Abstract - tn.gov

Building Sustainable Early Post-Secondary Opportunities: A Regional Approach

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Abstract

The Building Sustainable Early Post-Secondary Opportunities: A Regional Approach is a

collaborative program between the Tennessee College of Applied Technology McMinnville,

Motlow State Community College, the Upper Cumberland Local Workforce Development

Board, Cannon County High School, Coffee County High School, Dekalb County High School,

Grundy County High School, and Warren County High School. Grundy County is a distressed

county and Warren County is an at-risk county per the Appalachian Regional Commission.

Additionally, the collaboration is partnering with 11 local industries, one to two from each

county, to provide guidance and insight to the program that includes advising, work-based

learning opportunities, and job-placement. The main goal of this program is to provide

specialized technical education in the fields of Building Construction Technology and Welding

Technology to secondary students as a dual enrollment course. The supporting goal of this

program is to provide a work-based learning opportunity to approximately 500 middle school

students within the area at a critical juncture when they are making high school focus decisions.

This collaborative program was conceived out of the growing workforce demand in the Upper

Cumberland region, specifically as it relates to the Construction and Manufacturing industries

within this region.


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Section 1: Demonstration of Need

For the purposes of this collaborative program, we are using statewide and regional data.

According to the State of Tennessee Department of Labor and Workforce 2020 LEAP Report of

In-Demand Occupations, 75 annual openings in the Construction industry are expected through

2026 in the Upper Cumberland Region alone. On a wider scale, 14,574 annual job openings are

expected in the Construction industry across the state of Tennessee, according to Jobs4TN. The

U.S. Bureau of Labor Statistics also provides that there are 17,550 construction laborer jobs

across the state. Because the Welding Technology portion of this program will only be offered in

one county within the collaborative, our demand data will come from that region. The State of

Tennessee Department of Labor and Workforce projects 190 annual openings for Welders

through 2026. Additionally, the Tennessee Department of Economic Development provides data

that shows us where Construction and Manufacturing are both in the top five industries for 2020.

According to the Tennessee Department of Economic Development, current employment rate for

each county is as follows: Cannon County 52.16%, Coffee County 53.52%, Dekalb County

49.17%, Grundy County 40.12%, and Warren County 52.53%; all of these are below the state

average of 56.24%. The aim of this project is to help fill the gap in not only credentialed

residents but to decrease these employment deficiencies. The Tennessee College of Applied

Technology McMinnville Building Construction Technology and Welding Advisory Committee

corroborates these needs as well.

According to the Tennessee Department of Labor and Workforce Development, the

average annual salary for a construction laborer in this region is $35,784, and the average annual

salary of a welder is $39,689. These annual salaries far exceed the average annual livable wage


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for the Upper Cumberland of $24,540, as per the MIT Living Wage Calculator. Additionally, the

need for skilled laborers due to the industry retirement rate poses another opportunity for this

project to meet the ever-increasing workforce demand. According to the 2018 Current

Population Survey in Appendix A, the percentage of construction workers aged 55 and up was

22%. “If the construction industry isn’t able to recruit younger workers, it could lead to more

expensive housing, longer build times, and projects that don’t happen, according to Mark Pursell,

CEO of National Housing Endowment (SGC Horizon Article, Appendix A).”

Based on these data and projections, the growing demand for these jobs in both the

Construction and Welding industries require that educational institutions meet the demand

through quality work-based learning opportunities and specialized training that leads to industry

certifications. It is the intent of this program to help meet the growing labor demand in both the

Construction and Welding (Manufacturing) industries through a regional approach by offering

dual enrollment courses and work-based learning opportunities to an area that spans five counties

within the Upper Cumberland and Middle Tennessee regions.

