Oregonachieves...together!

CollaborationbyStateAgenciesOnIssuesRelatedtoCareer&TechnicalEducation(ORS344.125)

LauraFoley,DirectorofSecondary&Post-SecondaryTransitionsTeamOfficeofTeaching,Learning,andAssessmentOregonDepartmentofEducation

DonnaLewelling,EducationDivisionDirectorHigherEducationCoordinatingCommission:OfficeofCommunityCollegesandWorkforceDevelopment

StephenSimms,DirectorBureauofLaborandIndustries

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ExecutiveSummaryInthe2011RegularSession,theOregonStateLegislature,throughHouseBill(HB)3340,directedtheOregonDepartmentofEducation(ODE),theHigherEducationCoordinatingCommission’sOfficeofCommunityCollegesandWorkforceDevelopment(HECC/CCWD),andtheOregonBureauofLaborandIndustries(BOLI)tocollaborateonissuesrelatedtoCareerandTechnicalEducation(CTE).Originally,thismulti-facetedstatuteaddressedtheneedforOregontoprovideacomprehensivecareerandtechnicaleducation(CTE)systemaccessibletoOregonpublicschoolsandyouthdevelopmentorganizationswithanumberofstrategies:

• Leveragingresourcesandpartnerships,particularlywithbusiness,industry,andtheworkforce

• Promotingarticulationandpathwaysbetweenhighschoolprogramsandpost-secondaryschoolprograms

• Ensuringcurrentindustryworkforceneedswereconsideredwithcurrentcurriculumthatmetstatestandards

• Increasingprofessionaldevelopmentopportunitiesforteachers

• Increasingopportunitiesforinternships,apprenticeships,andotheropportunitiesthatledtoemploymentintheregion

ThestatutealsodirectedthethreeagenciestoaddressissuesandbarrierstoachievingtheseobjectivesandproviderecommendationstotheLegislatureonhowtheseissuesshouldbeaddressed.

Overthelasttwobiennia(2013-2015and2015-2017),thestatute’sdirectiveshaveremainedthesamewhiletheOregonlandscapehasshifted,withstateinitiativesfocusedonthefollowingactivities:

• AdvancingequityinCTEprogramsatthesecondaryandpost-secondarylevel

• StudyingtheCTEachievementgapanditsimpactonOregon’sgraduationrates

• Expandingdualcreditandacceleratedlearning

• Engagingemployergroup(s)inwork-basedlearningmodelslikepre-apprenticeshipandinternshipsasanapproachtobridgingthegapbetweenCTEhighschoolprogramsandhighwage,highdemandcareers

• Developingandimplementingstructuredwork-basedlearningprogrammodelswithindustry(forexample:externships,mentoring,andinternshipsforbothteachersandstudents)

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SincethepassageofHB3072(2011),thelistofpartneringagencieshasgrowntoincludetheScience,Technology,Engineering,andMath(STEM)HubshousedattheChiefEducationOffice(CEdO),andtheOregonEmploymentDepartment(OED).

2016Goalswereto:

• Establishatleastoneregionalorstatewidecareerpathway,withsharedadvisorycommitteesandregionalaccess,by2016inthefollowingsixCTEareas:AgricultureandNaturalResources,BusinessandManagement,HealthSystems,IndustrialandEngineering,HumanResources,andArts,Information,andCommunications

• ParticipateinandmonitorstatewideconversationsandrecommendationsidentifyingissuesrelatedtoCTE

• Provideonlineresourcesaroundinternships,apprenticeshipopportunities,andwork-basedlearning

• Engageinternalandexternalstakeholdersandpartnersindevelopingaconnectedframeworkforcareerpathwaysingrades9-14

ThegoalofpromotingcollaborationamongagenciesonissuesrelatedtoCTEandcareer-connectedlearningremainsthesameevenduringtimesofevolutionintheeducationalenvironment.Thepartneringagencieshaveagreedthattheirfutureworkshouldberedirectedtowardthefollowingactivities:

• Goal1:ContinuealigningtheORS344.125reporttoMeasure98(HighSchoolCollegeandCareerReadinessActof2016)andincorporatingintoHB3072goalsinaccordancewithwork-basedlearningandapprenticeshipinitiatives

• Goal2:Creatingthreepilotpre-apprenticeshipprogramsinidentifiedcareerareasfromtheCTEandSTEMStrategicPlandevelopingandexpandingOregonApprenticeshipinManufacturing(AIM)grantinitiativeobjectivesandgoalstosecondaryCTEprograms

• Goal3:ExploringthesupportoftheOregonApprenticeshipinfrastructurethroughthepost-secondaryleveltoadministerapre-apprenticeshiporyouthapprenticeshipprogramatthehighschoollevel

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Background

HB3340mandatesthattheDepartmentofEducationshall,inconjunctionwiththeApprenticeshipandTrainingDivisionoftheBureauofLaborandIndustries,preparewrittenmaterialinprintorelectronicformregardingopportunitiestoworkasanapprentice,asdefinedinORS660.010(seeAppendixB).Thedepartmentshallupdatethematerialatleastoncepercalendaryear.

Thematerialprovidedshallbeavailabletoallpublichighschoolsinthestate,andpublichighschoolswillmakematerialsavailabletoparentsorguardiansofstudentsenrolledinpublichighschoolaspartofahighereducationpathway.

