception. Run through a nationwide network of campuses, Job Corp teaches academic, vocational, employability and independent living skills. There are 122 Job Corps center campuses located throughout the US operated for the U.S. Department of Labor by private companies or by other Federal Agencies. The Job Corps center in Idaho is located in Nampa, ID in the Centennial Center. There are also three centers in Montana that are near to some of the Nez Perce communities: Anaconda campus, Kicking Horse campus in Ronan, and the Trapper Creek campus in Darby. Local Economic Development Councils The Panhandle Area Council (PAC), Inc. works with the five northern counties of Idaho (Benewah, Bonner, Boundary, Kootenai, and Shoshone) to diversify and stabilize the area’s economy. The Council is composed of elected officials from North Idaho Cities and Counties, as well as, the Coeur d’Alene and Kootenai Indian Tribes. There are a number of programs available to those counties including loan programs and an incubator. Four loan programs, a micro loan program, IRP loan program, RLF loan program and SBA 504 program are all available. The micro loan program offers loans between $1,000 and $25,000 for equipment and inventory purchases, repairs and working capital. The Intermediary Relending Loan Program (IRP), from the USDA Rural Development program, and the Revolving Loan Fund (RLF) program is for loans up to $150,000 with the goal of creating or retaining one job for every $50,000 that the PAC loan provides. The SBA 504 program is for $2 million. The Clearwater Economic Development Association has served Clearwater, Idaho, Latah, Lewis, and Nez Perce Counties for the past 41 years. CEDA offers a range of services to individual businesses and communities in order to stimulate and stabilize the local economy. These include project and program development, grant writing and administration, business development services including financing and technical assistance, technical assistance with state and federal procurement procedures and compliance, advocacy, facility leasing and referrals. CEDA is already a strong partner of the Nez Perce Tribe and, in an interview with the director conducted for this study, she would like to see additional resources available for residents of the Nez Perce communities, particularly focusing on high school age students.
38 COMPARABLE FACILITIES
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Comparable Programs + Facilities Outside of the Local Area Southwest Alaska Vocational and Education Center, King Salmon Alaska The Southwest Alaska Vocational and Education Center (SAVEC) was founded in June 2002 as a 501(c) 3 organization, located in a remodeled facility on the Air Force Base in King Salmon, in the Bristol Bay, a predominately Alaska Native region of Alaska. The center provides career and workforce development training to the residents of Bristol Bay villages, and to rural residents from around the state. An eight-member board of directors governs SAVEC. The mission is “to promote, coordinate and provide high quality training and education to residents of Southwest Alaska.” The focus of SAVEC’s mission is to build the skills of Bristol Bay and other rural Alaska residents and empower them to gain skilled employment. SAVEC is a statewide magnet for construction and heavy equipment courses. Likewise, the job market available to course graduates is statewide. SAVEC students gain the skills they need to work in many areas, from airport projects to health clinics in villages across Bristol Bay, to drilling rigs on the North Slope to mines in Southeast. SAVEC offers the following resources and programs: video conferencing and large conference spaces and classrooms; distance learning labs; driver's education and an off-road Commercial Drivers License for heavy equipment operators; a health lab for providing continuing education courses for health professionals; construction labs for teaching construction-related trades; a welding lab; outdoor labs for teaching heavy equipment operations; and, student housing. As of June 2007, SAVEC and its training partners have served more than 2,600 students. SAVEC currently provides between 50 to 70 training days a year. Programs offered SAVEC offers training in the following areas: heavy equipment training; construction crafts; fisheries; off-road Commercial Driver’s Instruction; health-related skills; youth academies that provide youth short-term experiences with various trades. Special uses of technology SAVEC utilizes Smart Board Technology, Audio Conferencing, Video Conferencing, Distance Education, and Wireless Networking throughout its facility.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 39
Outreach methods Attracting new students to SAVEC is a process that involves a number of factors. SAVEC is located at a major transportation hub in Alaska, which allows it to network with many locations in the state. SAVEC also developed a business plan to identify the programs that need to be developed to meet the needs of employers in the region and state. They are now focusing on recruiting students for those specific courses. For example, SAVEC has begun a program with CH2MHill, an oil and gas field services company, to provide three-week trainings for prospective employees who then begin to work on the North Slope of Alaska. Partners Each of the following regional organizations collaborates with SAVEC and has representation on SAVEC’s board: Bristol Bay Housing Authority, Bristol Bay Area Health Corporation, Bristol Bay Economic Development Corporation, University of Alaska, Fairbanks, Bristol Bay Campus, Lake and Peninsula Borough and Bristol Bay Borough. SAVEC also partners with Alaska Works Partnership, Inc., a construction training and placement system that partners with Alaska’s building trades unions, to deliver many construction-related courses. The Alaska Department of Labor and Workforce Development, the U.S. Department of Labor, and the Denali Training Fund provide faculty for trainings such as heavy equipment operation and construction crafts. SAVEC also collaborates with local school districts to restore programs that used to be provided at the high school level but are no longer included in the curriculum. Lessons Learned SAVEC has significant infrastructure to provide training courses. The facilities at the King Salmon Air Force Base provide adequate outdoor space for heavy equipment training and the necessary equipment is available for rent from a nearby contractor. The center is equipped with distance learning capabilities. SAVEC is an independent organization, which gives it a strong measure of flexibility and the ability to respond quickly to the needs of industries. A recent business plan developed for the Center outlined increasing contributions from industry partners and increasing the advisory role of the partners through the regular meeting of the Bristol Bay Industry Council. A less tangible but critically important additional asset is the strong collaboration of the regional organizations in Bristol Bay that came together to start SAVEC and that remain committed to its long-term success. For SAVEC, strengthening relationships with the mining, oil and gas, tourism, and fishing industries, as well as the local communities, is the priority for sustainability.
40 COMPARABLE FACILITIES
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Bidwell Training Center, Pittsburgh, Pennsylvania The Bidwell Training Center exists as a subsidiary of the Manchester Bidwell Corporation, which also includes the Manchester Craftsmen’s Guild (MCG). The Bidwell Training Center offers vocational training as well as job placement assistance. Manchester Craftsmen’s Guild is a multidiscipline, minority directed, center for arts and learning that employs the visual and performing arts to foster a sense of accomplishment and hope in the urban community. In 1986, after a $6.5 million capital campaign, the Manchester Bidwell Corporation opened a 62,000 square foot building that also includes the subsidiaries: the Bidwell Training Center, the Manchester Bidwell Development Trust and the National Center for Arts and Technology. The facility has classrooms, workshops, gallery spaces, and a 350-seat auditorium that hosts jazz performances, and other subsidiary-specific elements. For four decades, the nonprofit Bidwell Training Center has offered vocational training in a variety of fields: health care administration, including health unit coordinator, medical claims processor, medical coder, pharmacy technician, and chemical laboratory technician; the culinary arts; office administration; and horticulture technology. Several of these programs include externships with area companies. This enables students to combine skills learned in the classroom with on-the-job experience and provides an opportunity to begin the transition from school to employment.2 The programs are free to adults with a high school diploma or GED who pass a competency exam. The Bidwell Training Center state-of-the-art campus opened in 1987 and a commercial greenhouse was added in 2003. The Bidwell Training Center’s Executive Director, who has been with the center for 40 years, has helped found similar centers in San Francisco, Cincinnati and Grand Rapids, Mich., with others planned in Limerick, Ireland; Halifax, Nova Scotia; and Israel.3 The Bidwell Training Center employs a full-time placement staff to work directly with students and assist them in finding training-related employment. Professional development classes are integrated into the Bidwell Training Center’s curriculum. Classes are taught on communication skills and career search techniques, resume and professional writing. Prior to graduation, the placement staff brings in representatives from local employers to conduct mock interviews. The interviewer provides the interviewee with feedback as preparation for actual employment interviews. The center also networks with local employers; attends career fairs, advisory board and community partner meetings; as well as reviews Internet and newspaper postings. Most relevant to the Nez Perce Education Center is the Bidwell Training Center’s Horticulture program. The Horticulture Program has classroom and lab components within the one-acre greenhouse complex to provide a practical, professional learning environment. The externship allows students to concentrate on the particular career path suited to their long-term employment goals. The combination of theory and practical training helps students be desirable candidates for employment in the greenhouse industry. 2
Reference: http://manchesterbidwell.org/bidwell-training-center/index.php
3
Information from Flashbulbs, Pittsburg City Paper, February 19, 2009, Author: Melissa Meinzer http://www.pittsburghcitypaper.ws/gyrobase/Content?oid=oidpercent3A59332 Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
COMPARABLE FACILITIES 41
The program consists of a 30-week, 8:00 a.m. through 3:00 p.m., Monday through Friday. Half of the time is spent in the greenhouse, hands on with the plants, and the other half, in the classroom, taking a full cohort of courses related to botany and horticulture as well as business management and marketing of horticultural enterprises. The greenhouse grows vegetables, ornamental plants and the Training Center's signature flower, the phalaenopsis orchid. The Bidwell Training Center sells the plants they cultivate to grocery stores and commercial retail florists, and the funds generated are reinvested in the program. Not only does the center provide professional training, it also puts people into contact with the kind of beauty often reserved for the “well to do”. This idea is reflected in the Manchester Craftsmen’s Guild as well; the first tenet of their mission is to “Educate and inspire urban youth through the arts and mentored training in life skills”. The Bidwell Training Center has a strong focus on mentorship, and the placement rate of 79percent speaks to the success of their programs. Manchester Craftsmen’s Guild, Pittsburgh, Pennsylvania Bill Strickland originally established the Manchester Craftsmen’s Guild (MCG) in 1968 to help combat the effects of a poor economic and social situation in his inner-city Pittsburgh neighborhood. The MCG was originally located in a residential row house, and initially offered informal ceramics classes and a small exhibition space. MCG currently teaches classes in the following areas: ceramics, design arts, digital arts and photography. Work created in the classes is displayed in the Connie Kerr Gallery located on premises. Manchester Craftsmen's Guild is a partner of the Pittsburgh Schools, operating the Artists in Schools program. Most programs offered at the MCG are free to Pittsburgh teens. After school transportation is offered from each of Pittsburgh's public high schools at least one day per week. The mission of the Manchester Craftsmen's Guild is to:
Educate and inspire urban youth through the arts and mentored training in life skills,
Preserve, present and promote jazz and visual arts to stimulate intercultural understanding, appreciation and enhancement of the quality of life for the community;
Equip and educate leaders to develop entrepreneurial potential.