In Cannon, Dekalb, Grundy, and Warren County high schools, we will leverage their pre-

existing Building Construction programs to increase capacity and quality through an investment

of equipment, industry support, and work-based learning activities utilizing GIVE 2.0 grant

funds. In Coffee County high school, we will use the same approach with the pre-existing

Welding Technology program. This investment in equipment will allow for more students to

enroll in this high demand program at the secondary level, which in turn provides them the

opportunity to simultaneously earn technical college credit. Not only will students enrolled in

these courses earn technical college credit, but they will also be provided the opportunity to earn


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nationally recognized certifications in precision measurement. These certifications would not be

possible without this investment. On average, a high school student can earn approximately 224

clock hours per year in a TCAT dual enrollment course. This means that a high school student

who enrolls in Building Construction or Welding for both the Junior and Senior years can earn

enough technical college credit to also be awarded the first level certificate within their

respective program. This gives the high school graduate a tremendous advantage in that he/she

can enroll into the full-time TCAT program and graduate in less time; thereby entering the

workforce sooner and helping meet the labor demand in their industry. Through these early

postsecondary credential opportunities, the program will make a substantial impact on

Tennessee’s Drive to 55 goal to equip 55% of Tennessee’s residents with a postsecondary

credential, diploma, or certificate by 2025. Also, these early postsecondary credential

opportunities will provide local employers the opportunity to hire skilled laborers in their

respective fields, thereby easing the growing workforce demand.

Based on data provided by the secondary partners within this collaborative, the Building

Construction programs have an average enrollment of 257 juniors and seniors over the past three

years. The Welding program has a three-year average of 65 junior and seniors enrolled. Provided

that the program is funded, the collaboration will be able to not just maintain these numbers but

through the investment of equipment and educational resources will be able to increase capacity

for each of our partnering secondary schools. At these levels of enrollment, the program will be

able to effectively meet the high demand for labor in both designated industries by connecting

these more than 300 high school students to postsecondary credentials. Because these courses are

GIVE eligible and the high schools have agreed to cover the cost of textbooks, the cost will not


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be a barrier to students. Through producing more than 300 high school graduates with a

postsecondary credential, this project not only makes an investment in Tennessee’s Drive to 55

goal; but also makes an investment into the regional economy of $11.8 million through each

graduates’ economic impact. This is calculated by multiplying the median hourly wage for both

construction workers and welders by 2,000 hours (the US DOL standard for a full-time job) then

multiplying that by the number of students impacted by this project (approximately 300).

An additional letter is provided in Appendix B from the local Industrial Development Board to

support the need for this investment.

Section 2: Program Plan

Project Timeline

November 2021 – The collaborative partners will meet to review and approve equipment lists,

curriculum resource needs, and budget to assure that the original budgeting is still practical to the

project. The fiscal agent (TCAT) will begin the procurement process for equipment and supplies

to ensure that programs are ready to begin on time. Secondary partners will identify eligible

students to enroll in the program and complete registration.

December 2021 – The secondary partners and TCAT will begin to prepare existing high school

faculty to use TCAT curriculum and provide training on how to report student attendance and

grades. The project director will coordinate with each secondary partner for equipment delivery

and program space set up. A Work-Based Learning committee will be formed and will begin

preliminary planning for the WBL Career Fair event to include date selection, logistics, bus

contracts, etc.


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January 2022 – Courses will begin for Spring 2022 in each program. The project director will

begin making visits to each program to ensure successful implementation of each program. The

program advisory committee will begin quarterly meetings to track metrics of the program.

February 2022 – The WBL committee will meet to review plans for the Career Fair to ensure

the event is on track as scheduled.

March 2022 – April 2024 – Quarterly meetings continue to measure quality metrics such as

enrollment numbers, completion numbers, placement numbers, and certification numbers.

Continuous satisfaction surveys will be collected from students and employers.

May 2024 – Closeout work and reporting on behalf of the collaborative will be completed by the

lead entity and project director.

