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SFY 2020 Ujamaa Place Equity Direct Appropriation

November 2020

Author: Lawrence S. Eisenstadt

Minnesota Department of Employment and Economic Development

Total cost of salaries, printing, and supplies in developing/preparing this report is $149 (reported as required by Minn. Stat. 3.197)

Table of ContentsI. Introduction.........................................................................................................................................3

A. Legislative Appropriation Reference................................................................................................4

B. Summary of Goals and Objectives Presented in the Work Plan.......................................................4

C. Data Elements and Performance Indicators Being Collected and Reported....................................6

D. Effect of COVID-19 on Ujamaa Place’s Activities..............................................................................6

II. Data.....................................................................................................................................................7

A. Participant Outcomes to Date.............................................................................................................7

B. SFY 20 Expenditures..........................................................................................................................10

C. Constellation Fund Benefit Cost Ratio (BCR).....................................................................................10

III. Future Allocations..........................................................................................................................11

IV. Appendix........................................................................................................................................12

A. Data Summary Report Template...................................................................................................12

B. Success Stories...............................................................................................................................19

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LEGISLATIVE REPORT FOR SFY 20 DIRECT EQUITY APPROPRIATION

UJAMAA PLACE

I. IntroductionThe Minnesota State Legislature appropriated $475,000 ($500,000 minus $25,000 for DEED administration) during the 2019 Legislative Session for SFY 20 to Ujamaa Place, an organization focused on eliminating barriers facing young African-American men (ages 18 through 30) to become stable, productive members of society. The funds were allocated to develop programs in seven areas: housing; education, employment, behavioral health and wellness, cultural services, criminal justice advocacy, and support services (e, g bus tokens, legal assistance, laundry, transportation, scholarships, stipends, etc.),

These programs are part of Ujamaa Place’s overall system of serving the “Ujamaa Man,” whose enrollment into the “The Theory of Transformation” programming results in a “transformative empowering experience” of mentoring young African-American men on navigating inequality, poverty, and the criminal justice system. Each enrolled participant has an individual transformational plan designed to meet the stabilization needs of each man at time of enrollment.

Ujamaa Place focuses on the elimination of barriers facing young African-American men in St. Paul (between the ages of 18 and 30), most of whom suffer multiple obstacles to obtaining stability. These barriers include:

Lack of adequate education; Unemployment and/or unemployable; Gang affiliation; Criminal history; Homelessness; Drug use; and Societal marginalization

The organization addresses an issue identified throughout the country, i.e. the systematic, cultural, and political under-utilization of African-American men, particularly in the area of gainful employment. While overall unemployment has dropped in Minnesota, that has not been the case for African American men, especially for the population served at Ujamaa Place.

As a requirement of the appropriation, Ujamaa Place is to provide programs in the following areas:

Job training; Employment preparation; Internships; Education; Training in the construction trades; Housing; and Organizational capacity building

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A. Legislative Appropriation ReferenceFunds for this project were appropriated in 2019 Minnesota Session Laws, Chapter 7, House File 2, Section 2, Subdivision 3 (cc).

B. Summary of Goals and Objectives Presented in the Work Plan

The funding supports Ujamaa Place’s Theory of Transformation program. This component, delivered within a community environment, assists young black men with almost no income or job training to develop employment capability and life skills essential for self-sufficiency and life stability. The program has a clear focus on work-entry programming, specific skills training, employment retention, and personal financial management. Most of the participants involved in Ujamaa Place have been incarcerated for five years or more.

The Theory of Transformation has five major outcomes:

Stable housing situation; Increased educational attainment; Securing/retaining employment; Connection with family/children; and Eliminating contact with the criminal justice system.

Ujamaa Place recognizes there are systemic barriers along the journey of stabilization for Ujamaa men that are:

Repeated chronic bouts of homelessness; Unemployment; Low wages; Trauma-related illnesses within the family that trigger a negative effect on youth, many of which

result in criminal justice involvement; and Areas of Concentrated Poverty that are a major societal health concern.