Educational programs Manchester offers Summer Studio intensives and supports the Artist in Schools (AIS) program. MCG also hosts the Art Explorers program for middle school students. It enables them to critically examine artwork by contemporary artists and create works of their own based on what they experience. Manchester Craftsmen’s Guild also holds adult education classes in ceramics, digital arts, design arts and photography in programs called Art Afterdark. They offer some partial scholarships in each class to current Pittsburgh public school teachers to earn continuing education credits. Examples of classes taught are ceramics for all skill levels, figure drawing, digital video making, the future of photography using a GigaPan robot, and traditional photo processes. All classes accommodate beginners to advanced students. Manchester Craftsmen’s Guild also has professional artist-in-residence programs.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Comparable Business Incubator Facilities A business incubator is a location that helps new businesses by providing technical assistance in business management to ensure long-term success. The business incubator should provide guidance tailored to the needs of the tenant businesses. Oftentimes a business incubator facility will provide fledgling businesses access to a workspace, administrative support, computers and other technology, on a short term or flexible lease or a daily or hourly rate. Most business incubators also provide assistance in obtaining business loans and financing. Most business incubators are developed by a public entity that acquires or constructs a building and provides low-cost space and support services for start-up businesses in targeted industries, with graduation criteria. The goal of an incubator in not simply to provide low-cost space, but to provide shared support services smaller companies might not be able to afford on their own. The goal is also to foster synergy through the communication and proximity of incubator tenants. Mentoring and business advice is often provided by the entity operating the incubator and through linkages to the Small Business Administration, retired executives, or local colleges. The business incubator programs highlighted in this section include the WaterCooler in Boise, Idaho and the Panhandle Area Council’s Business Center in Hayden, Idaho. The WaterCooler The WaterCooler is a small business incubator for technology-related businesses located in Boise, Idaho. The WaterCooler is a for-profit venture, created by a private development firm funded by real estate development and personal investment. The firm is interested in attracting new technology businesses to Boise. This same firm is also working to develop a Boise-located alternative energy-related small business incubator. The long-term goals of the WaterCooler include development of 4-5 additional incubator facilities over the next ten years. These new incubators will be located within walking distance from one another, in order to promote crosspollination and networking. The WaterCooler offers fledgling businesses work space on a lease term priced well below market rate. Nine suites each rent for varying amounts and are approximately 3-400 square feet. The WaterCooler works with tenants to tailor rental fees to a level each business can afford. For example, one cubicle that can house one or two people rents for $2-300 a month. Included in the rental package is the use of the small conference room and the large meeting space (called the Idea Room). Internet and utilities are available for $75 per month and includes one phone and a high-speed T-1 internet connection. Currently the WaterCooler provides office space for eight technology-related firms. The WaterCooler plans for additional capital improvements, however, once the construction bills are paid, the WaterCooler will be breaking even.
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Panhandle Area Council’s Business Center, Hayden, Idaho The Panhandle Area Council that serves Northern Idaho established a business center to assist start-up companies in light industrial manufacturing during their first two years in operation. Designed to house between eight and twelve companies, the center offers between 100 and 1500 square feet of space to those companies. Companies pay a reduced rental fee and can take advantage of the consulting, shared office facilities and professional assistance provided by the business center. Start-up companies that have completed basic business planning and are in limited production occupy the larger bays. Companies occupying the minimum space are expected to develop a business plan, marketing plan, and manufacturing operation with the assistance of the PAC staff. The rental fee is $400.00 per month for each bay in a package price including both space and services. The rental space for desk space is $70.00 per month and is rented on a month-tomonth basis. PAC’s loan program is targeted to qualified incubator tenants as funds become available.
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
PROGRAM DESCRIPTION Overview The heart of any community facility is the programs offered within it. While the facility itself is important, as it provides a sense of place, a safe and nurturing environment, and is a testament to the work done there – it is the activities housed within the facility that give it meaning and purpose; it is the events that take place in its spaces that give it life; and it is the services offered that make it a needed, useful part of the community. This chapter undertakes to desribe the programs, services, activities and events that will be housed in the Nez Perce Education, Training and Business Development Center. Many of the Center’s programs exist currently; others will be developed over time, as resources and need dictate. The first part of this chapter gives an overview of those existing programs. The second part covers the new programs that the Center could develop in both the short- and long-term. Program descriptions are grouped by the area they relate to or fall within:
Education
Workforce training
Business development
Cultural preservation and resources
The Program Table (Figure 5) gives an overview of the existing programs and services that will be located in the Center, and highlights the proposed future programs and services. The Program Map (Figure 6) gives an overview of these same programs showing how they relate to the Center’s different user groups., i.e., children, youth, adults and Elders. Appendix B is a handy reference of the Nez Perce Tribe’s overall departmental structure, . The purpose of collecting these diverse programs within one facility is:
To create a “one stop shop” for learning, cultural transmission and self-determination where all family members – from children, to youth, to adults and Elders – can develop.
To improve the classroom and related spaces available in Lapwai, and ensure programs are in spaces adequate to their needs.
To increase the number of people who can be served by the Tribe’s programs.
To allow related prgorams to work together more closely, more efficiently and more effectively.
To demonstrate the importance that the Nez Perce place on education, cultural transmission, economic empowerment, family, and self-determination – all values that are enhanced and embodied by the creation of the Nez Perce Education, Training and Business Development Center.
To grow the local economy and build a skilled, mobile workforce.
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Figure 5. Existing and Future Programs + Services
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Figure 6. Programs and Services Map
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Existing Programs Education Early Childhood Development Program There are currently three programs housed under the Early Childhood Development Program: Early Head Start, Head Start and the Child Care and Development Fund (CCDF). Head Start and Early Head Start are federally-funded programs that provide comprehensive child development care. These programs serve low-income children and families. Children in this program are between the ages of 0-5. Pregnant women and families are also served by the Early Head Start program. The CCDF assists low-income families, families receiving temporary public assistance, and those transitioning from public assistance in obtaining child care so they can work or attend training or education. A total of 44 families and 70 children received child care in 2009. This program services approximately 90 children in Head Start and 50 children in Early Head Start, along with their families. In 2009, 75 children and pregnant mothers were served through Early Head Start. The Early Childhood Development Program served 103 children in 2009. Students for Success Program Students for Success fosters personal resiliency and capability in a variety of ways so that youth can succeed in education, career, community service, and wellness. Assistance provided includes life skills training, substance abuse prevention and tobacco cessation services, counselling and mental health services, safe schools practices and violence prevention and behavioral counselling services. Infusion of cultural practices and knowledge is a main strategy used to target prevention of Alcohol, Tobacco, and Other Drugs (ATOD) use, and HIV. Adult Education Program The Adult Education Program works in partnership with Northwest Indian College to provide opportunities for training and education that will promote Tribal self-determination and reduce joblessness and poverty. Many services are provided under this program, including:
Adult Basic Educaton and General Education Development (ABE/GED)
Developmental Education in reading, writing and math
Certificate and Assocaite direct transfer degree programs
Vocational-Technical training
Subsidized work and Stay-in-School programs to allow high school students to work while in school and foster career planning
Limited financial assistance for qualified, active job seekers who need specific workrelated items to achieve hire (e.g., tools, work clothes, etc.)
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Academic advising
Tutorial support
Admissions testing
Financial Aid Assistance
Computer lab access for a wide variety of purposes – e.g., financial aid application filing, computer skills, job research, resume and cover letter creation, etc.