Alignment of Workforce Data and Drive to 55 Goals

Currently the region that comprises this collaborative holds an average 22.6% rate of residents

with a postsecondary credential. On a micro level, these rates vary with Cannon County at 19%,

Coffee County at 28%, Dekalb County at 23%, Grundy County at 21%, and Warren County at

22%. This translates into an opportunity to equip the remaining 77.4% of residents with a

credential that is meaningful and aids in meeting industry needs. Throughout the duration of the

program, it will be the sole purpose of each course to prepare every student with the skills

necessary to enter the workforce and/or enroll at the technical college upon graduation from their

respective high school. All students enrolled in the dual enrollment courses within this program

will have the opportunity to earn their certifications in Precision Measurement Instruments

(PMI), which includes six specific certifications for each of the training modules. These PMI

certifications are nationally recognized by industry. Additionally, students who are enrolled in


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the program for both their junior and senior years will have the opportunity to earn the first-level

certificate from TCAT while simultaneously earning their high school diploma. Not only does

this contribute to Tennessee’s Drive to 55 goal but will also increase the likelihood of those

graduates entering the workforce or continuing their technical education at TCAT.

Measurable Objective of the Project

Metrics used to ascertain the level of success within the program on an individual level

will include progress reports, attendance tracking, and the speed at which each student is

progressing through the course, as well as other generally accepted metrics of student retention.

We will gather data on the disaggregated student groups (gender, race/ethnicity, economically

disadvantaged students, English Language Learners, students with disabilities) and create a

targeted marketing plan to work toward improvements in the enrollment within each student

group each year. Appendix C provides historical data disaggregated by these student groups.

Again, through providing opportunities for students enrolled in the program to earn both industry

and collegiate certifications, the needs of employers will be met. Additionally, TCAT will

provide a Success Coach to help track student progress and aid students through identifying

resources for help with retention and completion. Each TCAT program embeds the Worker

Characteristic/Ethics course into its curriculum; therefore, each Dual Enrollment student will be

required to participate in this training which aids in the preparation of students for successful

employment in their respective industries.

In Year 1 it is our goal that 60% of students enrolled in the programs will have earned

their credential or industry certification. In Year 2, it is our goal that 80% of students enrolled in

the program will have earned their credential or industry certification. This progress of these


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goals will be tracked by the Success Coach and reported to the Project Director periodically to

maintain program integrity.

Recruitment of Underrepresented Student Groups

Through collaboration with the Upper Cumberland Local Workforce Development Board

and each of the secondary partners, the project will take a strategic approach in recruiting

underrepresented student groups. Specifically, TCAT along with its secondary partners has

experienced success in increasing the number of diverse students. For example, TCAT has

recently seen an increased number in female students enrolling in historically male-majority

programs. Building on the foundation of this success coupled with the various work-based

learning opportunities provided within the program, the project will aim to recruit and engage

underrepresented student groups beyond that of gender. To be specific, within the five-county

collaboration, the average Hispanic or Latino population is 7%, with some counties as high as

9.2%. With this in mind, resources like program brochures and admissions materials will be

printed in English and Spanish. We will also print publications with pictures that highlight our

diverse student and faculty population. Additionally, through work-based learning activities such

as industry visits to the high school and career fairs the project creates recruitment opportunities

to students from all the identified underrepresented student groups. We will accomplish through

inviting current TCAT students from diverse backgrounds to accompany recruiting staff to

events to speak with potential students. Annually, we will host a Career Technical

Education/Work-Based Learning night inviting parents and the community to the school to

educate them about the dual enrollment program.


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Governance and Accountability

Brooks Young, Coordinator for Workforce Development & Institutional Affairs for

TCAT McMinnville, will be the Project Director throughout the duration of the grant contract.

He will oversee grant activities and act as the liaison between main partners. He will submit any

required reporting on behalf of the project.

The project advisory committee will be led by the Project Director and comprised of each

CTE Director within the collaborative so that all parties have equitable representation. As this is

a collaborative project, it is important that each party involved have an equitable share in the

oversight and decision-making process for the entirety of the program to ensure a successful

implementation. Each secondary representative will serve as the point of contact between the

high school and the project director. They will also liaise with the industry partners within their

county. The Upper Cumberland Local Workforce Board will also assist the Project Director in

communicating with industry and advertising of special events. Meetings will be held quarterly

and more often as needed. While every partner will have an equal vote in the decision-making

process, final rulings will be contingent upon the feasibility of the request to the partner.