Ujamaa Place provides job training classes preparing participants, most of whom have never held a full-time job or have been disconnected from the job market for a considerable period, to enter the workforce. These interactive classes allow participants to learn best practices in filling out job applications, building resumes, and answering questions from potential employers about their criminal past. In addition, the classes help participants obtain all necessary work documents.

Ujamaa Place offers employment certification classes to Ujamaa men at no charge. These classes help the men gain critical skills that create pathways preparing the men for living wage employment opportunities. Currently, the certification training programs consist of:

Neighborhood Development Center (NDC), where students participate in Entrepreneurship and Business training;

Employment development and training certification in Construction, Automotive, Forklift, Welding and Culinary and Cultural Financial Literacy lead to valuable employment, apprenticeships, paid internships, and careers in Twin Cities Fortune 500 corporations (e.g.

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Target and 3M), in addition to local employment partners who provide second chance to Ujamaa Men to fulfil jobs that are important to their bottom line.

Current Employment Development & Training partners are:

Griffis Automotive Training & Certification - certified training and pathways to employment at White Bear Lake Superstore and Twin Cities Buick GMC dealers

The King Center - partnership to provide nonviolence certification and training based on the methodologies and teachings of Dr. Martin Luther King, Jr.

St. Paul College/Foundation - partnership provides certificate of completion for Ujamaa education curriculum and a pathway to college with scholarship funding provided by Ujamaa Place. Ujamaa men completed Culinary, Welding, and Forklift in 2020. New programs are being evaluated to add to the course offerings.

Film Production Classes - a year apprenticeship from Twin Cities Creative Media Group including total film production.

Music Group - a music theory cohort where Ujamaa men learn the business of music, writing and performing music.

MS Imagine Academy (IT) - an online digital curriculum and certification for fundamental technology skills to help participants be successful in entering the IT industry in entry-level job positions.

Ujamaanomics Cultural Financial Literacy partner: Funded by Northwest Area Foundation with a partnership with HiWay Federal Credit Union to help Ujamaa men open restricted checking/savings accounts, as part of their financial literacy education and training. Cultural Financial Literacy unpacks the hereditary nature of valuing money and understanding how to navigate economic systems built on inequality. http://www.ujamaaplace.org/ujamaanomics-20.html

Ujamaa Place partners that have given Ujamaa men a second chance and have served as training and employment partners include:

Minnesota State Fair Bob and Steve's Auto World Abra Auto Anagram International Pearson's Candies Fresh Express Panera U.S. Bank Vikings Stadium House of Hope Church OMG Media Solutions Urban City Construction Ecolab Cut Fresh Foods Carlson Building Mgt. Emerge Shoe Away Hunger Take Action MN

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UPS FEDEX CareerForce Better Futures MN Voice White Bear Lake Superstore Asia Peso Security Neighborhood Development Center St. Paul College J.L. Griffis Twin Cities Schools

The enthusiastically received Construction Trade program was developed by an individual who has had a long career in the construction trades. This individual spent 40 years in the trades and was the former Dean of Construction at a local technical college. Upon completion of this program, students are NCCER certified with 152 “Hours of completion” in construction training and are qualified for hire as construction laborers in the industry category of their choice.

Ujamaa Place has developed housing relationships with Beacon Interfaith Housing Collaborative, St. Paul Housing Authority, Project for Pride in Living (helped Ujamaa Place secure additional section 8 housing vouchers), Community Stabilization Project and Union Gospel Mission. Other Stable Housing partners include: CommonBond Communities, D.E. Lewis Properties, Emerge, and People, Inc. Ujamaa Place provides security deposits, monthly rent, and application fees while providing basic household items including furniture and bedding, U-Haul rentals and move in expenses. In 2020, there were 102 men enrolled in the housing program.

enrolled in the housing program

Education

Ujamaa Place is a catalyst for change. It is a mechanism for serving societal needs and a solution for a long-term community problem. Ujamaa Place has increased its organizational capacity to enhance its effectiveness and program quality in response to serving African American men surrounded by multiple racial disparities. Education. A key pillar in the Theory of Transformation program model is a focus on education. In 2020, the data reported 21% of participants enrolled were high school dropouts, 53% had a GED and 20% had some college education. The data reveals the direct correlation of level of education obtained to homelessness.