Distance education course exams
Vocational guidance and job searches
Entrepreneurial Awareness
This program assisted about 25-30 adults in 2008 and in 2009, the program is assisting 191 adults. Higher Education Program The Higher Education Program provides support services to Tribal members who are in pursuit of academic and vocational degrees. The program focuses on scholarship and financial aid assistance, helping students achieve funding to complete degrees. This program currently serves 125 students. Workforce Training Vocational Rehabilitation Services Vocational Rehabilitation Services prepares Tribal members with diabilities to become employable. A wide arraye of services are provided to help clients achieve employment, including guidance, counselling, job placement services, transportation assistance, training and adaptive devices. The caseload was 60 cases in 2008. The number of cases in 2009 expected to close is 26. Temporary Assistance to Needy Families (TANF) The TANF office works with qualifying low-income families to help secure job training, GED preparation and related skills necessary for returning to work. Assistance setting up child care is also provided, to help ease paraents’ the return to employment, and to ensure that chilren are in a safe, nurturing environment while their parents are at work. Business Development Tribal Employment Rights Office (TERO) The TERO Compliance Program exists to protect and assert Indian employment and contracting rights. By enforcing Tribal law that gives Indian preference in employment and Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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contracting, TERO attempts to promote hiring, recruiting, training and contracting of Tribal members and Indian-owned businesses on and near the reservation. The program has three main components: compliance enforcement, the “Hiring Hall” – a listing of qualified Indian workers, and a Certified Indian Business list. TERO has recently worked with 12 contractors and 29 employees were sent out to work. Cultural Preservation Cultural Resource Program, Circle of Elders The Cultural Resource Program provides recommendations to other Nez Perce Tribal Programs to promote effective cultural preservation, as well as monitoring federal compliance with regulations that assure the preservation of historic sites and cultural properties. Examples of cultural resource programming include Nez Perce Language classes, archaeological surveys and site documentation, oral history projects, and support for and involvement in a variety of Arts Council projects. The Butterfly Club The Butterfly Club is a long-standing arts and crafts tradition within the Tribe. Traditionally, Elder women would come together and practice crafts such as beading, tanning and sewing, learning from each other, innovating together, discussing business aspects of the craft, new ventures and sales, and enjoying each other’s company. The opportunity to come together in a facility with traditional crafting space would rejuvenate the group, which lacks a regular meeting space at present. Singing and Dance Groups A number of singing and dance groups meet informally or at church-related events, but these groups lack a space where they might more systematically pass on Nez Perce traditions.
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New Programs A variety of new programs are proposed for the Center, once it is established. These programs are compatible and complementary with existing programs, and provide needed services. These programs are described briefly below. Preliminary designs for the facility allow for future uses such as the ones described briefly below. Education New Early Childhood Programs
Early Learning Center A quality child care center for infant, toddlers and pre-school-aged children that is not income-based. This child care center would provide child care for parents attending classes, using the computer lab, or working.
Nez Perce Language Immersion Through partnership with the Cultural Resources Department’s Nimiipu Language program, implement a Nez Perce language immersion program for children attending the child care center and for families who are intersted in having their children learn the Nez Perce language.
High School and Youth Education
Youth-Elder Program Establish a mentoring program among youth and Elders to foster inter-generational understanding, create opportunities for meaningful transmission of cultural values and practices.
High School Internship Programs Working with area businesses and local high schools, develop on-the-job internships to provide youth with hands-on work experience so they may gain practical skills and insight into their career choices. One successful example is the Northwest Intermountain Manufacturers’ Association’s program to teach middle and high school instructors CAD programming, so that they are then able to train their students.
Youth Craft Co-Op As part of the Artisan Studio and Traditional Craft Workshop (see below), support a coop selling pieces made specifically by youth. Art and other objects produced by members of the co-op can be sold at the facility’s gift shop.
Higher Education and Continuing Education
Expanded course offerings and partnerships with area colleges and universities, particularly focused on fields with high demand for employees, such as nursing and other health care professionals.
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Training
Manufacturing Apprenticeship Program Working in partnership with local area manufacturers and the US Apprenticeship Program, develop certified manufacturing apprenticeships and trainings. These apprenticeships will direct people to specific jobs while also helping to supply local manufacturers with much-needed, well-trained labor.
Hospitality Training Program Working with the Clearwater Hotel and Casino, existing workforce trianing programs and the Nez Perce Tourism office, develop a hospitality training program that will both supply high-quality employees to Nez Perce Business Enterprises, as well as train local people for jobs in the hositality industry throughout the region. Hospitality training areas could include housekeeping, restaurant service, tourism operations and professional guiding, hotel front desk, event coordination and customer service.
Business Development
Small Business Incubator Create space within the facility to house a small business incubator – low-cost, professional spaces with Internet and phone access that can be used by start-up businesses. Services that can be provided to tenants businesses might include streamlined small business loans, accounting and bookkeeping assistance, marketing assistance, shared web hosting and advertising, business plan development, assistance securing investors and other business development services.
Tourism Development Program Working with the Tourism Office, and the Enterprise Board, develop a program to promote tourism on the reservation and as well as to promote development of Nez Perce-owned tourism businesses and training and hiring of Tribal members as employees of tourism-related businesses throughout the region.
Marketplace and Youth Craft Co-Op The facility will house a display area for featuring art and crafts generated by Tribal youth and promoting the sale of youth-produced goods. The youth will supply pieces, manage the display area and be responsible for sales. Adult users of the Artisan Studio and Traditional Crafts Workshop will also have adjacent space for display and sale of their pieces in the Marketplace. Marketplace space can also be used by others interested in selling other types of goods and services ast booths and kiosks.
Farmer’s Market Program In conjunction with the facility’s greenhouse, as well as with local farmers, gardeners and craftspeople, formalize and promote the Farmer’s Market program
Commercial Kitchen The facility will provide a commerical kitchen which can be used for training in hospitality and cooking as well as low-rent business incubator space for local catering companies or small-scale commerical production of food items.
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Cultural Preservation
Artisan Studio and Traditional Crafts Workshop The facility will contain a space for the practice of traditional crafts such as tipi construction, tanning, sewing, and beadwork. The space will encourage youth-Elder interaction, allow for the creation of materials to be sold at the Center’s Marketplace, as well as through arrangement with other local gift shops (such as at the Clearwater River Casino and Resort and Nez Perce National Historic Monument gift shop), maintain important cultural activities and allow for traditional knowledge sharing, and create an opportunity for value-added cultural tourism, where visitors are allowed to see the artists crafting pieces and visit their studio spaces.
Fisheries-Related Programs
Fisheries Education and Outreach Create a curriculum for teaching young children about the ecology of the local area, fish species that reside in local waterways, the work that is done at the hatchery and the types of jobs available in fisheries and related natural resources fields.
Fisheries Internship Program In conjunction with local high schools and youth programs, run a fisheries internship program to introduce youth to the skills needed in the variety of fisheries programs operated by the Tribe.
Professional Fisheries Track Through specific policy changes, create an incentivized track for Tribal members wishing to develop necessary skills to obtain professional positions within the Nez Perce Fishery.
Administration Following is an overview of recommended staff for the facility, in addition to Program staff affiliated with programs described above. Education Center Director The Education Center Director would oversee and coordinate efforts of all education and training programs offered by the Tribe, and through partnerships with other institutions. The Director would also oversee the day-to-day operations of the facility and have managerial responsibility for all center programs and spaces. This position could be established and filled either by a restructuring of existing Tribal programs, or by the creation of a new position. If this position was created and filled quickly, the Education Center Director could serve as the fundraiser and coordinator for the program development, design and construction phases of the project. Business Development Director Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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The Business Development Director would oversee and coordinate efforts of all business development programs offered by the Tribe, and through partnerships with other institutions, as well as provide direct assistance to Center patrons. This position would oversee the knowledge Corridor (business incubator space), Marketplace, commercial kitchen, greenhouse and other spaces dedicated to entrepreneurship and business development. This position could be established and filled through a partnership with Lewis-Clark State College Business Division, or similar institution and program. Tribal Services Coordinator Difficulty negotiating the various programs and services of the Tribe was often cited as one of the barriers to education and training. The vision of the Center as a “one-stop-shop” necessitates a staff person who can help patrons access programs – childcare during apprenticeship hours, financial aid, counseling and the many other services offered. This position could be established and filled through a partnership with the University of Idaho’s Extension Educator, or similar institution and program. Part-time dedicated IT/computer lab staff person In order to make the Center a success, students and staff, business people and entrepreneurs, youth and Elders, artists and craftspeople must have high-quality, reliable access to necessary technology and equipment. To ensure this, an Information Technology staff person who is dedicated at least part-time to the Center is recommended to answer questions, maintain equipment and be on-call to handle any emergencies. This would be a new position.
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FACILITY DESCRIPTION The following section describes the physical spaces of the proposed facility that will bring together existing programs as well as house new and expanded programs.
Facility Elements Some of the education and business development programs that will be housed in the proposed center are already operating in separate locations scattered around the Tribe’s facilities in Lapwai. Some of the programs also operate satellites in other communities, such as the adult learning campus and the Head Start facilities in Kamiah. The proposed center would bring all of the programs together under one roof in order to better share resources and provide a continuum of service to clients and users. To achieve the goal of coordinating and sharing resources among programs, the facility itself must be conducive to coordination and sharing. Also, in order to serve the needs of all users from Lapwai and other communities in the region, the facility must have state-of-the-art information technology capabilities, both to facilitate collaboration within different parts of the center and between the center and remote sites. The Information Services (IS) department at the Nez Perce Tribe has secured significant band width and a high degree of expertise and will be able to provide the necessary IS services to this center. The Project Working Group developed the facility program described below, based on the input from stakeholder interviews. The program is designed to be ‘right sized’ to find a balance between the needs and wants of tenant programs and potential users and the Tribe’s financial capability to sustain the center over the long term. The program is divided into seven main areas: reception, offices, Early Education Center, Educational and Training Facility, Traditional Knowledge, Outdoor Space and Maintenance, Operations Support and Circulation. Since this is a very preliminary space program, the estimated square feet per function have been included for guidance, as well as a generous net to gross factor of 40 percent to allow for future refinements once the design process is underway. The preliminary space program defines a facility with a total of 31,136 gross square feet.