AsthisbillwasbeingintroducedtotheOregonLegislature,effortswerealreadyunderwaytoaddressHB3340.ODE,HECC/CCED,andBOLI,alongwiththeOregonEmploymentDepartment(OED),hadbeenworkingonexpandingandimprovingregisteredapprenticeshipmaterialsonlinethroughtheAAI:AcceleratorFunds.TheOregonApprenticeshipwebsite(http://oregonapprenticeship.org)wentlivewithnewimprovementsandupdatesinOctober2017.AdditionaleffortsarebeingmadethroughODEandBOLItoprovideresourcesthatwilladdressHB3340throughone-pagers,onlinemultimedia,anddirectaccesstotechnicalassistance.TheseitemswillbeavailablebyMarch2018.

Additionally,HB5006,whichpassedduringthe2017LegislativeSession,includedabudgetnotethatincludedthefollowinglanguage:

“theHigherEducationCoordinatingCommissionshallconveneaworkgrouptodeveloprecommendationsforenablingcommunitycollegestoofferanassociate’sdegreethatiscompletedincoordinationwithcreditsearnedinregisteredapprenticeshiportrainingprogramsthatareatleastfouryearslong.Thecommissionshallreporttheirfindingsandrecommendationstotheappropriatelegislativeinterimcommittee.”(seeAppendixC)

Inanefforttodeveloptherecommendations,HECCstaffconvenedaworkgroupthatincludedrepresentationfromBOLI,ODE,andOED.Theworkgroupwaschargedwithassistinginprovidinginformationregardingthebackgroundandcurrentlandscape,andwithdevelopingrecommendationsregardingapprenticeshippathwaysinOregon.

AsanintegralpiecetoOregon’sworkforceandeducationsystem,Oregonapprenticeshipandtrainingconsistsofmultiplestakeholders,includingbutnotlimitedtotheHECC,BOLI,ODE,OED,Oregoncommunitycolleges,unionandnon-uniontrainingcenters,andbusinessandindustry.

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TheHECCapproachedthebudgetnoteonHB5006asanopportunitytoreviewwhatthestatecurrentlydoestoenablecommunitycollegestoofferassociate’sdegreesthatcoordinatewithcreditsearnedinregisteredapprenticeshipprograms.

Recommendations

AllowingGoodCauseforJobQuittoEnterPre-ApprenticeshipPrograms

OED,inpartnershipwiththeDepartmentofHumanServices’SelfSufficiencyOffice,hasbeenworkingonarulechangeforindividualsparticipatinginpre-apprenticeshipprogramswhodonothaveaccesstoEmploymentRelatedDayCare(ERDC),orwhomayloseERDCwhileparticipatinginapre-apprenticeshipprogrambecausetheyarenotworkingorhavequittheirformerjob.(seeAppendixD)

Theproposedchangeistodefinequittingajobtoenterintoapre-apprenticeshipprogramas“goodcause.”Thisinterpretationchangewouldallowindividualswithlow-payingjobsalreadyreceivingERDCtoenterintoapre-apprenticeshipprogramwithoutlosingtheirchildcare.Participantswouldbeabletocompletetheirpre-apprenticeshipprogramandenterintoahigh-wagecareerjobwithinthethree-monthworksearchperiodalreadyallowedbyrule.Arulechangewouldnotbenecessarytoadoptthisrecommendation,asrule461-160-0040(5)(b)alreadyallowsanindividualonERDCathree-monthperiodtolookforajobwhentheyarefiredorquitforgoodcause.Inpre-apprenticeshipprograms,participantsconductjobsearchactivitieseveryweekaspartoftheirprogram,whichwouldsatisfythejobsearchcomponentoftherule.

Thereasonforthischangeistoleveragepre-apprenticeshipprogramsasapathwayoutofpovertyandintoalifelongcareerformanypopulationsservedbyDHS.Onaverage,pre-apprenticeshipprogramsplace80percentofparticipantsinajoboraRegisteredApprenticeshipopportunityaftercompletionoftheprogram.RegisteredApprenticesmakeanaveragestartingwageof$16.72perhour,receiveregularpayincreases,andhaveaccesstohealthcarebenefits.Childcareisalargebarrierforpre-apprenticeshipparticipants,especiallyforthoseparticipantswhoalsoqualifyforDHSservices.Thetimecommitmentofapre-apprenticeshipprogramisthesameasapart-timejob,at24hoursaweekforfiveweeks.Fewparticipantsareabletoholdafull-orpart-timejobwhilecompletingtheprogram.Changingthe“goodcause”interpretationwillallowERDCrecipientstoparticipateinpre-apprenticeshipprograms,wherethisotherwisemaynothavebeenpossible.

Pre-apprenticeshipprogramsactivelycase-manageparticipantsintoRegisteredApprenticeshipprogramsorajobwithanabove-averagesalary.Bymakingatwo-monthinvestmentinchildcare,DHScouldcreateopportunitiesfortheirparticipantstostartearningawagethatwouldallowthemtobecomefinanciallyindependentandnolongerrequireself-sufficiencyservices.Ifpre-apprenticeshipparticipantsareabletogetoffofself-sufficiencyservicesfasterthantheaveragecustomer,theresultingcostsavingscouldbe

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reinvestedintheERDCfund,toallowmorequalifyingpre-apprenticeshipparticipantstohaveaccesstochildcaresubsidies.