Work-Based Learning Program

Work-based learning (WBL) is an important part of technical education. As such, this

program will include various WBL opportunities and processes included in the WBL Toolbox.

Most notably, the project will include a career awareness fair hosted jointly by TCAT

McMinnville and Motlow. Many public-school systems within the region require that students at

the end of their seventh-grade year select a postsecondary focus. The concept of this WBL

activity is to host seventh grade students on TCAT and Motlow campuses to inform them about


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the various technical career and college pathways available to them. This will impact

approximately 500 seventh-grade students. Although it is not credit-bearing, this experience will

guide students in future career decisions to their high school pathway choice. Additionally, the

program will include other WBL activities such as industry expert visits to schools, job

shadowing opportunities, and career mentoring for which they will receive credit in the form of

clock hours that count toward program completion. Industry partners will allow educators the

opportunity to participate in externships during the summer. The educators will be invited to the

BCT and Welding Advisory Committee Meetings to learn more about the postsecondary

requirements and standards of each respective program. The project director will oversee the

planning and implementation of WBL activities in coordination with the program advisory

committee. In order to determine the actual impact of these activities the secondary and

postsecondary partners will work closely together to collect feedback from participants in the

form of surveys and portfolios. All WBL activities are in areas of high-demand industries.

Program Equipment

The equipment included in this proposal will make the largest impact on the success of

the project. By upgrading and expanding these existing secondary programs, the capacity for

enrollment and retention are also increased. This will provide students the opportunity to work

with industry-standard tools and equipment which better prepares them for what to expect when

they are in the field. For the complete list of equipment and descriptions, please see Appendix D.

The equipment outlined in this proposal is required to effectively teach the material included in

the program curriculum. Both the BCT and Welding Advisory Committees helped establish

these equipment inventories which reflect the current industry standards. Additionally, this


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equipment will be used in teaching the program curriculum to help students earn their post-

secondary credential.

Section 3: Strength of Partnership

The Lead Entity for this project is the Tennessee College of Applied Technology

McMinnville (TCAT), and Brooks Young will be the Project Director. He will be responsible for

grant administration, required reporting, and communication among the partners. He will ensure

that the grant timeline and activities will be followed and submitted in the application. Brooks

has successfully applied for and administered a number of grants as the grant writer for TCAT

McMinnville. TCAT McMinnville has also launched a new Building Construction program as a

full-time program with an Advisory Committee which meets semiannually to review curriculum,

industry standards, job demand, etc. TCAT McMinnville also has an existing Welding program

which also has an Advisory Committee to review curriculum, industry standards, job demand,

etc. Our secondary partners will also be invited to these meetings to ensure collaboration from all

partners on the curriculum.

The secondary school partners are comprised of Crystal Kennedy, CTE Director for

Cannon County High School; Richard Skipper, CTE Director for Coffee County Central High

School; Brad Leach, CTE Director for Dekalb County High School; Gina Sons, CTE Director for

Grundy County High School; and Tracy Risinger, CTE Director for Warren County High

School. These CTE professionals have many years of experience successfully creating and

implementing quality CTE programs that meet the high demand of industry needs. The existing

faculty in place for the programs within this project are subject matter experts with substantial

experience in teaching and working in their respective industries.


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Becky Hull of the Upper Cumberland Local Workforce Board has extensive knowledge

and experience in education and workforce development. The Upper Cumberland Workforce

Board strives to help job seekers access employment, education, training, and support services to

succeed in the labor market and to match employers with the skilled workers they need to

compete in the global economy. In response to area employment needs, local elected officials in

cooperation with the Local Workforce Development Board strive to customize services to our

Workforce Development area. The Upper Cumberland Local Workforce Board is composed of

businessmen and women, educators, workforce program leaders, and other community leaders.

This strong system of support across many entities will provide a valuable benefit to the project

in terms of promotion and community awareness.