C. Data Elements and Performance Indicators Being Collected and Reported

Ujamaa Place submits data on a quarterly basis to DEED to document the demographics of participants served, services provided, and outcomes achieved.

D. Effect of COVID-19 on Ujamaa Place’s ActivitiesAt Ujamaa Place, the COVID-19 pandemic caused a mandated shutdown of its on-site location meaning the all-important Ujamaa Place brotherhood was severely disrupted. Ujamaa Place quickly pivoted to deliver remote learning and means to scattered housing sites and to disrupted, destabilized and traumatized Ujamaa’s homeless population. Emails were sent to 200 men notifying them of the

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shutdown of the on-site location. During the mandated shut-down, Ujamaa coaches reported they lost contact with half of the service population, most of whom were classified as unstable mainly due to “homelessness” and “mental illnesses” as reported by the agency’s data system.

According to Ujamaa staff, the pandemic taught both staff and participants the importance of a brotherhood based in a safe physical site. The site would be a place where the men feel there is a loving family around them. The Theory of Transformation needs to operate within an atmosphere appropriate wrap-around services are delivered. Staff reported that the pandemic triggered trauma that “shook the participants’ stability.” Combined with George Floyd’s death and consequent protests and destruction, the participants’ trauma and fear ‘were further aggravated. As a result, Ujamaa Place has felt the need to add additional mental health counselor and a community resource referral navigator to its “Wellness Team” addressing the increased mental illness and trauma.

The biggest challenge for Ujamaa Place coaches has been to connect 200 men displaced and scattered by the pandemic. Staff were tasked with tracking the men using the phone, texting, emailing, “snail mail,” and calling emergency contacts. Ujamaa leaned on its housing partners for referral resources to help its homeless population.

Moving programming from physical class to remote learning in two weeks included evaluating the agency’s entire technology infrastructure. Existing technological solutions enabled the agency to make a smooth transition. Ujamaa was able to use a restricted fund to quickly purchase computers, laptops, internet access, security cameras and supplies for men living in Ujamaa housing to participate in on-line classes. Staff worked long hours to get technology installed in Ujamaa housing. They delivered two meals daily, seven days a week and provided rotating support counseling. Staff helped the men to establish banking accounts where stimulus funding was award as an incentive to attend virtual classes.

II. DataA. Participant Outcomes to Date

The grant period for SFY 2020 funds ran from October 1, 2019 through September 30, 2020. . The participant data for this period follows

TOTAL PARTICIPANTS SERVED

CALENDAR YEAR 2019Q4

CALENDAR YEAR 2020Q1

CALENDAR YEAR 2020 Q2

CALENDAR YEAR 2020Q3

TOTAL YTD

GENDERMALE 330 301 345 273 1249FEMALE

AGE14-15 0 0 0 0 016-17 0 0 0 0 018-20 36 27 40 4 10721-22 40 41 46 23 15023-24 67 32 65 29 193TOTAL PARTICIPANTS SERVED

CALENDAR YEAR 2019

CALENDAR YEAR 2020

CALENDAR YEAR 2020

CALENDAR YEAR 2020

TOTAL YTD

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Q4 Q1 Q2 Q3ETHNICITY/RACEHISPANIC/LATINO 0 0 0 1 1AMERICAN INDIAN/ALASKA NATIVE