AdditionalRecommendations:

Youthapprenticeshipandpre-apprenticeshipsareoftenseenasbridgesbetweenvaluablework-basedlearningopportunitiesthatcanprovideyouthwithacademicandworkplaceskillswhichleadtopost-secondaryeducationopportunitiesandcareers.Severalstatesareprovidingsuccessfulyouthapprenticeshiporpre-apprenticeshipprogramsforhighschool-agedyouththatcombineacademicandCTEclassroominstructionwithwork-basedlearning,allowingstudentstoearnahighschooldiplomaorGEDanddevelopindustryspecificworkplacecompetencies,skills,andknowledge.Programsaredesignedtopreparestudentsforacareerencompassingbothpost-secondaryeducationandemploymentbyprovidingopportunitiesforearningcollegecreditsand/orindustryrecognizedcertificatesorcredentials.(seeAppendixE).Therefore:

• Oregonshouldconsiderdevelopingapprenticeshippreparationandpre-apprenticeshipstrategiestobuildcareerpathwaysthatserveaspipelinesintoapprenticeshipandtradescareersforhighschoolCTEstudents.Buildingthesetalentpipelineswillhelpemployersplanfortheirfutureemploymentneeds,andcouldestablishasustainablepathwayforworkersintogoodcareers.Althoughsomepre-apprenticeshipprogramscurrentlyexist,(i.e.JobCorps,YouthBuilders),theseareworkforceprogramsandarelimitedtoeligiblepopulations.Youthapprenticeship,whichmirrorstheadultRegisteredApprenticeshipmodel,isnotaviableoptionforOregonwithitscurrentworkforceandeducationlandscape.Therearemanybarrierstoyouthapprenticeship,includingbutnotlimitedtostakeholders’capacitytoadministertheprogram,legalandliabilityissues,andemployerengagement.

• OregonshouldalignitsCTEprogramswithoutcomesdirectlylinkedtoapprenticeshipprograms.BycombiningacademicandCTEclassroominstructionwithwork-basedlearning,studentswillbeaffordedtheopportunitytoearnahighschooldiplomaanddevelopindustry-specificworkplacecompetencies,skills,andknowledge.Byprovidingopportunitiesforearningcollegecreditsand/orindustryrecognizedcertificatesorcredentials,thecombinationofthesetwoprogramswillstrengthenjointefforts,fromsecondaryandpost-secondaryeducationandRegisteredApprenticeship,topreparestudentsforacareerencompassingbothpost-secondaryeducationandemployment.

• OregonshouldintegrateandalignwithOregon’sCTEProgramofStudyframework,ORS839-011-0335forpre-apprenticeshipprograms,andthePre-ApprenticeshipProgramApprovalRequestfromtheApprenticeshipTrainingDivisionatBOLI.Thiswouldrequirethateducatorsandemployersworktogetherinnewwaystoturnclassroomoutcomesintopracticalworkplaceskills.Forexample,employersponsors

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couldworkincoordinationwithsecondaryCTEeducatorstoidentifywhereprogramsoverlapandhowCTEcoursecreditsandwork-basedlearningexperiencescanbeappliedtowardmeetingapprenticeshiprequirementsinthecontextofapre-apprenticeshipprogram.SchoolsinturnshouldevaluatehowCTEandpre-apprenticeshipprogramscanbeintegratedintotheircurriculawhileensuringthatstudentsareabletomeethighschoolgraduationrequirements.Thiscollaborativemodelwillleadtostudentsbeingreadytoenterthejobmarketwithin-demandskillsupongraduation.

ExpandedGoalSummaries

Goal#1:AligningtheORS344.125reporttoMeasure98(HighSchoolCollegeandCareerReadinessActof2016)andincorporatingintoHB3072goalsinaccordancewithwork-basedlearningandapprenticeshipinitiatives.FederalInitiatives

In2016,theUnitedStatesDepartmentofLabor(DOL)awardednearly$90millioninfundingappropriatedfortheAmericanApprenticeshipInitiativetofurtherthegoalofdoublinganddiversifyingRegisteredApprenticeshipsby2019.ThisfundingwastosupportstrategicinvestmentstoaccelerateandexpandstateapprenticeshipstrategiesandgrowtheuseofapprenticeshipinnewindustrieswhileensuringthattheseprofoundeducationalandeconomicopportunitiesarewithinreachformoreAmericans.

OregonappliedforDOLfundingandhasreceivedjustover$4milliontoalignRegisteredApprenticeshipwiththeeducationandworkforcesystems.TheOregonApprenticeshipInitiativewasdevelopedtoexpandRegisteredApprenticeshipoutsideoftheconstructionindustryandcreateasupportiveecosystemforRegisteredApprenticeshipwithinadvancedmanufacturingandinformationtechnology.Inaddition,therewereacceleratormoniesmadeavailabletostrengthentheRegisteredApprenticeshipinfrastructure.Finally,theAdvancingOregonApprenticeshipfundingisbeinginvestedinincreasingdiversityinRegisteredApprenticeshipthroughpre-apprenticeship.(AppendixA)

StateInitiatives

Overthelastyear,theworkoftheODE,HECC/CCWD,andBOLIEducationstaffhascontinuedtobridgethegapbetweensecondaryandpost-secondaryCTEprogramsandpre-apprenticeshipandRegisteredApprenticeshipprogramsinOregon.TheworfoftheODE,HECC/CCWDandtheEducationSpecialistcontinuesto1)researchandunderstandthelandscapeofOregonApprenticeship,2)developacomprehensionofCTEatboththesecondaryandpost-secondarylevels,and3)workinconcertwithmultiplesystemsfocusedonthebenefitsofRegisteredApprenticeshipandCTE.