Motlow State Community College offers certificates, associate degrees, and flexible

learning pathways towards a variety of bachelor’s degrees and industry-recognized training

programs that lead to high-wage, high-demand careers. The College’s mission is student success;

and strives to fulfill that mission through serving transfer and degree-seeking as well as non-

credit students pursuing continuing education units, certifications, professional development, and

industry-recognized credentials through MotlowTrained and specialized automation & robotics

training. With over 50 years of successful education and training Motlow is an ideal partner in

our work-based learning project. Through this project we hope to expose students to multiple

pathways and lifelong learning opportunities.

The industry partners are a vital part of this project. It is important to know what job

projections are for the region, but it is equally important for employers to commit their time and

efforts to helping fill those job and skills gaps. Each county within this project has identified and


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received commitment from at least one industry partner. For the purposes of this collaborative,

the industry partners are Russell Davenport with DavCo Construction (Cannon County); Dustin

Ward with WW Plumbing (Cannon County); Wesley Hollandsworth with Hollandsworth H&A

(Cannon County); Chris Koon with K&S Steel (Coffee County); Bob Pullen with National

Aerospace Solutions (Coffee County); Brett Curtis with Curtis Builders Supply (Dekalb

County); Kristen Watson with Centro Cabinetry (Dekalb County); Greg Cash with Cash’s Home

Improvement (Grundy County); and Waymon Hale with Waymon Hale Construction (Warren

County). These industry leaders have the expertise and insight to what the industry needs are and

how we can best meet them. Therefore, the commitment of these partners is vital to the success

of the project. Each partner has generously agreed to serve in the collaborative in some way that

will aid in the successful implementation of these dual enrollment programs to ensure that

students earn a credential.

One MOU (Appendix F) was established and signed by all parties; it is included in this

application. The MOU outlines each partner’s responsibility to the grant and what role they will

play in the successful implementation and sustainability of the program.

Section 4: Budget Plan

Because this project will be implementing programs primarily in counties that were not part of

GIVE 1.0, the largest portion of the budget will be allocated to the purchase of new equipment to

outfit the high schools’ existing spaces. This equipment is necessary to teach the TCAT

curriculum effectively and adequately while remaining current with industry standards. To

successfully achieve a postsecondary credential, the students enrolled in the programs outlined in

this project will need access to these quality tools and equipment required to gain practical


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training in their program. Additionally, the Work-Based Learning project (Career Fair) will cost

approximately $1,000.00 to transport the seventh-grade students to the TCAT and Motlow

Campuses in the spring each year. The Career Fair will also cost approximately $500.00 each

year in advertising, publication printing, and costs to feed volunteers. This brings the total cost of

the Work-Based Learning Career Fair project to approximately $3,000.00 for the life of the

grant. The Work-Based Learning project is a vital part of this project as it provides the

opportunity to approximately 500 seventh-grade students to learn about careers in both the

technical and academic arenas. We have also included a $2,500.00 cost per year for travel

expenses incurred by the lead entity to travel to the various high schools in the region for

progress monitoring as well as travel to the various recruitment and WBL events.

Since the faculty for these programs are already employed by their respective high

schools, we do not have to incur the cost of full salaries in this grant. However, we will adopt the

standard TCAT formula of compensating pre-existing high school faculty for teaching dual

enrollment in the form of $25.00 per student enrolled per semester. This translates into

$37,500.00 for approximately 300 per semester over the duration of the 30-month grant period.

For adjunct faculty, the institution is also required to pay the 7.65% FICA tax which brings the

total cost for compensating faculty to $40,368.75 for the entire 30-month grant period. As the

Project Director will be responsible for the oversight and compliance of the grant and all

activities within the grant, we have designated $10,000.00 per year to cover the cost of that work.

Including the 7.65% FICA tax this total for the 30-month grant period comes to $26,912.50.

Please see Appendix E for full budget and line-item details.