1 1 2 1 5

MULTI-RACIAL 18 10 21 25 74BLACK/AFRICAN AMERICAN 309 290 321 246 1166WHITE 1 0 1 0 2

EDUCATIONAL LEVEL8th GRADE AND UNDER 4 5 3 3 159th GRADE – 12th Grade 75 63 80 54 272HIGH SCHOOL GRAD/EQUIVALENT

130 126 130 126 512

GED 36 51 46 28 161UNKNOWN 3 19 13 3 38POST-SEC 7 3 2 1 13SOME COLLEGE 75 34 71 58 238

OTHER DEMOGRAPHICSYOUTH FROM FAMILIES RECEIVING PUBLIC ASSISTANCE

17 92 77 72 258

FOSTER YOUTH 63 46 64 34 207YOUTH WITH A DISABILITY 42 39 46 27 154

HIGH SCHOOL DROPOUT 75 61 83 54 273YOUTH OFFENDER 6 121 187 134 448PREGNANT/PARENTING YOUTH

154 171 158 167 650

BASIC SKILLS DEFICIENT 340 301 345 273 1259HOMELESS/RUNAWAY YOUTH

144 128 222 494

NOT EMPLOYED AT PROGRAM ENROLLMENT

189 233 259 100 781

VETERAN 4 1 4 2 2

TOTAL PARTICIPANTS SERVED

CALENDAR YEAR 2019 Q4

CALENDAR YEAR 2020 Q1

CALENDAR YEAR 2020 Q2

CALENDAR YEAR 2020 Q3

TOTAL YTD

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PROGRAM SERVICES, ACTIVITIES, AND OTHER RELATED ASSISTANCERECEIVED EDUCATION OR JOB TRAINING ACTIVITIES

97 68 97 87 349

RECEIVED WORK EXPERIENCE ACTIVITIES

45 35 45 27 152

RECEIVED COMMUNITY INVOLVEMENT AND LEADERSHIP DEVELOPMENT ACTIVITIES

34 27 34 43 138

RECEIVED POST-SECONDARY EXPLORATION, CAREER GUIDANCE AND PLANNING ACTIVITIES

59 68 59 0 186

TOTAL PARTICIPANTS SERVED

CALENDAR YEAR 2019 Q4

CALENDAR YEAR 2020 Q1

CALENDAR YEAR 2020 Q2

CALENDAR YEAR 2020 Q3

TOTAL YTD

RECEIVED MENTORING ACTIVITIES

109 112 109 136 466

RECEIVED SUPPORT SERVICES 109 112 109 136 466

TOTAL PARTICIPANTS SERVICE

CALENDAR YEAR 2018 Q4

CALENDAR YEAR 2019 Q1

CALENDAR YEAR 2019 Q2

CALENDAR YEAR 2019 Q3

TOTAL

INDICATORS OF PERFORMANCEATTAINED WORK READINESS OR EDUCATION GOALS

97 68 97 48 310

RECEIVED ACADEMIC CREDIT OR SERVICE-LEARNING CREDIT

4 4 4 0 12

OBTAINED HIGH SCHOOL DIPLOMA, GED, REMAINED IN SCHOOL, OBTAINED A CERTIFICATE OR DEGREE, OR DROPOUT RETURNED TO SCHOOL

0 0 0 0 0

TOTAL PARTICIPANTS SERVED

CALENDAR YEAR 2019 Q4

CALENDAR YEAR 2020 Q1

CALENDAR YEAR 2020 Q2

CALENDAR YEAR 2020 Q3

TOTAL YTD

ENTERED POST-SECONDARY 0 0 0 3 3

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EDUCATIONAL, VOCATIONAL/OCCUPATIONAL SKILLS TRAINING, APPRENTICESHIP, MILITARY, JOB SEARCH OR EMPLOYMENT

B. SFY 20 Expenditures

UJAMAA PLACE expended their SFY 2020 budget as follows

Budget Category AmountAdministrative Costs (up to 10% allowed) $39,500Contracted Services (Construction Training $31,000Participant Wages and Fringe Benefits $45,000Direct Services $208,300Support Services $153,200TOTAL $475,000

C. Constellation Fund Benefit Cost Ratio (BCR)

A major community funder, Constellation Fund measured the ROI using their Benefit Cost Ratio (BCR) analysis of Ujamaa’s Employment and Education data.