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Astheworkhasprogressed,theStateofOregonLegislaturehasfocusedeffortstowardprovidingcareer-connectedlearningopportunitiesforallstudents.Asaresult,therehavebeenseverallegislativeconceptsaddressingtheneedtocreateawarenessandexpandaccessibilitytothebenefitsofRegisteredApprenticeship.

Goal#2:Creatingthreepilotpre-apprenticeshipprogramsinidentifiedcareerareasfromtheCTEandSTEMStrategicPlan,developingandexpandingOregonApprenticeshipinManufacturinggrantinitiativeobjectivesandgoalstosecondaryCTEprograms.

Qualitypre-apprenticeshipprogramscanplayavaluableroleinpreparingqualifiedentry-levelworkersforRegisteredApprenticeshipcareerswhilecontributingtothedevelopmentofadiverseandskilledworkforce.Throughavarietyofuniqueprogramdesignsandapproaches,pre-apprenticeshipprogramscanbeadaptedtomeettheneedsofdiversepopulationsbeingtrained,thevariousemployersandsponsorstheyserve,andspecificopportunitieswithinthelocallabormarket.Programsshouldincorporate,whenpossible,stackablecredentialsofvalueformultiplepathways,includingentranceintoRegisteredApprenticeshipprograms,communityandtechnicalcolleges,universities,andsustainableemployment.

St.HelensHighSchoolandPacificNorthwestCarpentersInstitute(Construction)

OneofthebiggestissuesinSt.Helens,Oregon,isitsruralstatusanditsdependencyonjobcommuters.Thereisnotenoughlocalindustryforthetowntosupportitself,somanyofthejobsperformedbythecommunityarelocatedinPortland,Hillsboro,andthesurroundingmetropolitanareas.Asaresult,themajorityofjobsinSt.Helensareminimum-wagepositionsthatdonothavemuchpotentialofturningintofamily-wageearningjobs.Byhavingadirectpipelineintoregisteredapprenticeship,studentscanimmediatelybeginprovidingforthemselvesandafamilyinthelocalarea.(seeAppendixF)

TheBuildingConstructionTechnologyprogramatSt.HelensHighSchoolisafour-yearprogramthattakesstudentsfromthebasicsoftheconstructionindustryandtoolstorenovatinglocalhousesforresale.With30percentofthestudentpopulationonfreeorreducedlunchesandmanystudentscomingfromsingle-parentfamilies,thedemographicsshowadefiniteneedforrelevantoptionsandopportunitiesforstudents.

ThePacificNorthwestCarpentersInstitutehaschosentosponsorthisprograminanattempttohelprecruittrainableyoungstudentswhocanbemoldedtotheemployer’sneeds.Thisroutehasbeentestedbypreviousstudentswhosuccessfullycompletedtheprogram.

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NorthMarionHighSchoolandChemeketaCommunityCollege(Construction)

TheMid-WillametteEducationConsortium(MWEC)atChemeketaCommunityCollege,theApprenticeshipDepartmentatChemeketaCommunityCollege,MA1060Mid-ValleySheetMetal,andMA2026Mid-ValleyHVAC/Rhavepartneredtocreateapre-apprenticeshipprogramforhighschoolstudentsattendingNorthMarionHighSchool.Studentscompletingthepre-apprenticeshipprogramwillbecompetitive(basedonemployerfeedback)foravarietyofapprenticeshipprogramsandwillhavetheoptionoffourcollegecreditsfromtheApprenticeship101TradeSkillsFundamentalscourse,safetycertifications,andhands-oncourseworkinthehighschooltobuildtrade-relatedskills.Participantswillattendtrade-andcareer-relatedtoursoffacilitiesandjobfairswithapprenticeshipprogramsrepresented.GuestspeakersfromthetradesandBOLIwillpresenttoclassesontopicssuchassuccessfulinterviewing,employeesoftskills,andtrademath.(seeAppendixG)

Uponcompletion,studentswillcompletewithanindustry-recognizedcredential(i.e.pre-apprenticeshipcertification,HSDiploma,OSHA10),additionalrankingpointsfortheirregisteredapprenticeshipapplication,optiontoreceivedualcreditfromChemeketaCC,andacollege/careerportfoliotouseforuniversityorworkforceapplications.

AdditionalPilotPre-ApprenticeshipProgramDevelopment

ImpactNorthwestandOregonTradeswomen(Manufacturing)

AspartoftheAAI:OregonAdvancedManufacturinggrant,ImpactNWandOTIwereawardedfundingtoexpandtheircurrentofferingsinmanufacturingtobecomearegisteredpre-apprenticeshipmanufacturingprogram.Together,ImpactNWandOTIwillserveacombined15cohorts,providingmanufacturing-intensivetrainingandplacementservicesfor240students,aswellasmanufacturingindustryawarenessforanadditional270students,whomaychooseamanufacturingcareer.(seeAppendixH)

ThispartnershipwillcombineImpactNW’swell-establishedPathwaystoManufacturingprogrammingwithOTI’ssuccessfulgender-specificapproachtoengagingunderservedpopulationsintheskilledtradessectors.