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Facility Space Program Table 15.. Program + Capital Costs
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Table 15. Program + Capital Costs (continued)
Description of Spaces The preliminary program for the center includes the following spaces. Reception In order to foster collaboration and resource sharing the reception area will be an open area with plenty of natural light that will invite users and visitors in to the center. A central reception desk will be staffed by an employee from one of the tenant programs and will act as a connection Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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point, helping users find the services and facilities that they need. The reception area will provide portals to the other parts of the facility and will be a gathering place that connects the various parts of the center. Seating areas for informal collaboration and wireless connections to the center’s network will create a vital, learning atmosphere. The reception area and storage are estimated at 1,100 net square feet. Offices The center will bring together the Tribe’s education and business development programs under one roof. Three of the programs have a total stable workforce of eight full time staff. The Students for Success program is grant funded, and staffing levels fluctuate between four and seven full time employees. One of the programs has a part-time administrative assistant. The facility program estimates a total of 2,100 net square feet to accommodate office space, a break room, storage, an internal reference library and a confidential meeting space for client meetings. This space should be configured to strike a balance between shared working space that fosters collaboration and barriers that provide some noise and visual separation. As the programs of the center are developed, it may be that some of the staff members of the tenant programs are deployed in new ways to staff expanded programming. This will affect the type and amount of office space required to house these programs. The office and associated staff areas are estimated at 2,100 net square feet. Early Education Center The Head Start and Early Head Start programs provide high quality early education for children from infants to age five. Currently, the program has 90 children enrolled in Head Start and 50 children enrolled in Early Head Start. In addition to the Head Start programs that are federally funded and limited to eligible children, a childcare center will also be housed in the new facility. This will provide childcare services for students and Tribal employees who require childcare but do not qualify for Head Start enrollment. Lack of available childcare has been identified in stakeholder interviews as one of the main barriers to accessing higher education. The Early Education Center will be somewhat isolated from the rest of the facility. This is necessary in order to provide the level of secure access that is mandated to protect children enrolled in the program. The center will have its own kitchen, staff break room, staff offices, janitorial area and classrooms appropriate to the various age groups served by the program. It will also include a childcare classroom and a nursing room, both of which will be located closer to the other elements of the center in order to serve center users. The Early Education Center will need to be designed and constructed to meet the federal program guidelines for Head Start facilities. The Early Education Center is estimated at 8,285 net square feet. Education and Training Facility The education and training area will be designed to offer maximum flexibility in terms of space size, occupancy and arrangement of seating and teaching areas. This area must be served by state-of-the-art technology to facilitate distance learning, collaboration between students and 58 FACILITY DESCRIPTION
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between instructors and students, and to promote a flexible and individualized learning environment. The program identifies two main training rooms, one large- and one mediumsized, both with partitions that will allow the areas to be divided into smaller spaces. This area will also include a Knowledge Corridor that will be separated into spaces that will be leased out to incubate new small businesses. This will promote cross-pollination between businesses and allow for shared services, such as telecommunications and office equipment or potentially shared small business management and accounting. A sound and video lab will be included to teach production and editing. The technology center will be located in this area of the facility but must be networked with the other parts of the facility to allow for flexible work and study spaces. The education and training facility is estimated at 6,325 net square feet. Traditional Knowledge The traditional knowledge area will house an artisan studio and a general workshop where traditional arts, crafts and skills will be taught. This area of the facility will also house a space where visitors can be welcomed into the center to learn about the traditional culture and language of the Nez Perce. A critical element of the Traditional Knowledge area will be the Marketplace with a specific area for a youth co-op to sell their goods. Engaging youth in traditional crafts and marketing and selling goods is an important goal of the Center. The traditional knowledge area is estimated at 2,900 net square feet. Outdoor Space Because of the wide range of user groups for this facility that will include very young children, teens, adult learners and elders, as well as visitors to the area, a number of outdoor spaces will enhance the main instructional spaces. The site selected for this project may not be large enough or configured correctly to provide for all of these desired uses. If this is the case, it may be possible to accommodate some of these uses off-site. Required outdoor spaces include the Early Education Center playground. Desired outdoor spaces include a playing field, a traditional village or home site, a garden and greenhouse where horticulture and market gardening could be taught, and an amphitheater for outdoor performances and presentations. The size of these spaces has not yet been estimated other than the required space for the Early Education Center playground will need to provide 75 square feet per child. Maintenance, Operations Support and Circulation The maintenance and support area of the facility includes the areas that will be needed to support users and to operate and maintain the facility (e.g., restrooms, janitorial and additional storage). It is currently estimated at 1,880 net square feet.
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Facility Concept Design Prior to the development of this business plan, a concept level floor plan was developed by a local architect. This is included here as guidance only, as the configuration of the facility will change in the next design phase to follow from this business plan. Figure 7. Concept-level Floor and Site Plan Developed in September 2007
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FINANCE: OPERATIONS Summary of Five-Year Operating Projection The pro forma for the operation of the Nez Perce Education, Training and Business Development Center has been developed working closely with the Project Work Group that guides the planning for the Center, and the Nez Perce Tribe Finance Manager and Treasurer.
Table 16. Five Year Operating Projection
Sources of revenue for the center are described below. The primary source of operating revenue for the Center is the contributions that the tenant programs make to the Nez Perce Tribe’s Indirect Cost Pool. These contributions exceed projected expenses by a healthy margin. Space rental will provide some additional revenue, although the projections for this source are very conservative because the volume of paying users is expected to be low. If this source needed to be increased, additional marketing of the Center amenities would entice more users. Contributions from the tenant programs will generate approximately 98 percent of annual revenue in Year 1 decreasing to 96 percent in Year 5. Space rental will generate 2 percent of revenue in Year 1 increasing to 4 percent in Year 5. While there is potential for the Center to generate local contributions and secure grant funding, these have not been included in the projections of core operating revenues. These will be used for projects and programs and will not become a relied-upon part of the revenues for Center operations. In Year 1, the total revenue for Center operations is projected to be $450,789, with expenses projected at $312,350. In year five revenues are projected at $506,674 and expenses at $350,083. Table 17 identifies operating revenues and expense by category for the first five years.
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Table 17. Five Year Cost Projection
Revenue Sources Tenant Program Contributions to Indirect Cost Pool Like most Tribes, the Nez Perce Tribe has a federally-negotiated indirect cost rate that the Tribe charges on most of its program and grant funds in order to pay for overhead such as facility operations, administration and other costs. The programs that will occupy the proposed Center are already operating. Once they move into the new Center, the contributions from these programs will be available to pay for the overhead costs associated with the Center. The contributions listed in Table 18 are actual contributions based on current year rates, with a 3 percent escalation for each year thereafter.
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Table 18. Tenant Program Contributions to Indirect Cost Pool
Space Rental A small portion of the revenue for the proposed Center will come from renting its spaces and facilities to outside groups and businesses. Projections are very conservative because the priority will be for community members and partner institutions to use the Center as much as possible to provide courses, stimulate local business development and market locally made products. Current projections estimate six outside groups renting the large training space during year one for events ranging in attendance from 50 to 75 people and collecting user fees ranging from $150 to $200 per day. Rates are just estimates at this point and can be refined when the Center becomes operational. It may be worth developing a sliding scale that makes the spaces more affordable for local groups. By year five, this will increase to 25 events with rates increasing by 10 percent in year four. The medium training space will be used for smaller classes and trainings of 15-45 people. Twenty-four rentals are projected in year one at rates of between $75 and $125 per day. Rates will increase by 10 percent in year four. Both of these spaces will be used for many other purposes throughout the year at no charge to partner institutions and other trainers. Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
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The flexibility built in to the design of these spaces will provide multiple venues for classes, trainings, planning sessions and private events. The entire facility will incorporate state-of-the-art technology that is designed to be mobile to facilitate a flexible learning environment and to easily connect the various spaces for training and courses. A sound and video production lab will be included and will be used to teach production. This facility will also be available for rent by small business owners who use sound and video production as part of their businesses. The rate is projected at $100 per day and the use is projected at 20 days in year one increasing to 27 in year five. A commercial kitchen and dining area will be the site for training in hospitality and culinary arts. Local business owners will also use this space for production of jams and other food-based products. The day use fee is projected at $100 per day and the use is projected at 25 days in year one. The number of days is expected to remain constant by year 5 but the fee will increase by 10 percent. The Knowledge Corridor will include a business incubator that will provide below-market lease space for new businesses and allow them to take advantage of all of the services provided by the Center. Four spaces are projected to be rented in year one at $75 per month, increase to 8 spaces in year five at $83 per month. Table 19. Space Rental Projections for Years One, Three and Five
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Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Summary of Expenses The pro forma developed for this plan projects expenses for the Nez Perce Education, Training and Business Development Center beginning at least one year before the facility opens with the hiring of the Education Center Director and the IT/ Media Lab staff. During this year, the Executive Director and the IT expert will be on staff, working to raise funds for the facility development, develop and strengthen partnerships with other institutions and plan for the technology requirements of the facility. Ideally, these staff members could be hired more than one year before the facility opens to allow for additional time to develop partnerships and to establish a working relationship with local businesses, schools and prospective students. A description of the main categories of expenses is provided below.