On May 29th, Ujamaa Place was notified that it received a grant award of $85K from Constellation Fund based on an extensive benefit cost analysis calculating the value of poverty-fighting benefits measured by the impact of Ujamaa’s education, housing and employment data resulting in a benefit-cost ration of $4.92 return for every $1 invested in Ujamaa Place.

Constellation Fund Analysis of Benefit-Cost-Ratio (BCR): The program generates $4.92 for every dollar invested. This return comes from approximately $1 million in increased wages that 275 participants in 2018 and 148 in 2019 would earn in the three years after finishing the program. Returns also come from mental health referrals and assistance achieving GEDs. The cost of generating these additional earnings, health and education benefits is $2.2 million. Based on existing evidence, we assume that employment training programs impact future earnings as far as three years after participation. All earnings are estimated accounting for employment and wage rates of sub-populations served by the program (e.g. previously incarcerated, disability, and race). Estimates also account for expected or observed duration of employment and hours worked. Benefits are also derived from mental health care services and educational programming leading to increased earnings and improved health.

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III. Future AllocationsUJAMMA PLACE’s SFY 2021 appropriation is $500,000 ($475,000 for Ujamaa Place; $25,000 for DEED administration)

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IV. AppendixA. Data Summary Report Template

Identifying InformationGrantee:Contact:Phone Number:E-mail Address:Period of Report:

Total Served in Group Services: _____________The number provided above is to include all persons who participate in grant funded group activity (or activities). For example, the number is to include the number of persons involved in job fairs or the number of family members of a participant who also participate and benefit from the granted funded activity. In the case of an activity led by a youth participant, the participant is to be counted in both the group services and individual services categories.

Participants Served: Individual ServicesNumber

1. Total Individual Participants Served Enter(1) Gender blank

(1) Male Enter(2) Female Enter

(2) Age Blank(1) 14-15 Enter(2) 16-17 Enter(3) 18 Enter(4) 19-21 Enter(5) 22-30 Enter

(3) Ethnicity/Race(1) Hispanic/Latino Enter(2) American Indian or Alaska Native Enter(3) Asian/Pacific Islander Enter(4) Black or African American Enter(5) White Enter

(4) Education Level blank(1) 8th grade and under Enter(2) 9th Grade-12th Grade Enter(3) High School graduate or equivalent Enter(4) Post-Secondary Education Enter

(5) Other Demographics Blank(1) Limited English proficient Enter(2) Youth from families receiving public assistance Enter(3) Foster youth Enter(4) Youth with a disability Enter(5) High school drop-out Enter(6) Youth offender Enter(7) Pregnant or parenting youth Enter(8) Basic skills deficient Enter(9) Homeless or runaway youth Enter(10) Not employed at program enrollment Enter

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Number(11) Veteran Enter

Program Services, Activities, and Other Related AssistanceNumber

1. Received Education or Job Training Activities Enter2. Received Work Experience Activities Enter3. Received Community Involvement and Leadership Development Activities Enter4. Received Post-Secondary Exploration, Career Guidance and Planning Activities Enter5. Received Mentoring Activities Enter6. Received Support Services Enter

Indicators of PerformanceNumber

1. Attained work readiness or education goals Enter2. Received academic credit or service learning credit Enter3. Obtained high school diploma, GED, remained in school, obtained a certificate or degree, or

dropout: returned to schoolEnter

4. Entered post-secondary education, vocational/occupational skills training, apprenticeship, military, job search or employment

Enter

5. Completed program objective Enter

Customer SatisfactionNumber

1. Number of participants rating experience as “Excellent” Enter2. Number of participants rating experience as “Very Good” Enter3. Number of participants rating experience as “Average” Enter4. Number of participants rating experience as “Below Average” Enter5. Number of participants rating experience as “Poor” Enter6. Total Number of Surveys Completed Enter

