November 2023 Career Connected Learning Newsletter

Career Connected Learning Newsletter

NOVEMBER 2023

Navigating CCL Across Oregon (a message from our CCLSN’s)

High Schoolers shift Gears with Automotive Education: Collaborative Project with Warm Springs, 509-J and COCC

In the spring of 2023, Central Oregon Community College (COCC), the Confederated Tribes of Warm Springs, and Jefferson County School District 509-J initiated an innovative partnership program serving students from Roots, Bridges, and Madras High Schools. Participating juniors and seniors take COCC Automotive courses at the War Pony Express Training Center in Warm Springs. Students are completing coursework that will apply towards a Maintenance and Light Repair (MLR) Certificate of Completion and the industry-recognized Automotive Service Excellence (ASE) Certification. Upon successful completion of the coursework, students can earn both high school and COCC credits. 

There are currently 14 students enrolled in the MLR pilot cohort. According to the Spilyay Tymoo newspaper (Feb. 2023), “the Automotive Center presents an opportunity for business growth and economic development on the reservation; plus a way for the tribes to save money on maintenance and repair of the organization vehicle fleet… the venture could be used as a model for training centers that could teach in the fields of plumbing, electricity, HVAC maintenance and installation.” The Tribal Education Branch began planning for the project a couple of years ago. The Workforce Education and Development Department (WEDD) and the Workforce Innovation and Opportunity Act (WIOA) were also key partners in the project.

Career Awareness & Exploration

TERO Program Brings Unique Learning Opportunities to Umatilla Indian Reservation 

CAT simulator training & BOLI Pre-apprenticeship program

The Tribal Employments Rights Office (TERO) at the Confederated Tribes of Umatilla Indian Reservation (CTUIR) has created exciting learning opportunities over the last year for Tribal youth. Students from the Nixyaawii Community School’s construction class are learning to drive a front end loader and motor grader on a CAT Simulator purchased through ODE’s Career Technical Education Revitalization Grant. “This training will be valuable to the students to learn how to operate heavy equipment and hopefully pique their interest in pursuing viable construction careers in the area,” said John Barkley, the TERO program manager who is coordinating the training. 

The TERO program has expanded their training equipment and opportunities for youth, to include a welding simulator, cargo tool trailer and power and hand tools for training, sponsored by Marathon Petroleum Foundation. They have also obtained a grant from BOLI for a 10-week construction pre-apprenticeship program. They hope to run at least 3 cohorts through the program over the next year. The training program curriculum prepares students for the workforce through hands-on learning and includes professionalism requirements such as showing up on time and having a positive attitude. Students will have opportunities to work for contractors, ODOT or on Tribal construction projects after completing the program.  

Renee Roman Nose from the Office of Indian Education, Susan Samek, the Career Connected Learning & CTE Tribal Liaison from ODE and Jeremy Ahola from the HECC were on site the second day of the CAT Simulator training and discussed future learning opportunities with John Barklay, TERO program manager. “It was fun to see the students so excited about learning new skills,” Renee shared after the visit. John is currently in conversations with ODE and OHCS about launching a Tiny Home Building program at CTUIR, to continue building construction learning opportunities for Tribal youth.

Linn-Benton Community College to Celebrate National Apprenticeship Week

What is National Apprenticeship Week?

National Apprenticeship Week is a nationwide celebration where employers, industry associations, labor organizations, community-based organizations, workforce partners, education providers, and government leaders host events to showcase the successes and value of Registered Apprenticeship. Apprenticeships are instrumental in re-building our economy, advancing racial and gender equity, building a pipeline to good quality jobs, and supporting underserved communities.  National Apprenticeship Week occurs in November each year, with this year’s events happening from November 13 - 19. 

Linn-Benton Community College (LBCC), one of 13 member colleges in the Oregon Community College Apprenticeship Consortium, has several student and educator focused events happening this year as part of National Apprenticeship Week:

Monday, Nov 13th - Willamette ESD is bringing 24 students from their service district to LBCC to learn more about Apprenticeship

Tuesday, Nov 14th - LBCC presenting and hosting a table at the Tongue Point Job Corps Center Career Fair, which includes local high schools

Wednesday, Nov 15th - LBCC presenting about Apprenticeship opportunities to High School Counselors in their service district

Thursday, Nov 16th - Willamette ESD is bringing 2 groups of up to 15 students each from their service district to LBCC to learn more about Apprenticeship

The Apprenticeship Office at LBCC serves as the information center for apprenticeship training on campus. They provide training and specialized record keeping for apprentices employed in various trade professions in the area. Apprenticeship classes offered at LBCC are for registered apprentices and people interested in becoming apprentices. To become a registered apprentice, a person must be employed by an employer participating in an Oregon apprenticeship program. Taking apprenticeship classes can give the student credentials for employment into the trades. For more information, contact Lena Gates, Apprenticeship Coordinator & Committee Administrator, 541-917-4621 or gatesl@linnbenton.edu. 