Expenditures Personnel The facility will begin operation with a core staff that will include the Education Center Director working full-time and the IT/ Media Lab staff working part time. The members of the Project Working Group and the staff from the other education programs already operated by the Nez Perce Tribe will assist the Director in the further planning and development of the Center. When the Center opens, additional staff will include a loaned Business Development Director, through an agreement with a local Small Business Development Center, and a Tribal Services Coordinator that will be provided by one of the tenant programs. A 25 percent fringe rate is included. Janitorial and maintenance staff will also be provided for the facility, however, the costs for these have been factored into the operations and maintenance section below. Facility Operations and Maintenance This estimate uses a $3.41 per square foot annual estimate to cover facility operations and maintenance. This figure is based on 2009 costs for the Nimiipuu Health Center that is located in Lapwai and was constructed in 2003. It includes all of the costs described in the Comparable Operations + Maintenance table below. Janitorial costs are included in the Building Maintenance + Repair budget line. Table 20. Comparable O + M Costs Comparable O & M Costs
Month
Utilities
$
Maintenance Supplies Equipment Repair & Maintenance Building Maintenance & Repair
Annual
7,938
$95,256
$
901
$10,812
$
2,392
$28,704
$
984
$11,808
SUB TOTAL
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
$146,580
SF
$/SF
43000 $
3.41
FINANCE: OPERATIONS 67
Repair and Replacement Reserve An annual contribution to a capital reserve account has been included in the pro forma. The formula for deriving the annual amount is described in the table below. Table 21. Repair and Replacement Reserve
Capital Replacement Expense Facilty Cost: $ 4,978,389 Inflation Rate:
1.5%
Expected Life in Years:
30
Future Value of Facility (Cost with inflation): Percent Local Cash Required for Replacement:
$7,781,621 (formula for future value of an asset) 10% (future value multiplied by % local
10%
Capital Replacement Amount: Expected Interest Rate:
Annual Capital Replacement Expense
68 FINANCE: OPERATIONS
$778,162 cash required) 5.0% (formula for determining annual $11,712 capital replacement amount)
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Table 22. Facility Expenses
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FINANCE: OPERATIONS 69
70 FINANCE: OPERATIONS
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
FINANCE: CAPITAL DEVELOPMENT Project Cost Estimate A capital cost estimate was prepared based on the facility program, working with the Project Working Group. The $122.05 per square foot construction cost is based on the average project costs of two recent, local construction projects: the Nimiipuu Health Center that was constructed in 2003 at $140.97 per square foot, and the Nez Perce Casino and Hotel located near Lapwai that was constructed in 2006 at $103.14 per square foot. Additional costs are included for site development, design and project development, construction administration, fixtures, furnishings and equipment and move-in costs. The total project cost estimate is $4,978,389. Table 23 itemizes the costs and square footage that the project costs estimate is based on.
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Table 23. Facility Program and Capital Costs
Nez Perce Tribe Feasibility Study : : 72FINANCE: CAPITAL DEVELOPMENT Multi-Purpose Training, Education + Business Development Center
Table 23 (continued)– Facility Program and Capital Costs
Fundraising Strategy One of the first tasks for the fall of 2009, after the Education Director has been hired, is to develop a fundraising timeline and strategy for raising the capital needed to develop this project. The Education Director and the Project Working Group will raise capital funds from granting agencies from federal, state and private sources. Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center FINANCE: CAPITAL DEVELOPMENT73
Potential sources for capital funding are listed below. Appendix C provides fuller descriptions of these sources, including deadlines, contacts, and eligibility. The general strategy for project funding is to secure 50 percent of funds needed for the capital campaign by summer 2010. Once these funds are committed, additional funding will be used to continue the design process, and to begin permitting and addressing site issues. As these processes are underway, remaining capital funds will be raised. Once design is complete, by winter 2010, the project will be on sound footing to construct through spring 2011 with a grand opening for the center in late summer 2011. For a detailed overview of the project Workplan, please see the Implementation chapter.
Potential Funding Sources The list below is based on funding research conducted for this project and knowledge of foundations and programs that regularly fund projects similar to this one. The deadlines for some of the sources noted below have already passed for 2009 but they are included as references for programs that may be available in 2010. The information provided below gives a short description of the opportunity. This list is preliminary. Further research needs to be completed in order to find a full range of prospects for a fundraising strategy. The Director of the project should make inquiries with the funding sources, particularly for private foundations, to begin to learn more about the priorities and funding process and to develop a relationship with the program officer. Many private foundations will require that a substantial portion of capital funding is already committed from other sources before they will commit their funds. Because of this, it is important to secure federal and other sources prior to applying for funds from private foundations. A useful format for developing a funding strategy is pictured below. This allows the plan to show which part of the project each funder is funding and ensures that funding targets are set accurately. Table 24. Fundraising Strategy Nez Perce Education, Training and Business Development Center FUNDRAISING STRATEGY TOTAL
ITEM
Economic Dev
State
M.J. Murdock
Paul Allen
Private
REMAINING
Admin
Appropriation
Trust
Foundation
Donors
TO BE RAISED
COST
Site Development Design Sitework Building Core and Shell Specialty Items Sustainable Design Costs Contractor Overhead, Markup and Insurance Developer Fee / Project Management F F and E Utility Relocation Adminstrative Cost for Center Staff Miscellaneous Entitlement Costs TOTAL DEVELOPMENT COST
$
4,978,389
$
-
$
-
$
-
$
-
$
-
$
4,978,389
Percentage of Project Cost
Nez Perce Tribe Feasibility Study : : 74FINANCE: CAPITAL DEVELOPMENT Multi-Purpose Training, Education + Business Development Center
Sources for Capital + Design Funds Federal Sources U.S. Department of Housing and Urban Development (HUD): Rural Housing and Economic Development Program (RHED) Deadline: May 29, 2009 Contact: HUD office of Rural Housing and Economic Development at (202) 708-2290 or toll-free at (877) 787-2526 HUD has made available funding for FY2009 Rural Housing and Economic Development Program. There is a total of $26 million dollars available through this NOFA. There are three separate competitions: Category 1: Support for Innovative Housing and Economic Development Activities; Category 2: Economic Development and Entrepreneurship for Federally Recognized Indian Tribes; and Category 3: Technical Assistance to Increase Capacity through Training and Outreach Activities for Federally Recognized Indian Tribes These appropriations are to be competitively awarded by September 1, 2009. HUD will award these funds to support federally recognized Indian Tribes, state housing finance agencies (HFAs), state community and/or economic development agencies, local rural non-profit organizations, and community development corporations to support innovative housing and economic development activities in rural areas. Recovery Act Funding (ARRA), U.S. Department of Housing and Urban Development: Indian Community Development Block Grant Program Deadline: July 7, 2009 Contact: Roberta Youmans, Grants Management Specialist, (202) 402-3316 or
[email protected] Indian Tribes and Alaska Native villages may use block grants to improve housing stock, provide community facilities, make infrastructure improvements, and expand job opportunities by supporting the economic development of their communities. Activities which are eligible for funding include housing construction, rehabilitation, acquisition of land for housing, direct assistance to facilitate homeownership among low-and moderate-income persons, construction of Tribal and other facilities for single or multi-use, streets and other public facilities, and economic development projects. Eligible applicants include Indian Tribes, bands, groups, nations, Tribal organizations, including Alaska Indians, Aleuts, Eskimo, and any Alaska Native village. The Recovery Act requires Tribes to give priority to projects that can award contracts based on bids within 120 days from the date the funds are made available to the Tribes. Recovery Act Funding (ARRA), Economic Development Administration (EDA), Department of Commerce: EDA Recovery Act Funding Deadline: June 30, 2010 Contact: Richard B. Tremblay at (208) 334-1521 or
[email protected] EDA provides financial assistance to distressed communities in both urban and rural regions. Such distress may exist in a variety of forms, including high levels of unemployment, low income levels, large concentrations of low-income families, significant declines in per capita income, large numbers (or high rates) of business failures, sudden major layoffs or plant closures, trade impacts, military base closures, natural or other major disasters, depletion of natural resources, reduced tax bases, or substantial loss of population because of the lack of employment opportunities. EDA’s experience has shown that regional economic development to help alleviate these conditions is effected primarily through investments and decisions made by the private sector. Eligible applicants include State and local governments, institutions of higher education, Native American Tribal governments, and nonprofit organizations.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center FINANCE: CAPITAL DEVELOPMENT75
Foundations + Private Sources Paul G. Allen Family Foundation 505 5th Avenue South, Suite 900 Seattle, WA 98104 Tel: 206.342.2030 Fax: 206.342.3030 Email:
[email protected] Improving Financial Performance funding area: Major facility projects (leasehold improvements, facility renovations and expansions, and new construction) as a means to expand program capacity and impact. Applicants must demonstrate project viability, a minimum of 85percent of total campaign funds secured, and positive operational impacts of capital projects. The Foundation is reviewing its letter of inquiry (LOI) and proposal process and timeline. Information will be available at the end of February 2009. MJ Murdock Charitable Trust Contact: John B Van Zytveld, PhD MURDOCK CHARITABLE TRUST PO BOX 1618 Vancouver, Washington 98668 Tel: (360) 694-8415 Fax: (360) 694-1819 Website: http://www.murdock-trust.org Education is a major priority of the MJ Murdock Charitable Trust. Kresge Foundation Ra'mona Russell Grants Inquiry Coordinator The Kresge Foundation 3215 W. Big Beaver Road Troy, MI 48084 USA Tel 248-643-9630 Fax 248-643-0588 www.kresge.org
[email protected] Submit a letter of inquiry with the following: • Brief overview of community and role your organization plays in it. • Explanation of the project and how it fits into Kresge priorities with specific examples of how project advances Kresge’s values. • How does your project support your organization’s mission? • Describe fundraising campaign, including an overview of your campaign plan and how the campaign plan supports the long-term financial sustainability of organization. Ford Foundation 320 E 43rd Street FL 8 New York, New York 10017-4801 Contact: Secretary Tel: (212) 573-5000 Fax: (212) 351-3677 Website: http://www.fordfound.org Submit a Letter of Interest, response within 6-8 weeks
Nez Perce Tribe Feasibility Study : : 76FINANCE: CAPITAL DEVELOPMENT Multi-Purpose Training, Education + Business Development Center