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Section 5: Sustainability

The sustainability of this project is one of the key elements of its resourcefulness. The

programs that we are establishing within this project are courses already taught at the secondary

level with established faculty in place. Tuition is covered under the TSAC Dual Enrollment grant

and textbooks are provided by each respective high school. With the additional equipment

provided by this grant, the courses will continue long after the grant contract ends with the

required curriculum to allow students the opportunity to earn the postsecondary credential and

certificate. Additionally, faculty salaries are already included in the secondary partners’ budget;

however, TCAT McMinnville will cover the cost to compensate each faculty per student enrolled

through this grant. In terms of operations, the courses established in this project will continue to

operate beyond the grant contract just as they operate during the grant contract. The equipment

will become property of the lead entity beyond the grant contract and as such it will be the

responsibility of the lead entity to ensure maintenance and repair of equipment during and after

the grant contract. The institution will use tuition revenues and potential future grants, where

applicable, to maintain the equipment. It is expected that the programs will continue to operate

beyond the grant contract and therefore equipment will remain housed at each secondary partner

location beyond the grant contract.

The collaborative will strive to maintain and increase the number of credentials awarded

to high school graduated beyond the life of the grant. Though the grant contract and MOU have

an end date, the partnerships between secondary and postsecondary institutions will not, and it

can be expected that these courses will continue to thrive through the work of all parties, CTE

directors, guidance counselors, faculty, and the TCAT success coach.


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Additionally, the Work-Based Learning Career Fair event will be jointly sponsored by

TCAT, Motlow, and Warren County High School. With funding support from Citizens for

Progress, TCAT McMinnville, and Motlow, this event will be able to continue beyond the grant

contract. Other work-based learning opportunities such as industry visits and job shadowing will

also extend beyond the grant contract. The project director will coordinate with industry partners

and the Upper Cumberland Local Workforce Development Board as well as secondary partners

to plan, facilitate, and implement these continued work-based learning opportunities.

Section 6: Economic Status Acknowledgement

According to the Appalachian Regional Commission, as of September 1, 2021, Warren

County has been designated as an at-risk county and Grundy County has been designated as a

distressed county. These designations are due to the unemployment rate, per capita market

income, and poverty rate in these counties.

Through this grant Grundy County, a distressed county, will expand their existing

Building Construction Technology courses with additional equipment to allow them to utilize the

TCAT curriculum. 35 students will gain the opportunity to earn a postsecondary certificate and

an industry recognized credential that meet a local workforce need.

Through this grant Warren County, an at-risk county, will expand their existing Building

Construction Technology courses with additional equipment to allow them to utilize the TCAT

curriculum. 88 students will gain the opportunity to earn a postsecondary certificate and an

industry recognized credential that meet a local workforce need. Additionally, Warren County

Middle School seventh grade students will attend a Career Awareness Day providing them with a

meaningful work-based learning experience.


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Appendix A


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21


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Appendix B


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Appendix C

Student GroupsM

ale

Fem

ale

Race

Eth

nicit

y (Bl

ack,

Hisp

anic,

or M

ore

than

one)

Econ

omica

lly

Disa

dvan

tage

d

ELL

Stud

ents

w/

Disa

bilit

ies

Cannon County (BCT) 97 3 3 56 0 15Coffee County (WEL) 95 7 15 60 1 15Dekalb County (BCT) 96 2 10 20 14 10Grundy County (BCT) 34 2 0 32 0 6Warren County (BCT) 79 4 30 72 13 11


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Appendix D

Equipment List for Building Construction Programs (Cannon, Dekalb, Grundy, and Warren County High Schools)

Item/Description Unit Cost Quantity Total CostSaw Stop 3HP 1PH 230V- Table saw for program $ 3,000.00 8 $ 24,000.00 15 Amp Corded 12 in. Double Bevel Sliding Compound Miter Saw, Blade Wrench & Material Clamp