I. GenderA. Male: Self-explanatoryB. Female: Self-explanatory

II. Age (age at time of program enrollment, round down to the past birthday)A. 14 – 15: Self-explanatoryB. 16 – 17: Self-explanatoryC. 18: Self-explanatoryD. 19 - 21: Self-explanatoryE. 22 - 30: Self-explanatory

III. Ethnicity/Race (more than one category may be selected per participant)A. Hispanic/Latino (separate category from Race): These are individuals who

classify themselves as “Mexican,” “Puerto Rican,” Cuban”, or in some other Spanish, Hispanic, or Latino category. The individual can view this origin as the heritage, nationality group, lineage, or country of birth of the individual or of the

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individual’s parents/ancestors before arrival in this country. Individuals who identify their origin as Hispanic/Latino can be of any race.

B. American Indian or Alaska Native: These are individuals having origins in any of the original peoples of North and South America (including Central America), and who maintain tribal affiliation or community attachment:1. American Indian: These are individuals who identify as their races as

“American Indian,” including such entities as American tribes, Canadian Indians, French – American Indians, or Spanish – American Indians.

2. Alaska Native: These are individuals who identify as their race as Eskimo, Aleuts, Alaska Indians, Arctic Slope, Inupiat, Yupik, Alutiq, Egegik, and Pribilovian.

C. Asian or Pacific Islander: 1. Asian: these are individuals having origins in any of the original peoples of

the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. It includes:a. Asian Indianb. Chinesec. Filipinod. Japanesee. Koreanf. Vietnameseg. Other Asian

2. Pacific Islander: these are individuals having origins in any of the original peoples of Hawaii, Guam, Samoa, or another Pacific Islands. It includes:a. Native Hawaiianb. Guamanian/Chamorroc. Samoand. Other Pacific Islander

D. Black or African American: These are individuals having origins in any of the Black racial groups of Africa. It includes individuals who identify themselves as:

1. Black2. African – American3. Kenyan4. Nigerian5. Haitian6. Somalian

E. White: These are individuals having origins in any of the original peoples of Europe, the Middle East, or North Africa.

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IV. Educational Level: (The highest level of school completion at the time of program enrollment either in this country or in another country)

A. 8th grade and under: Self-explanatoryB. 9th grade – 12th grade: Does NOT include high school graduationC. High School graduate or equivalent: Includes GED and all High School diplomas

or equivalentsD. Post-Secondary Education: Includes any formal educational experience beyond

high school or equivalent

V. Other DemographicsA. Limited English Proficient: For people who speak a language other than English

at home, the response represents the individual’s own perception of his or her ability to speak English.

B. Participants from Families Receiving Public Assistance: These are participants who come from families receiving Temporary Assistance to Needy Families (TANF/MFIP) and general assistance. It does NOT include any Supplemental Security Income.

C. Foster Youth: These are youth who are or who have ever been placed in a home by legal action on whose behalf State or local government payments are or have ever been made.

D. Participants with a Disability: These are participants with a disability as defined by section 3 of the Americans with Disabilities Act of 1990.

E. High School Dropout: These are individuals who are no longer attending any school and who have not received a secondary school diploma or a recognized equivalent.

F. Youth or Adult Offender: These are participants who:1. Have been subject to any stage of the criminal or juvenile justice process, for

whom services under this program may be beneficial; or2. Require assistance in overcoming artificial barriers to employment resulting

from a record of arrest or conviction.G. Pregnant or Parenting Youth: These are youth who are pregnant or who have

parental responsibilities for a minor (i.e. less than 18 years of age).H. Basic Skills Deficient: These are participants who:

1. Compute or solve problems, read, write, or speak English at or below the 8th grade level on a generally acceptable standardized test or a comparable score on a criterion- referenced test; or

2. Are unable to compute or solve problems, read, write, or speak English at a level necessary to function on the job, in the family, or in society.