NationalCenterforConstructionEducationandResearch(NCCER)andAssociatedBuildersandContractors(ABC):OregonYouthAuthority

TheOregonYouthAuthority(OYA)workswithadjudicatedyouth(OYAyouth)aswellasyouthwhocommittedacrimebeforetheir18thbirthdayandwereconvictedasadults(DOCyouth).Theyserveyouthbetweentheagesof12and25yearsold,manyofwhomhavestrikesagainstthemwhentheyarereleasedandaretryingtofindjobs.Thereisagreatdealofresearchthatshowstherateofrecidivismdropsdramaticallyforyouthwholearnatradeorgotocollege.OYAhasfoundthatmanyoftheiryouthenjoyworkingwiththeirhandsandthatapre-apprenticeshipprogramwouldassistthemastheypursuealifelongcareerinthetrades.(seeAppendixI)

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ABCsponsorsOYAusingtheNCCERcurriculum,coveringthebasicsofsafety,tools,andconstructionmathandtotaling72.5hoursofinstruction.ThiscoursewillbeofferedtoallOYAyouthwhowanttobeinthewoodshopprogramofferedatOYAfacilities.CourseswillbetaughtatseveralofOYA’sfacilities,includingMaclarenFacilityinWoodburn,RogueValleyFacilityinGrantsPass,OakCreekFacilityinAlbany,TillamookFacilityinTillamook,andtheEasternFacilityinBurns.EachfacilityhasinstructorswhoarelicensedteacherswithCTEendorsementstoteachODE-approvedCTEProgramsofStudyatthehighschoolandpost-secondarylevels.

NationalCenterforConstructionEducationandResearch(NCCER)andAssociatedBuildersandContractors(ABC):SecondaryCTEProgramsofStudy

Currently,fiveschools–threeinEasternOregon,oneinEastMultnomahCounty,andoneinSalem-Keizer–arepartneringwithABCtoadministertheInstructionalConstructionCoreCredential,developedbytheNationalCenterforConstructionEducationandResearch(NCCER).Thishasbeenthepartnership’sfirstyear,andreportshavebeenpositive.Thenextstepistohaveatleasttwoofthefiveschoolsregisteraspre-apprenticeshipprogramsbytheendofthe2017-19biennium.

Career&TechnicalEducationRevitalizationGrantsProgram

TheCTERevitalizationGrantisacompetitivegrantprogramestablishedin2011throughHB3362,thenreaffirmedin2013throughHB2913andSenateBill(SB)498,andagainin2015throughHB3072andHB5016.ThegrantsareavailablethroughaRequestforProposalprocesstoschooldistricts,educationservicedistricts,publicschools,publiccharterschools,oranycombinationthereof.Thegrantsareusedtoenhancecollaborationbetweeneducationprovidersandbusinessandindustry,includinglaborandtrades.

Intotal,101Oregonmiddleschoolsandhighschoolshavesecuredcareerreadinessgrantstotaling$10.3million.Therewere32grantproposalsawardedfunding,withadditionalfundsandresourcesfrom335localbusinessandcommunitypartners.Ofthose32grants,thereare10CTERevitalizationprojectsfor2017-2019focusedonbuildingindustrialandtrade-relatedcareerpathways.Inaddition,keypartnershipsforsuccessincludeseveralpost-secondarystakeholders,includingcommunitycolleges.

• CascadeSchoolDistrict(CSD)-SummerCampforTradesandExploration:CSDwillhostafree,five-daycampforstudentsentering6th,7th,and8thgrades.TheCampforTradesandExploration–orCTEJunior–willintroducestudentstotheclasses,careers,andskillsassociatedwiththetrades.TheobjectiveofCTEJunioristoexposemiddleschoolstudentstopotentialcareersinthetradesandfamiliarizethemwithCTEclassesofferedatthehighschool.

• CenterforAdvancedLearning(CAL)-UpdrafttoApprenticeship:Thisprogramwillscaleupnew,sustainablepartnershipsandsystemsatCAL.Itwillimprovethepathwaysforfemale,economicallydisadvantaged,culturallydiverse,andotherunderservedstudentgroupsinmiddleandhighschooltoaccesshigh-wageand

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high-demandcareerpathwaysthroughparticipationinskilldevelopment,realworkproblems,mentorships,andprojects.

• ForestGroveHighSchool(FGHS)-MechatronicsPathway:InaninnovativepartnershipwithPortlandCommunityCollege’sMicroelectronics/MechatronicsprogramsandindustryandcommunitypartnersinWashingtonCounty,FGHSaimstocreateaMechatronicsCareerPathwaythatprovidesstudentsaspringboardintothelocalsemiconductormanufacturing,engineering,technology,andelectronicsworkforcewithclearandaccessiblepathstocareerandeducationprogression.AmiddleschoolMechatronicsCampwillbuildinterestforthehighschoolpathway.

• HelensviewHighSchool-BlazingtheWay(PhoenixIndustries):Forthepast20years,HelensviewSchoolhasblazedapathforhundredsofPortlandarea6th-12thgradestudentswhohavebeenunsuccessfulintraditionalschoolsettings.Thiscanbechallenging,asthetypicalHelensviewstudentisnotwhatprospectiveemployersmightconsideranidealemployee.Ifgiventheskillsandtheopportunity,heorshecanbethatidealemployee.ThisproposalactivelysupportschangingthosemisconceptionsbyenablingmoreHelensviewstudentstopursuemultiplepathwaystohigh-wageandhigh-demandcareers,providingdual-creditcourses,connectingstudentswithindustrypartners/potentialemployers,anddevelopingentrepreneurialskills.