Sources for Program Funds Administration for Native Americans, Social and Economic Development Strategies Deadline: March 25, 2009 Funds for new community-based projects under the ANA Social and Economic Development Strategies (SEDS) program. ANA's FY 2009 SEDS goals and program areas of interest are focused on strengthening children, families, and communities through community-based organizations, Tribes, and Village governments. The purpose of ANA is to promote the goal of economic and social self-sufficiency for American Indians, Native Hawaiians, Alaskan Natives, and other Native American Pacific Islanders, including American Samoa Natives. U.S. Department of Health and Human Services, Indian Health Service: Children and Youth Projects Grant Deadline: June 25, 2009 Contact: Ms. Michelle Bulls, Grants Policy Officer at (301) 443-6528 The Indian Health Service (IHS) announces a full competition for cooperative agreements for Children and Youth Projects (CYP) established to assist Federally-recognized Tribes, Tribal organizations and urban Indian organizations serving American Indian and Alaska Native (AI/AN) children and youth. These cooperative agreements are established under the authority of the Indian Health Care Improvement Act, 25 U.S.C. 1621(o), and Section 301(a) of the Public Health Service Act, as amended. This program is described at 93.933 in the Catalog of Federal Domestic Assistance. In 2003, and again in 2006, the IHS, Office of the Director provided up to three years of support for the Child and Youth Health Initiative (CYHI) and CYP respectively. Twenty-three programs in rural, remote and urban AI/AN communities were awarded with additional funding support from the Administration for Native Americans (ANA) partnership in the first project period and eleven projects in the second project period. These community projects characterized varied approaches to promoting the health and wellbeing of AI/AN youth. The current announcement seeks to expand the reach into new communities and/or enhance existing programs. National Endowment for the Arts Deadline: June 11, 2009 NEA Learning in the Arts for Children and Youth, FY2010 Grant National Endowment for the Arts Access to Artistic Excellence: To encourage and support artistic excellence, preserve our cultural heritage, and provide access to the arts for all Americans. An organization may request a grant amount from $5,000 to $150,000. (Deadlines: March 12 and August 13, 2009) Challenge America: Reaching Every Community Fast-Track Review Grants: To support projects that extend the reach of the arts to underserved populations. Grants are for $10,000. (Deadline: May 28, 2009) Learning in the Arts for Children and Youth: To advance arts education for children and youth in school-based or community-based settings. An organization may request a grant amount from $5,000 to $150,000. (Deadline: June 11, 2009) Preservation Assistance: DEADLINE PASSED Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center FINANCE: CAPITAL DEVELOPMENT77
National Science Foundation: Documenting Endangered Languages Grant Deadline: September 15, 2009 Contact: Susan D. Penfield (703) 292-4535 or
[email protected] This multi-year funding partnership between the National Science Foundation (NSF) and the National Endowment for the Humanities (NEH) supports projects to develop and advance knowledge concerning endangered human languages. Made urgent by the imminent death of an estimated half of the 6000-7000 currently used human languages, this effort aims also to exploit advances in information technology. Funding will support fieldwork and other activities relevant to recording, documenting, and archiving endangered languages, including the preparation of lexicons, grammars, text samples, and databases. Funding will be available in the form of one- to three-year project grants as well as fellowships for up to twelve months. At least half the available funding will be awarded to projects involving fieldwork. Eligible applicants include nonprofit organizations and academic institutions. Administration for Native Americans, Native Language Planning, Assessment, and Implementation Deadline: March 11, 2009 http://www.acf.hhs.gov/grants/grants_ana.html The Administration for Native Americans (ANA), within the Administration for Children and Families (ACF), announces the availability of Fiscal Year (FY) 2009 funds for new community-based activities under ANA's Native Language Preservation and Maintenance Planning program area. Native Language Planning grants are used to plan a language project. Endangered Language Fund http://www.endangeredlanguagefund.org/request.html The goal of the Endangered Language Fund is to support endangered language preservation and documentation projects throughout the world. The Fund provides grants for language maintenance and linguistic field work which serves both the native community and the field of linguistics. The language involved must be in danger of disappearing within a generation or two, thus special consideration will be given to projects that involve children. Proposals can originate in any country. Grants in this round will be less than $4,000 in size, and average about $2,000. The application deadline is April 20, 2009. Visit the website listed above to review the request for proposals. First Nations Development Institute: Native Youth and Culture Fund http://www.firstnations.org/default2.asp?active_page_id=250&top=75 The mission of First Nations Development Institute is to help Indigenous peoples to control their assets and build the capacity to direct their economic futures in ways that fit their cultures.
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GOVERNANCE + SITE ISSUES Ownership and Management Structure The Nez Perce Tribe will own and operate the Center. Partners providing services, staffing or other contributions to the Center and its programs will do so through arranged Memoranda of Agreement or other formal contracts with the Tribe. Ultimate management responsibility of the facility is held by the Nez Perce Tribal Executive Committee (NPTEC). Day-to-day operations of the facility are overseen by the Education Center Director. Programs are managed by individual Program Directors. The official Nez Perce Tribe organizational chart below is ammended to show the proposed position of the Center and Director within the existing Tribal structure. Figure 8. Organizational Chart
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GOVERNANCE + SITE ISSUES 79
Facility Site Selection The parcel identified for use for the Center is Parcel T3121 in Lapwai, Idaho. The land is owned and controlled entirely by the Nez Perce Tribe. It consists of an approximately 5.3-acre parcel of undeveloped land that is slightly graded, rising along its southwest border. One of the advantages of this site is the proximity of the parcel to other Tribal buildings that provide complimentary services. Other side benefits include the option to share overflow parking and access to utilities. The Tribe’s current intent is to develop a two-story facility of approximately 31,136 square feet with surrounding outdoor spaces for a garden, greenhouse, play yard, and cultural interpretation space. An aerial view of the parcel is included below. Map 3. Tribal Parcel 3121 – Lapwai, Idaho
80 FINANCE: OPERATIONS
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
IMPLEMENTATION This section of the report describes the next steps that will be needed in order to bring this project to fruition. It includes a Project Work Plan that identifies tasks, responsible party and general timeframe. It is a somewhat aggressive schedule in order to build on the momentum gained over the course of developing this plan, and also to stay ahead of the escalation of capital costs. The Project Work Plan should be used as a living document and a tool for managing the implementation of the project. New tasks will need to be added and timelines adjusted as the work continues. This is a good tool to keep all members of the work group up to date, and to allow for easy and regular updates to the Nez Perce Tribe Executive Committee and key project partners.
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IMPLEMENTATION 81
Funding There are three types of funding needed to make the Nez Perce Education, Training and Business Development Center a reality: Program funding, Operations and Maintenance funding (OandM), Capital funding (including design and construction). The Center has funding committed for both Program and OandM costs. With these funds secured, along with the completion of this feasibility study, the Center is well-positioned to launch a successful capital campaign secure funding to design and construct the Center. Program Funding One of the purposes of this project is to remove barriers to education, training and business development by co-locating complementary services. Most of these services are currently offered by the Tribe, but are inadequately housed, and dispersed throughout the community. By moving these existing programs into the Center, program costs remain the same, but there is improved service delivery to Center patrons. Funding for new programs that may be added in the future will be developed on a case-by-case basis. Program funding typically covers staffing associated with those programs, many of whom will take on expanded or reconfigured roles in order to provide the services envisioned for the Center. Additional staff members planned for the Center are an Education Center Director, a Business Development Director, a Tribal Services coordinator, and a part-time IT staff person dedicated to the technology lab and other needed IT services. The Nez Perce Tribe has committed to fund the position of Education Center Director, starting in 2009. Funding for this position will come in part through a reorganization of Tribal education and other service programs, and through an additional funding commitment from the Tribe. This commitment was approved by NPTEC at the May 2009 General Council meeting. The resolution documenting this is attached as Appendix A. The positions of Business Development Director and Tribal Services Coordinator are intended to be staffed through an arrangement with partner institutions. Steps to implement these positions will entail working with the Lewis-Clark State College Small Business Development Center and the University of Idaho’s Extension Educator to arrange an agreement to staff these two positions. The existing collaborative relationship between the Tribe’s Adult Education and Distance Learning programs and these partner institutions has laid the groundwork for this arrangement. Funding for a part-time IT staff person for the Center is highly recommended. Possible sources for funding this position include:
Reorganization of the IT Department to allow the Tribe to raise revenue by selling its services and bandwidth to outside entities
Create an IT apprenticeship track, possibly in partnership with another institution
Further commitment from NPTEC
82 IMPLEMENTATION
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Operations + Maintenance (O+M) Funding Like most Tribes, the Nez Perce Tribe has a federally-negotiated indirect cost rate that the Tribe charges on most of its program and grant funds in order to pay for overhead such as facility operations, administration and other costs. The programs that will occupy the proposed Center are already operating. Once they move into the new Center, the contributions from these programs will be available to pay for the overhead costs associated with the Center (see “Finance: Operations” chapter for details). Through this source and through additional revenue raised by leasing portions of the facility, the Center will receive adequate funds cover OandM. Additionally, the NPTEC has made a commitment to fund any overage from the Tribe’s General Fund. Capital Funding Recommended sources for capital funding for the Center are listed in the “Finance: Capital Development” chapter. Appendix C provides fuller descriptions of these sources, including deadlines, contacts, and eligibility. The general strategy for project funding is to secure 50percent of funds needed for the capital campaign by summer 2010. Once these funds are committed, additional funding will be used to continue the design process, and to begin permitting and addressing site issues. As these processes are underway, remaining capital funds will be raised. Once design is complete, by winter 2010, the project will be on sound footing to construct from through spring 2011 with a grand opening for the center in summer 2011. A detailed overview of the Project Workplan, is included below, and in Appendix D.