$ 400.00 8 $ 3,200.00

20- Volt Max 16 gauge Cordless Angled Finish Nailer $ 400.00 8 $ 3,200.00 Pneumatic 21-degree Collated Framing Nailer $ 260.00 8 $ 2,080.00 20-Volt Brushless Cordless Orbital Sander $ 99.00 16 $ 1,584.00 9-amp Corded Belt Sander $ 170.00 8 $ 1,360.00 20-Volt Max 6 1/2 inch cordless Cirrcular Saw $ 130.00 32 $ 4,160.00 XR 20-Volt Max Brushless Variable Speeds Cordless Jigsaw $ 200.00 16 $ 3,200.00 XR 20-Volt Max Variable Speed Cordless Recipercating Saw $ 280.00 16 $ 4,480.00 XR 20-Volt 1/2-in Brushless Cordelss Drill (2 batteries and Changer Included)

$ 200.00 32 $ 6,400.00

Cabinet Style Router Table $ 310.00 8 $ 2,480.00 6 Gal. 18-Gauge Brad Nailer and Heavy Duty Pancake Air Compressor

$ 179.00 16 $ 2,864.00

60 Gal. 175 PSI Two Stage Stationary Electric Air Compressor $ 1,700.00 4 $ 6,800.00 239 Skid Steer with bucket and forks $50,000.00 4 $200,000.00 2HP 1200 CFM Dust Collector with Vortex Cone and 1-Micron Canister Kit, 230-Volt, DC 1200VX-CK1

$ 850.00 24 $ 20,400.00

60 in Overall Width, 30 in Overall Depth, 34 1/4 in Overall Height, Piano-Style Jobsite Box, Tan

$ 1,294.25 12 $ 15,531.00

Industrial Packing Table 48x30'' Composite Wood Top $ 250.00 32 $ 8,000.00 Portable Table Saw $ 600.00 4 $ 2,400.00 Metric Combination Wrench Set (15-Piece) $ 130.00 16 $ 2,080.00 FatMax Thru-Tang Wood Chisel Set (6-Piece) $ 55.00 12 $ 660.00 6.5 Amp Heavy Duty Plate Joiner Kit $ 178.00 8 $ 1,424.00 15 Amp Corded 13 in. Heavy-Duty 2-Speed Thickness Planer with (3) Knives, In Feed Table and Out Feed Table

$ 600.00 4 $ 2,400.00

1/4 in. & 3/8 in. Drive Black Chrome Laser Etched SAE & Metric Mechanics Tool Set (99-Piece)

$ 70.00 16 $ 1,120.00

Locking Plier Set (5-Piece) $ 41.00 16 $ 656.00 Bench Grinder $ 140.00 4 $ 560.00 Tongue and Groove, Linemens, Diagonal, Long Nose Plier Set (5-Piece)

$ 85.00 16 $ 1,360.00

11 in. 1 Screwdriver with Combo Tips- Cushion Grip Handle $ 20.00 40 $ 800.00 SAE Combination Set (15-Piece) $ 130.00 16 $ 2,080.00 Swivel Bench Vice $ 110.00 20 $ 2,200.00 Combination Ball-Hex-L Key Set Sizes0.050 to 3/8 and Size 1.5 mm to 10 mm (22-Piece)

$ 20.00 32 $ 640.00

7in Coping Saw with Wooden Handle $ 15.00 20 $ 300.00 6 in. Pocket Combination Square and 7 in. Polycast Rafter Square with 16 in. x 24 in. Steel Framing Square

$ 17.00 20 $ 340.00

20-Volt MAX Cordless Brushless 1/2 in. Hammer Drill/Driver with FLEXVOLT ADVANTAGE with (1) FLEXVOLT 6.0Ah Battery

$ 280.00 4 $ 1,120.00

Titanium Impact Tough Drill Bit Set (9-Piece $ 20.00 40 $ 800.00 20-Volt MAX Compact Lithium-Ion 3.0Ah Battery Pack (2-Pack) $ 170.00 43 $ 7,310.00 21ft Split Tilt Trailer $10,000.00 1 $ 10,000.00 Screw Driver Set $ 30.00 40 $ 1,200.00