• LakeCountySchoolDistrict-RevitalizationofWeldingandSmallEngines:Therevitalizationfundswillimprovethe1947CTEbuildingtoserveagreaternumberofthediversepopulationthathasinterestintheareasofweldingandsmallengines.Outcomesofthisgrantaretoexpandweldingenrollmentsto100;thecurrentenrollmentis58inaschoolof242.Moreover,thisgrantwillcreateconnectionsbetweenstudentswith60mentorsthatwillincreaseparticipationinhigh-wageandhigh-demandcareerpathways.Thegrantwilltargettheunderserved,studentsofpoverty,andat-riskenrollmentsintheLakeviewHighSchoolalternativeprogram,whichinnowontheLakeviewHighSchoolsite.

• LaPineHighSchool-ManufacturingandConstructionTechnology(MCT):ManufacturingandConstructionTechnology(MCT)isanewCTEProgramofStudydesignedtointroduceandprovide21stcenturyskillstoLaPineHighSchoolstudentsinhigh-wageandhigh-demandfieldsinCentralOregon.Inadditiontoacompleteoverhaulofthemetalsandwoodshop,sixnewcourseswillbedeveloped(includingtwoProjectLeadTheWay(PLTW)Engineeringofferings)thatintroduce–andhelpstudentstobecomeproficientin–manufacturing,metalworking,framing,electrical,plumbing,computer-aideddrafting(CAD),engineering,design,androbotics.Anewsemester-longcapstoneprojectwillprovideopportunitiesforapprenticeshipsand/orpaidpositionsonlocaljobsites.Partnershipshavebeenformedwithseveralofthelargesthomebuildersandconstructioncompaniesintheregion,includingCentralOregonBuildersAssociation(COBA).

• McMinnvilleSchoolDistrict-CTESeminarProject:TheMcMinnvilleSchoolDistrictCTESeminarProjectwillengage6th-9thgradestudentsinexperientiallearningfocusedontheconstructiontrades:electrical,plumbing/mechanical,designandengineering,heating,ventilationandairconditioning(HVAC),metalworkand

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fabrication,construction,andcarpentry.Inadditiontohands-onlearning,studentswillexploresocietalissuesrelatedtoaffordablehousing,sustainablebuilding,greenenergy,andrelatedtopics.Theconstructiontradesprovidehigh-wagecareersthatareinhighdemandinthemid-valley,duetoanagingworkforceinwhich61percentoftradespeopleinYamhillCountyareage55orolder.

• NorthBendSchoolDistrict-NorthBendTradesCenter(NBTC):TheNorthBendSchoolDistrictrecognizestheneedtosupportstudentsinachievinggraduationwiththeacademicandworkforceskillsneededtoobtainpositionsinthehigh-wageandhigh-demandfieldofconstructiontrades.NBTCisdedicatedtoequippingstudentswiththevariousskillsneededtosucceedintheconstructionandbuildingfields.Throughoutthetrainingprogram,opportunitieswillbeprovidedtovisitactivejobsites,tourlocalbusinesses,andnetworkwithbusinessleadersinthecommunity.

• NorthMarionHighSchool-NorthMarionHabitatPartnership:TheNorthMarionHabitatPartnershipprogramconnectsthecommunity’sneedforaffordablehousingwithstudenttrainingforhigh-wageandhigh-demandconstructionjobs.Thisprojectengagesavarietyofpartnersincommunitydevelopmentandteachesstudentleadershowfor-profitbusinesses,non-profitorganizations,andvolunteerscollaboratetoimprovethesocialandeconomicfoundationsofacommunitythroughhomeownership.

• ScappooseHighSchool-InnovationCenter:ScappooseSchoolDistrict,inpartnershipwithPortlandCommunityCollege(PCC),localindustry,andcommunityleaders,proposestheScappooseHighSchool(SHS)InnovationCenterproject.Afive-courseEngineeringProgramofStudywillcreateaninnovativecareerandtechnicaleducationpathwayforstudentstoprepareforandenterlocalhigh-wageandhigh-demandoccupations.TheSHSInnovationCenterwilleducate80ScappooseHighSchoolstudentsperyearintheseareas:2-Dand3-Dengineering(drafting,software,output,etc.);innovationandentrepreneurship;researchanddesignfocusedonmaterials,methodology,andsustainability;andinternships.

EffortsareunderwayfromtheODEEducationSpecialist,OregonCommunityCollegeApprenticeshipCoordinators,andApprenticeshipRepresentativesfromBOLItoconnectwiththeseprogramstoprovideguidanceandtechnicalassistancearoundqualitypre-apprenticeshipprogramdevelopment.Thehopeisthatatleasttwooftheprogramswillbeinterestedinachievingregisteredpre-apprenticeshipstatusbytheendof2019.

Goal#3:ExploringthesupportoftheOregonApprenticeshipinfrastructurethroughthepostsecondaryleveltoadministerapre-apprenticeshiporyouthapprenticeshipprogramsatthehighschoollevel.

Goal#2capturesmostoftheOregonpost-secondarylevelpartnershipsandactivitiesinsupportingpre-apprenticeshipandyouthapprenticeshipprogrammingatthesecondarylevel.However,whenexploringthesupportofRegisteredApprenticeshipthroughthepost-secondarylevel,therehasbeensignificantguidanceandactivityprovidedfromthefederal

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andstatelevelsinthepasttwoyears.Thisguidanceandreviewofcurrentsystemshasprovidedclarityabouttheroleofpost-secondaryinstitutionsinrelationtoRegisteredApprenticeshipprogramming.