I. Homeless Individual or Runaway Youth: A participant is considered a homeless individual or runaway youth if the individual:

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a. Lacks a fixed, regular, and adequate nighttime residence; this includes an individual who:

i. Is sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason;

ii. Is living in a motel, hotel, trailer park or campground due to a lack of adequate alternative accommodations;

iii. Is living in an emergency or transitional shelter;iv. Is abandoned in a hospital; orv. Is awaiting foster care placement.

b. Has a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings, such as a car, park, abandoned building, bus or train station, airport, or camping ground;

c. Is a migratory child who in the preceding 36 months was required to move from one school district to another due to changes in the parent’s or parent’s spouse’s seasonal employment in agriculture, dairy, or fishing work; or

d. Is under 18 years of age and absents himself or herself from home or place of legal residence without the permission of his or her family (e.g. runaway youth).

Note: this definition does not include an individual imprisoned or detained under an Act of Congress or State Law. An individual who may be sleeping in a temporary accommodation while away from home should not, as a result of that alone, be recorded as homeless.

J. Not Employed at Program Enrollment: These are participants who have not had a job within one week of program enrollment.

K. Veteran: These are participants who have served in the active military, naval, or air service, and who have been discharged or released from such service under conditions other than dishonorable.

Program Services, Activities, and Other Related Assistance

A. Received Education or Job Training Activities: These are participants who are receiving formal or informal instruction in various kinds of settings. Examples include math or reading remediation, GED preparation, tutoring, ESL instruction, time management skills training, study skills training, work readiness training, On-the Job Training (OJT), vocational/occupational skills training and pre-apprenticeship.

B. Received Work Experience Activities: These are participants who are involved with planned, structured learning experiences that take place in a workplace for a limited amount of time. The work experience may be paid or unpaid and may be in the private, for-profit sector; the non-profit sector or the public sector.

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Examples include subsidized or unsubsidized employment, internship, Job Club, job placement.

C. Received Community Involvement and Leadership Development Activities: These are participants who are involved in activities designed to enhance responsibility and managerial skills and other positive social behaviors (e.g. building self-esteem, maintaining a healthy lifestyle including being alcohol and drug free). Examples include community service and youth advisory board/council participation.

D. Received Post-Secondary Exploration, Career Guidance and Planning Activities: These are participants who receive preparation for post-secondary educational opportunities, receive preparation for employment, and receive information on effective connections to organizations that provide strong links to the job market and employers. Examples include college fairs and visits, assistance with college admission applications/financial applications, career counseling and workforce information services such as labor market information.

E. Received Mentoring Activities: These are participants who receive guidance/advice from an adult for a period of at least 12 months occurring both during and after program participation. Examples include sustained relationship between mentor and participant in one-on-one group settings (formal or informal), personal or life skills counseling.

F. Received Support Services: These are participants who receive such services as:1. Linkages to community services;2. Assistance with transportation;3. Assistance with child care and dependent care;4. Assistance with housing;5. Referrals to medical services;6. Assistance with uniforms or other appropriate work attire and work-related

tools, including such items as eye glasses and protective eye gear;7. Substance abuse treatment;8. Mental health treatment.

Indicators of Performance

A. Attained Work Readiness or Education Goals: The identified work readiness or education goals have been met for these participants.

B. Received Academic or Service Learning Credit: 1. Academic Credit: Verification of an achievement of competency in a formal

course of study by one or more of the following:a. A local/state educational agency or a state agency responsible for

administering vocational and technical education within a state;b. An institution of higher education described in Section 102 of the Higher

Education Act (HEA) that is qualified to participate in the student financial

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assistance programs authorized by HEA Title IV (e.g. community colleges, proprietary schools, technical colleges, etc).

2. Service Learning Credit: Verification of an achievement of competency because of a work experience as demonstrated by objective testing. Such verification can be done by one or more of the following:

a. A local/state educational agency or a state agency responsible for administering vocational and technical education within a state;

b. An institution of higher education described in Section 102 of the Higher Education Act (HEA) that is qualified to participate in the student financial assistance programs authorized by HEA Title IV (e.g. community colleges, proprietary schools, technical colleges, etc).