Total $349,189.00


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Equipment List for Welding Program (Coffee County High School)

Item/Description Unit Cost Quantity Total Costlincoln ideal arc 250 stick 3,900.00$ 8 $ 31,200.00 millermatic 255 mig/pulse mig with autobody package 951821 7,500.00$ 4 $ 30,000.00 miller syncrowave 300 with water cooler tig/stick 5,100.00$ 2 $ 10,200.00 Light weld 1500 Handheld Laser Welder 19,500.00$ 1 $ 19,500.00 Siegmund Welding tables 2,200.00$ 4 $ 8,800.00 Spectrum 875 Auto line plasma cutter 3,600.00$ 2 $ 7,200.00 20" Drill Press 5,700.00$ 1 $ 5,700.00 3 hp Milling machine with tooling 15,000.00$ 1 $ 15,000.00 Temp Heat Treating Oven 4,500.00$ 1 $ 4,500.00 Bench Lathe with Tooling 5,300.00$ 1 $ 5,300.00 Tip Tig Pro Torch 18,000.00$ 1 $ 18,000.00 Track Torch 1,200.00$ 1 $ 1,200.00 Pirhana Ironworker 26,000.00$ 1 $ 26,000.00 Extra Heavy duty Cutting Torches 750.00$ 6 $ 4,500.00 hougan mag drill 1,600.00$ 1 $ 1,600.00 pattern cutting torch/pantograph 1,200.00$ 1 $ 1,200.00 Horizontal bandsaw 1,600.00$ 1 $ 1,600.00 Disk Grinders 250.00$ 5 $ 1,250.00 Pedestal Grinder 800.00$ 2 $ 1,600.00 Powermatic Belt/Disk Sander 2,100.00$ 1 $ 2,100.00 Table top Vises 230.00$ 4 $ 920.00

Total $197,370.00


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Appendix E


27


28


29

Appendix F


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31

*Employer Responsibility Chart shown on next page.


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's H

ome

Impr

ovem

ent

Cent

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abin

etry

Curt

is B

uild

ers

Supp

ly

Davc

o Co

nstr

uctio

n

Holla

ndsw

orth

H&

A

K&S

Stee

l

Nat

iona

l Aer

ospa

ce S

olut

ions

Way

mon

Hal

e Co

nstr

uctio

n

WW

Plu

mbi

ng

Sect

ion

1:

NEE

D How many job openings will you have in the next two years including new positions and turnover

10 7 x 10 14 18 22 18 15

Development of youth apprenticeship opportunities x x x x x x x x x

Host tours for youth and adult program participantsx x x x x x x x x

Participate in school career exploration eventsx x x x x x x x x

Host teachers in plant to increase knowledge & awarenessx x x x x x x x x

Create summer internships for studentsx x x x x x x x x

Donate materials, tools, or equipment to grantx x x x x x x x x

Interview/hire qualified applicants completing programx x x x x x x x x

Participate in WIOA on-the-job-trainingx x x x x x x x

Serve on Building Sustainable Early Post-Secondary Opportunities: A Regional Approach Advisory Council

x x x x x x x x

Attend Scheduled Meetings (virtually or in-person)x x x x x x x x x

Sect

ion

4:

Budg

et

Review budget and provide oversight on grant x x x x x x x x x

Employer agrees to hire and pay wages of qualified applicants if employer has openings

x x x x x x x x x

Employer agrees to assist with maintenance of training and equipment

x x x

Upon completion of GIVE 2.0, employer will pay for the cost of credentials of new hires after 30 days of employment (not to exceed $500 per employee)

x

Building Sustainable Early Post-Secondary Opportunities: A Regional

Approach Employer Partners

Sect

ion

2: P

rogr

am P

lan

- Wor

k Ba

sed

Lear

ning

Sect

ion

3:

Stre

ngth

of

Part

ners

hip

Sect

ion

5:

Sust

aina

bilit

y

EMPLOYER agrees to participate in:


33


34


35


36

Appendix G


37

Abstract - tn.gov

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