FederalGuidance

TheU.S.DepartmentofLabor’sEmploymentandTrainingAdministration,OfficeofApprenticeship,releasedguidanceinMarchof2016onorganizationsthatcanserveasRegisteredApprenticeshipsponsors.(seeAppendixK)

TherevisedruledefinesanapprenticeshipSponsoras“anyperson,association,committeeororganizationoperatinganapprenticeshipprogramandinwhosenametheprogramis(oristobe)registeredorapproved.”SponsorshiprequiresthattheprogramcomplywiththeapplicationprovisionsofTitle29and30,whichmaybeachievedthroughpartnershipsbetweenSponsorsandemployerswhoareactivelytrainingapprentices.

Entitiessuchasemployers,industryassociations,andjointlabor-managementorganizationshavetraditionallyservedasapprenticeshipSponsors;however,thereisadditionalflexibilityundertheregulationsforawiderrangeoforganizationstoserveasSponsors.Withrenewedinterestinandfocusonapprenticeship,neworganizationsandentitiesareinneedofclarificationregardingtheirabilitytoserveasSponsors.Althoughnotnew,theseentitiesinclude:

• WorkforceIntermediariessuchasInstitutionsofHigherEducation(i.e.communitycollegesanduniversities)

• Community-BasedOrganizations

• CommunityServiceOrganizations

StateGuidance

InOregon,theHECCandcommunitycollegedistrictboardsbothplayaroleintheapprovalofassociate’sdegreesandoversightofcurricularprogramming.Currently,relationshipsvarybetweenregisteredapprenticeshipprogramsandcommunitycolleges.AlthoughmostcommunitycollegesproviderelatedinstructiontoRegisteredApprenticeshipprograms,howtheydelivertheseservicesvaries.Relatedinstructioncanhappenonacommunitycollegecampusoratatrainingcenter,dependingontherelationshipbetweenthepartners.OtherRegisteredApprenticeshipprogramsandcommunitycollegesoffersimilar,competitiveprogramming.ThetransferofcreditfromaRegisteredApprenticeshiportrainingprogramtoalocalcommunitycollegeisalsocurrentlyvariableinOregon.

OregonCommunityCollegesApprenticeshipConsortium

TheOregonCommunityCollegeApprenticeshipConsortium'sprimaryresponsibilityisongoingmonitoringofstatewidecommunitycollegeRegisteredApprenticeshipprograms.Thisinvolves:reviewingmembercolleges'consortium-relatedprograms;updatingand

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reviewingindividualcoursestoassurecontinuedcompliancewithoutcomesandstandards,revisions,andupdates;andimprovingexistingprogramswithnewandemergingindustryneedsandstandards.

TheOregoncommunitycollegesthatofferrelatedinstructionforRegisteredApprenticeshipdosoinawaythatisalignedwiththefederalRegisteredApprenticeshipCollegeConsortium(RACC).ThegoalofthisfederalframeworkistofacilitatethearticulationoftheRegisteredApprenticeshipcertificateforcollegecreditonanationalscale.TheinitiativeencouragescollegestoworktostrengthenanddeveloptherelationshipsbetweenRegisteredApprenticeshipandpost-secondaryinstitutions,enhancetheunderstandingofandresponsetotheneedsofapprenticesasworkingstudents,andadvocatefortheflexibilityneededtoearnacademiccreditfortheirRegisteredApprenticeshipexperiencesothattheycanpursueadditionaleducationanddegreesneededfortheircareerpath.

InOregon,apprenticeswhoaretakingtheirrelatedinstructionthroughoneof13communitycollegeRegisteredApprenticeshipprogramsalsohavetheopportunitytosimultaneouslyobtainpost-secondarydegreesandcertificates.Presently,thereare13communitycollegesofferingthreepathwaysinConstructionTrades,Electrician,andIndustrialMechanicsandMaintenanceTechnology(threeAssociateofAppliedScience[AAS]degreesandsixcertificates).

StakeholderActivities

HECC/CCWDcontinuestofacilitaterequesteddevelopmentofstatewidedegreesorcertificatesandadvisesponsoring/leadcollegesandconsortiaoftheprogramapprovalrequirementsforthecreationoftheseawards.HECC/CCWDprovidesexamplesofconsortiumby-lawsandotherrelatedmaterials,encouragesaminimumofoneannualconsortiummeetingperyearforeachstatewidedegreeandcertificate,workswithcollegestoidentifyandresolveissuesthatinterferewiththestudentbenefitsassociatedwithstatewidedegreesandcertificates,andprovidescollegePointsofContact,theupdatedannuallistofstatewidedegreeandcertificateleadcollegeandparticipatingcollegecontacts.

Additionally,HECC/CCWDpartnerswiththeOregonCommunityCollegeApprenticeshipConsortium(OCCAC)toensureapprenticeshipcurriculumalignmentandprogramintegrityfor13ofthe17Oregoncommunitycolleges.OCCACcontinuestooverseetheimplementationofthreestatewidedegreeswithcertificatesofcompletionforConstructionTrades,Electrical,andIndustrialMechanicsandMaintenance.ThesedegreesremainafixtureinthecareerpathwayssystemforapprenticeshipandcontinuedalignmentwithCTE.

Asmentionedpreviously,HECC/CCWDrecentlyapprovedstatewidestandardsaroundacceleratedlearninganddualcreditforOregonstudents.ThisdecisiondirectlyimpactstheconnectionofCTEstudentswiththeirlocalcommunitycollege.Theintentionistocontinuethestudents’academiccareersthroughthepost-secondarysystem.