C. Obtained High School Diploma, GED, or Remained in School, Obtained a Certificate or Degree, or Drop-out Returned to School:

1. Obtained High School Diploma, GED: These are participants who successfully graduate from state accredited high schools or obtain a GED by passing the requisite tests.

2. Remained in School: These are participants who are at risk of dropping out from school but instead remain in school (usually as a result of program participation).

3. Obtained a Certificate or Degree: These are participants who successfully complete a program of study conducted by an institution of higher education described in Section 102 of the Higher Education Act (HEA) that is qualified to participate in the student financial assistance programs authorized by HEA Title IV (e.g. community colleges, proprietary schools, technical colleges, etc).

4. Dropout Returned to School: These are participants classified as dropouts (definition is above) who return to school to complete a course of study.

D. Entered Post-Secondary Education, Vocational/Occupation Skills Training, Apprenticeship, or Military, or Entered Employment

1. Entered Post-Secondary Education: These are participants who are engaged in a program of study conducted by an institution of higher education described in Section 102 of the Higher Education Act (HEA) that is qualified to participate in the student financial assistance programs authorized by HEA Title IV (e.g. community colleges, proprietary schools, technical colleges, etc).

2. Vocational/Occupational Skills Training: These participants are engaged in a program of study leading to the acquisition of job ready skills.

3. Apprenticeship: These participants are engaged in a program of study and on-the-job training that is registered with either or both the U.S. Department of Labor and/or the Minnesota Department of Labor and Industry.

4. Military: These participants have entered the Armed Services (Regular, Reserves or the National Guard)

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5. Entered Employment: These participants have secured unsubsidized employment.

E. Completed Program Objectives: The number of participants who have completed their program participation and achieved one or more of the outcomes (A-D) above.

B. Success Stories

N.E.

N has been with Ujamaa Place for two years. He is the Resident Manager for Ujamaa Place at 779 Edmund Ave. He has flourished with every opportunity provided to him at Ujamaa Place. Presently he works for an Ujamaa Employment Partner - Jerry Griffis Car Care as a Lead Detailer. N was offered this position after an exceptional six-month performance with his employer. N has recently been married and is looking forward to his next big step which is independent living for he and his new bride. N has been an inspiring and solid leader among the Ujamaa Men.

D.T (Video)

D is very talented young man who is an accomplished R&B singer. D has been an amazing example of Ujamaa’s Transformation Theory. He presently is living independently at 716 Selby after being both homeless and couch hopping. D was committed to Ujamaa’s housing program and put the work in, earning a place to call “his own.” Also, while continuing to musically perform in the Twin Cities, he has remained employed with an Ujamaa Employer Partner - Holiday for over four months. D attends Ujamaa Programming regularly and has been a great ambassador for spreading the word about Ujamaa in the music community.

H.M. (Video)

H has embraced the “Theory of Transformation” which has led him to steady employment, stable independent housing and two certifications in Welding at St. Paul College and Entrepreneur Training at Neighborhood Development Center. H has been attending Ujamaa’s Career IQ regularly, along with supporting Ujamaa on several outside community events. There is no doubt that H believes in education and continued learning.

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D.H. (Video)

A great example of “Good News in Challenging Times” comes to us because of D who befriended a 12-year-old homeless girl a few days ago. He was on the bus when a little girl told D she had been homeless since her aunt died over a year ago. Her biological parents were addicts and had abandoned her when she was six years old. D brought her to Ujamaa where it was suggested that we will call Community Protective Services to help get her off the streets. She did not want us to do that as she had a bad experience with them. Instead, we called a former Ujamaa employee who introduced the young girl to Brittany Place who had a vacancy. We are proud of D. He did not walk away from a little girl in crisis. He fed her and brought her to Ujamaa Place, his sanctuary, for assistance. That’s UJAMAA-ERING!!

More success stories are available at:

https://www.youtube.com/playlist?list=PLrsYghWubncac0WX5U-iBb2avx8IP2lwY

https://www.youtube.com/playlist?list=PLrsYghWubncY01-QHUleIO5HFcCWS8_2g

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