Planning To date, planning for the Center has been conducted mainly by the Project Work Group under the authority of NPTEC. As this project grows in scale over the next three years, additional capacity for planning and managing the project is needed. Specific recommendations to increase this capacity are:
Increase the size of the Project Work Group (PWG) to involve additional Tribal departments and partner institutions
Fill the newly created Education Center Director position, whose main job will be to further the planning and implementation of the project.
The project timeline is included below, along with a Workplan for the next three years.
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IMPLEMENTATION 83
Figure 9. Project Timeline
84 IMPLEMENTATION
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Table 25. Project Development WorkPlan
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IMPLEMENTATION 85
86 IMPLEMENTATION
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IMPLEMENTATION 87
Recommendations In addition to the tasks described in the Project Work Plan, a number of recommendations have emerged from the stakeholder interviews conducted through this study and through the discussions of the Proejct Work Group. Remove barriers to Innovation and collaboration between programs. In order to be ready for the new center when it is constructed, the Nez Perce Tribe needs to develop new programs and increase collaboration between existing programs. Policy barriers that currently prevent increased collaboration need to be removed. One example shared by a number of stakeholders is the need to share information between programs in order to better serve clients. For example, a shared database that catalogues the career interests of Tribal members, their resources, their education goals, needed resources and current qualifications that all programs could access would ensure that clients were receiving targeted assistance, and that they received information about all relevant opportunities. This database could also be tied to postings of employment and training opportunities and could be linked to the needs of Tribal departments and other employers in the area. In this way, the Center could centralize information and become a clearinghouse for employment, training resources and other opportunities. The Center should focus on linking people, education and opportunities. Improve communication. Find effective ways of communicating with Tribal members more regularly – through quarterly newsletters and/or e-newsletters. Communicate about the Education Center project among Tribal offices and with elected officials to garner needed support. Break down barriers to communication among departments and encourage collaboration. Streamline bureaucracy wherever possible. Ensure that all Tribal departments know that they can use the Center as a resource for encouraging growth in their employees, for finding new staff and for developing new skills. Likewise, find creative, effective ways to reach out to potential students and course directors to bring local knowledge into the Center and to maximize the benefit for Nez Perce community residents. Focus particularly on the youth. Many stakeholders interviewed for this study, including high school students from Lapwai, talked about the skills and drive that young people need in order to thrive in today’s economy. The business and employment prospects today are very different than they were ten and twenty years ago. Youth are adept with new technologies and are curious about a wide range of skills, including traditional Nez Perce language, crafts and practices. These youth need leaders, mentors and real-life experiences to help them see the opportunities and realize their own potential. Encourage and facilitate professional development. Coordinate hiring and job openings with certifications, trainings and education opportunities. Closer collaboration is needed between Tribal departments to help employees grow skills that will improve their job performance and allow them to move into more senior positions. Creating professional development plans for each employee and then tying these to the resources provided through the education center would be one example.
88 IMPLEMENTATION
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Promote employability and mobility. Find ways to promote turnover in Tribal program positions by fostering new opportunities for experienced employees and recruiting newer, younger people to entry-level jobs. Don’t allow people to stagnate in a job for many years. Develop department strategic plans, employee professional development plans, merit/performance-based raises. Encourage education and training to allow the workforce to take new job opportunities. This is already starting to happen. One interviewee gave an example of interns in her department who gained skills that enabled them to attain employment in the telecommunications and hospitality industry. These Tribal members continue to live in Lapwai but are employed by a company elsewhere, which means they are bringing money back into the local economy. This is necessary in order to increase the buying power of local residents and support greater local economic activity. Draw the education programs together under one leader who will lead the effort to develop the Center. In order to develop new programs with existing resources it will be necessary to share and deploy education program staff in new ways. The education programs need to be gathered under one leadership position in order to leverage the resources of each program to maximum benefit. This leadership position needs to be funded by the Tribe as part of the operating budget for the Center. Focus on the client, the customer. An attitude of excellent customer service should prevail, as it does currently in education programs. Shared case management should be considered for families being served by programs of the Education Center. A team approach should be implemented for addressing case management among programs and departments.
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89
IMPLEMENTATION
Develop the local economy. Focus of economic growth should be on the local economy in Lapwai and other communities on the reservation. Local businesses and the Tribe should find ways to operate to mutual benefit, rather than competing. Consider developing a local Chamber of Commerce. Support all Indianowned businesses, even those not on the TERO register. Use existing business owners to teach and mentor new ones. Working to develop and support more local businesses will also create more employment opportunities to supplement the opportunities provided by the Tribe. This will provide jobs for people to move into and create greater mobility and more opportunity. The Tribe has powerful resources that could be brought to bear to assist local business development. Some that were suggested during the stakeholder interviews include: preferential use of lands and traditional trails for locally owned businesses; including local businesses in tourism marketing efforts and tour package development; and, purchasing goods and services from local businesses (examples included printing at a local print shop, hotel laundry, vehicle cleaning and maintenance). Use existing business owners to teach and mentor. There are a number of successful businesses operated by Tribal members. These business owners have firsthand experience with the trials and joys of owning and operating a small business. Encouraging these owners to act as mentors to younger people and to offer apprenticeships at their businesses would provide real-life experience in business development. Make a strong commitment to sustaining the Center and using it to forge a new way of working together. The Nez Perce Tribe has made a commitment to commit financial resources to operate the Education Center. Finding creative ways to improve the Center’s ability to engage in revenuegenerating activities and by working to create a sustainable financial plan overall for the Tribe will leverage the investment in the Center to the benefit of the Tribe, local businesses and all residents.
90 IMPLEMENTATION
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APPENDICES Appendix A :: Resolution from Nez Perce Tribe Appendix B :: Nez Perce Tribe Organization Chart Appendix C :: Funding Sources Appendix D :: Supplemental Financial Information
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDICES 1
APPENDIX A :: RESOLUTION FROM NEZ PERCE TRIBE
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX A 2
APPENDIX B :: NEZ PERCE TRIBE ORGANIZATION CHART
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX B 3
APPENDIX C :: FUNDING SOURCES Capital/Design :: Federal Sources Source
Weblink
Administration for Native Americans, Social and Economic Development Strategies
http://www.acf.h hs.gov/grants/ope n/HHS-2009ACF-ANA-NA0042.html
U.S. Department of Health & Human Services: Administration for Children and Families Community Economic Development Projects
http://www.acf.h hs.gov/grants/ope n/HHS-2009ACF-OCS-EE0034.html
Interest Areas • Community-based projects under the ANA Social and Economic Development Strategies (SEDS) program. • Strengthen children, families, and communities through community-based organizations, Tribes, and Village governments. • Promote the goal of economic and social self-sufficiency for American Indians, Native Hawaiians, Alaskan Natives, and other Native American Pacific Islanders. Funding for projects to enhance job creation and business development in low-income communities. The broader program strategy is to address issues including financial dependency, chronic unemployment, and community deterioration in urban and rural areas.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Average Award
How to Apply
Deadline
Contact
$250,000 per year
Submit proposal
March 25, 2009
ANA Applicant Help Desk 370 L'Enfant Promenade, SW. Aerospace Building, 2nd Floor -West Washington, DC 20447 Phone: 877-9229262 Email:
[email protected]
$619,148 per project period
Submit proposal
May 28, 2009
Rafael J. Elizalde at (800) 281-9519or
[email protected] hs.gov
APPENDIX C 4
U.S. Department of Housing and Urban Development (HUD): Rural Housing and Economic Development Program (RHED) Notice of Funding Availability (NOFA) for Fiscal Year 2009
http://www.hud.g ov/offices/cpd/ec onomicdevelopm ent/programs/rhe d/funding09/inde x.cfm
Funding to support support innovative housing and economic development activities in rural areas. Category 1: Support for Innovative Housing and Economic Development Activities; Category 2: Economic Development and Entrepreneurship for Federally Recognized Indian Tribes; Category 3: Technical Assistance to Increase Capacity through Training and Outreach Activities for Federally Recognized Indian Tribes.
Unspecified; HUD has made available funding for FY2009 Rural Housing and Economic Development Program. There is a total of $26 million dollars available through this NOFA.
Submit proposal
May 29, 2009
HUD office of Rural Housing and Economic Development at (202) 708-2290 or toll-free at (877) 787-2526
National Endowment for the Arts: NEA Learning in the Arts for Children and Youth, FY2010 Grant
http://www.arts.g ov/grants/apply/G AP10/LITA.html
Funding for projects that help children and youth acquire knowledge and understanding of and skills in the arts. Projects must provide participatory learning and engage students with skilled artists, teachers, and excellent art. Funded projects apply national or state arts education standards.