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HECC/CCWDcontinuesasamemberofthestatewideCTERevitalizationGrantAdvisoryCommittee.Inaddition,HECC/CCWDandODEsharecommitmentsintheworkofadvancingequityinCTEandatthefederalPerkinsProjectlevel.TheODEEducationSpecialistcontinuestomakeanimpactthroughcoordinationofresourcestovariousapprenticeshipprograms.Additionally,HECC/CCWDisworkingtoimprovedatacollectionstoprovideamorecompletepictureofCTEinOregon.

All17communitycollegesareactivelyengagingwithpartnersinCTEingrades9-12.Severalpromisingstrategiesareemerginginthiswork:

• Hiringstaffmembersatthecommunitycollegewhosejobistoprovideoutreachandadvisingtohighschoolstudentstoencourageacollege-goingculture

• Developingshort-termentry-levelstackablecredentialsthatincentivizedualenrollmentinCTEcourseworkinhighschool

• Co-locatingorcloselylocatingCTEcourseworksothatstudentsinpartneringhighschoolshaveaccesstocollege-levelCTEcourses

• WorkingwithcounselingstafftoshareinformationaboutCareerPathwayRoadmapsandProgramofStudyTemplates

Inaddition,collegeshaveleveragedthevariousregionaleffortsofSTEMHubs,RegionalAchievementCompacts,EasternPromise,andsimilarmodelsthroughoutthestatetodevelopstrongCTEconnectionswithhighschoolpartners.

AspartofconnectingstakeholderstoCareerPathways,adirectoroftheStatewidePathwaysInitiativewashiredtosupportinternalandexternalstakeholdersinthefollowingways:

• WorkingwithODEstafftodiscusspotentialrevisionofProgramofStudyTemplatestomakethemmoreuser-friendlyandrelevanttohighschoolcounselingstaff,students,andparents

• DevelopingopportunitiesforODEstaffandcollegestafftosharebestpracticesforcareerpathwaysthroughoutgrades9-14atOregonPathwaysAlliancemeetingsandothervenues

• DevelopingaSectorStrategyCareerPathwaysFramework/ToolthatwillincludethecontinuumofcareerpathwaysinCTEareasatbothsecondaryandpost-secondarylevels(inpartnershipwithOED)

WithadditionalfundingfromSB5701(2016),all17communitycollegeswillbeworkingondevelopingstrongerpartnershipswithlocalhighschools.Thisworkisbeingaccomplishedthroughtheintentionaldesignofentry-levelcareerpathways(certificatesarestackablewithinatwo-yeardegreeandhavesomeportionofcourseworkavailablethroughdualenrollmentwithalocalhighschoolpartner).

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OregonEmploymentDepartment

TheOEDapprenticeshipliaisoncontinuestoparticipateinconversationsinvolvingregisteredapprenticeshipasthepreferredtrainingmodelfortheworkforcesystem.Therehavebeensignificant“wins”inregardtoexpandingawarenessandunderstandingaboutregisteredapprenticeshipinthelastyear,butnotwithoutsomechallenges.Herearesomelessonslearnedfromthepastyear:

• Upfronttimetodevelopanapprenticeshipprogramisalargedeterrenttobusinessparticipation

• Thetimeinvestmentittakestoadministeranapprenticeshipprogramisabarrierforbusinessparticipation,especiallyforsmallcompanies

• Advancedmanufacturinghasuniquechallengessurroundingregisteredapprenticeship,includingspecialistmachines,highlytechnicalpositions,andlittleindustrycollaboration

• LaborMarketInformationisnotanindicatorforregisteredapprenticeshipneed;businessesmustbehighlymotivated

• Lackofindustrycohesionintheformofanindustryassociationorothergatheringpointsmakesthemanufacturingsectordifficulttopenetrate

Asthegranttimelinescontinuetoprogress,partneringstakeholderslikeODE,HECC/CCWD,andBOLIwillcontinuetheireffortsinaddressingthesebarriers.

ApprenticeshipandTrainingDivision,BOLI

TheApprenticeshipTrainingDivisionatBOLIcontinuestopromotethecreationandexpansionofRegisteredApprenticeshipandtrainingprogramsinOregon.Asapprenticeshipgainsmomentumnationally,therehasbeenagroundswellofsupportinOregon,specificallywhenitcomestoaligningsecondaryandpostsecondarysystemswithapprenticeshippathways.

BOLIisaprimarystakeholderinthefederalapprenticeshipinitiativesbyimplementingmanyofthegrantdeliverablesoutlined.ImplementationsupportincludesprovidinganapprenticeshiprepresentativeasaliaisonwiththeOregonCommunityCollegesApprenticeshipConsortiumandBOLI,spaceforpartnershipagenciestoworkwithApprenticeshipRepresentatives,andaccesstoresourcesforsystemsimprovementefforts.

Conclusion

Inconclusion,anyadditionalactionstoassistRegisteredApprenticeshipprogramsinarticulatingtocommunitycollegecreditwouldbeaduplicationofservices.Theseexistingsystemsconsistentlylookforopportunitiestoimproveoutcomesandworktogetherregularlytoaddressnewchallenges.OEDwillcontinuetheirworkonarulechangefor

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individualsparticipatinginpre-apprenticeshipprogramswhodonothaveaccesstoERDC,orwhomayloseERDCwhileparticipatinginapre-apprenticeshipprogrambecausetheyarenotworkingorhavequittheirformerjob.ODE,HECCandBOLIwillcontinuetheirpartnershipandfindwaystotobreakdownbarrierstoaccessapprenticeshipsprogramsandgoalsonethroughthreewillbeournewguidingstartoexpandequitablepractices.