$150,000 award ceiling
Submit proposal
June 11, 2009
Dance, Music, Opera:
[email protected] ov; (202)682-5044 Literature, Musical Theater, Theater:
[email protected](2 02)682-5521 Folk & Traditional Arts, Multidisciplinary, Presenting:
[email protected]; (202)682-5690 Design, Local Arts Agencies, Media Arts, Museums,
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX C 5
Visual Arts:
[email protected] (202)682-5704 U.S. Department of Health and Human Services, Indian Health Service: Children and Youth Projects Grant
http://www.ihs.go v/NonMedicalPro grams/gogp/index .cfm?module=HH S-2009-IHS-CYP0001
Funding from IHS for community projects characterized varied approaches to promoting the health and wellbeing of AI/AN youth. The current announcement seeks to expand the reach into new communities and/or enhance existing programs.
$25,000 $75,000
Submit proposal
June 25, 2009
Ms. Michelle Bulls, Grants Policy Officer at (301) 443-6528
Recovery Act Funding (ARRA), Economic Development Administration (EDA), Department of Commerce: EDA Recovery Act Funding Two programs: • Economic Adjustment Assistance Program • Public Works and Economic Development Facilities Program
http://www.eda.g ov/PDF/FY09AR RAFFOFINAL03 1309.pdf
EDA provides financial assistance to distressed communities in both urban and rural regions experiencing distress. Such distress may exist in a variety of forms, including high levels of unemployment, low income levels, large concentrations of low-income families, significant declines in per capita income, large numbers of business failures, or other.
Unspecified
Submit proposal
June 30, 2010
Richard B. Tremblay at (208) 334-1521 or
[email protected] ov
Recovery Act Funding (ARRA),
http://portal.hud. gov/pls/portal/do
Block Grants may be used to improve housing stock, provide
$600,000 award ceiling.
Submit proposal
July 7, 2009
Roberta Youmans, Grants Management
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX C 6
U.S. Department of Housing and Urban Development: Indian Community Development Block Grant Program
cs/PAGE/RECOV ERY/PROGRAM S/INDIAN_COM MUNITY_DEVEL OPMENT_RESO URCES/ICDBG% 20FUNDING%2 0NOTICE.PDF
community facilities, make infrastructure improvements, and expand job opportunities by supporting the economic development of their communities. Eligible activities: housing construction, rehabilitation, acquisition of land for housing, direct assistance to facilitate homeownership among low-and moderate-income persons, construction of tribal and other facilities for single or multi-use, streets and other public facilities, and economic development projects.
Other guidelines apply depending on type of activity.
National Endowment for the Humanities
http://www.arts.g ov/grants/apply/F olk.html
Challenge America: Reaching Every Community Fast-Track Review Grants: To support projects that extend the reach of the arts to underserved populations. Grants are for $10,000. Learning in the Arts for Children and Youth: To advance arts education for children and youth in school-based or community-based settings. An organization may request a grant amount from $5,000 to $150,000. Preservation Assistance: Access to Artistic Excellence: To encourage and support artistic excellence, preserve our cultural
Varied: $150,000 award ceiling
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Specialist, (202) 4023316 or Robarta.I.Youmans@ hud.gov
Submit proposal
Varied: Challenge Grants:: May 28, 2009 Learning in the Arts: June 11, 2009 Preservation Assistance: March 12 and August 13, 2009
(202)682-5400
[email protected] w.gov
APPENDIX C 7
heritage, and provide access to the arts for all Americans. An organization may request a grant amount from $5,000 to $150,000.
Capital/Design :: Private and Foundation Sources
Source Ford Foundation
Weblink
Interest Areas
http://www.fordf ound.org/grants/i nquiry/1
• Asset Building & Community Development • Economic Development • Community & Resource Development • Knowledge, Creativity & Freedom • Education, Sexuality, Religion • Media, Arts & Culture • Peace & Social Justice • Human Rights • Governance & Civil Society • International Fellowships • Leadership For A Changing World
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Average Award $100,000 $200,000 Lots of giving internationally, and in education and community development
How to Apply Letter of Interest, response w/in 6-8 weeks
Deadline None
Contact
Contact: Secretar (212)573-5000
Mostly funds existing programs, not a lot of capacity building in the arts grants, must submit a grant inquiry via website.
APPENDIX C 8
Kresge Foundation
http://www.kresg e.org/index.aspx
health, the environment, arts and culture, education, human services, and community development
MJ Murdock Charitable Trust
http://www.murd ocktrust.org/how-toapply/generalgrants.php
• Education • Scientific Research • Arts & Culture • Health & Human Services • People With Disabilities • Public Affairs (Funded Community Art Center in Juneau, AK, which seeks to integrate programs for adults with developmental disabilities, and community members)
Paul G. Allen
http://www.pgafo undations.com/T emplateProgram Area.aspx?conten tId=14
Public-Private Initiatives: The Foundation has a special interest in projects that expand access to affordable live/work spaces for artists and in the planning and implementation of projects that will increase arts access and public support for the arts across a broad community. Improving Financial Performance funding area: Major facility projects as a means to expand program capacity and impact.
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
Varies
Letter of Interest
Rolling
Ra'mona Russell Grants Inquiry Coordinator (248) 643-9630 www.kresge.org
[email protected]
$500,000
Letter of Inquiry
None
Contact: John B Van Zytveld, Senior Program Director, (360) 694-8415
Varies
The Foundation is reviewing its letter of inquiry (LOI) and proposal process and timeline. Information will be available at the end of February 2009.
TBD
Grants Management (206)342-2030 info@pgafamilyfounda tion.org
APPENDIX C 9
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX C 10
APPENDIX D :: SUPPLEMENTAL FINANCIAL INFORMATION Program + Capital Costs
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX D 11
Five Year Cost Projection
Five Year Cost Projection Revenues
Pre-Opening
Tenant Programs - contribution to indirect cost pool
Year 1
439,789
Year 2
Year 3
Year 4
Year 5
439,789
450,582
461,700
473,151
484,945
Space Rental Income
-
11,000
12,800
16,475
19,060
21,729
Grants and Contributions
-
-
-
-
-
-
In-Kind Contributions
-
-
-
-
-
-
Total Revenues
439,789
450,789
463,382
478,175
492,211
506,674
Expenses Personnel
$
150,000
$
154,500
$
159,135
$
163,909 $
168,826
$
173,891
Facility Operations & Maintenance
-
$
146,138
$
150,522
$
155,037 $
159,688
$
164,479
Repair & Replacement Reserve
-
$
11,712
$
11,712
$
11,712 $
11,712
$
11,712
Total Expenses Surplus (Deficit)
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
150,000
312,350
321,369
330,659
340,227
350,083
289,789
138,439
142,013
147,516
151,984
156,592
APPENDIX D 12
Space Rentals
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX D 13
Tenant Program Contributors to Indirect Cost Pool
Tenant Program Contributions to Indirect Cost Pool Year 2
Year 1
Year 3
Year 4
Year 5
Early Education Development Head Start
$
40,000 $
40,000
$
40,000 $
40,000 $
40,000
Early Head Start
$
40,000
40,000
$
40,000 $
40,000 $
40,000
CCDF
$
23,681
24,392
25,123
25,877
26,653
State of Idaho
$
15,447
15,910
16,388
16,879
17,386
Subtotal Early Education
$
$
119,128 $
120,302 $
121,511 $
122,756 $
124,039
Higher Education $
58,758
60,521
$
58,758 $
60,521
$
77,138
79,452
$
77,138 $
79,452
$
32,900
33,887
$
32,900
$
76,580
$
76,580
$
75,284
Subtotal Vocational Rehabilitation
$
75,284
$
77,542
TOTAL TENANT PROGRAMS
$
439,789 $
450,582
Consolidated federal grants and contracts Subtotal Higher Education
62,336
64,207
66,133
62,336 $
64,207 $
66,133
81,836
84,291
86,820
81,836 $
84,291 $
86,820
34,904
35,951
37,030
34,904 $
35,951 $
37,030
81,244
83,681
86,192
81,244 $
83,681 $
86,192
79,869
82,265
84,733
$
79,869 $
82,265 $
84,733
$
461,700 $
473,151 $
484,945
$
Students for Success Grant sources Subtotal Students for Success
$
TERO Compliance Office TERO fees Subtotal TERO Compliance Office
$
33,887
$
Adult Education Consolidated federal grants and contracts Subtotal Adult Education
78,878 $
78,878
$
Vocational Rehabilitation Federal grant funds
Annual increase Rate
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
3%
77,542
Figure determined from past rate provided by Tribal Finance Manager
APPENDIX D 14
Facility Expenses, Five year projection
Nez Perce Tribe Feasibility Study : : Multi-Purpose Training, Education + Business Development Center
APPENDIX D 15
Comparable O & M Costs
Capital Replacement Worksheet
Mountain View Multidisciplinary Art and Culture Center : : Facility Business Plan
APPENDIX B 16
Nez Perce Tribe P.O. Box 305 • Lapwai, ID 83540 208-843-2253 • www.nezperce.org
resources for community 441 West Fifth Avenue, Suite 202 : : Anchorage, Alaska 99501 t 907.222.5424 : : f 907.222.5426 : : www.agnewbeck.com