Career Preparation & Training

One Student’s Perspective on Work-Based Learning

Meet Charlie Tran, a 2023 graduate who took his first class in a CTE Engineering Technology Program of Study as a freshman. Charlie was motivated to obtain the Engineering Career Pathway at Sunset High School, which he explained requires students to take 3 credits and complete a related workplace experience. He started with Computer Aided Design 1 and 2, then moved on to Electrical Engineering in order to prepare for the Mechatronics class. His senior year, he enrolled in the Engineering Capstone course, where he worked in a group on engineering project development.

Charlie proudly described his experience working with Nike engineers on a workplace simulation in his Mechatronics class. Charlie designed and built a robot car that took driving instructions based on color input - show it blue and it turns right, show it red and it spins around, etc. The professional engineers visited the class every four weeks to check in on students' projects, answer questions, and provide feedback. He found this interaction with the engineering professionals to be highly beneficial, as he was able to ask for their opinions and insights, which were different from those of his classmates and teachers. However, Charlie also gave an enthusiastic shout out to his teacher, Mrs. Geer, noting that she is “really really good” and expressed gratitude for the great friends he made in his classes who helped him along through the pathway. He then pointed out that the “added professional insight was helpful because they’ve done more complicated designs and more complicated projects, so when I’m doing something that might seem simple to them, they can help me through the engineering process and let me know if I’m a bit behind on tasks or even ahead on tasks.”  Charlie reflected that he didn’t always manage his time well and had to rush or spend extra time getting projects done. After mentioning this challenge to the engineers, they worked together to develop a written week by week plan that he agreed helped him focus. He demonstrated his growth by being one of the first students in his class to finish the project. Charlie was confident that he would be better able to stay on top of his work and be more disciplined in getting stuff done as he prepared to start college this Fall. The Engineering Technology program offered him the opportunity to explore many different types of engineering and discover that he really enjoys the “more physical building stuff.” He emphasized that the program and Work-Based Learning experience provided him with valuable skills and helped him narrow his future career plans to mechanical engineering.   Mrs. Geer added that Charlie’s robot car represented original CAD work, circuit work, and programming integrated into a complete project. Like Charlie, she also credited the Work-Based Learning experience for helping students with their communication and project management skills, which are essential to all engineering fields. “It was especially powerful to hear professionals currently in the field talk about their relevance since documentation is not the super fun part of an engineering class.” Charlie agreed that the Engineering Technology program wasn’t just about the design process and building things, but also about problem-solving and managing workloads, which are skills that are important in many careers. Charlie encouraged other students to explore the different pathways at their schools, even if they are not sure if they want to pursue a career in the field. Charlie's insightful takeaways from his experience in the Engineering Technology program at Sunset High School highlight the many benefits of CTE and Work-Based Learning. By providing students with opportunities to work on real-world projects and interact with professionals in the field, Charlie and students like him develop valuable skills that will serve them well in any career they choose to pursue.

One Cohort’s Perspective on Youth Apprenticeship

[Reese Bond, Yuvindu Chandrasinghe, Connal Fossoy, Creighton Brehm, Luke Sears]

In recognition of National Apprenticeship Week, November 13-19, we would like to recognize Oregon’s only Registered Youth Apprenticeship Program, the Hillsboro School District’s Advanced Manufacturing Apprenticeship. The program was approved by the Oregon State Apprenticeship and Training Council in July 2022 to engage high school students, 16 years of age or older, in a structured training program that combines academic learning with paid on-the-job training.  The first cohort of students from the Industrial and Engineering Systems CTE Program of Study at Century High School are currently in their second year as apprentices. 

Over the two year program, the youth apprentices develop skills while putting their classroom knowledge into practice on the worksite. Each apprentice receives instruction and on-the-job training relating to production equipment, manufacturing processes, mechanical tools, quality assessments, safety, and other related manufacturing content. They earn a progressively increasing salary as they demonstrate competency in the identified skill sets. These future manufacturing technicians work alongside journey-level mentors about 20 hours per week at Jireh Semiconductor or Tosoh Quartz, while managing their high school coursework. Although the business partners initially expressed apprehension about the 1:1 mentor requirement, they have since had a change of heart. Their early concerns dissolved as they experienced first-hand the mutual benefits and value the young apprentices brought to the table.

Four students from the inaugural cohort candidly reflected on their time in the program thus far, providing insights that were both genuine and insightful, shaping the narrative on what it means to be a youth apprentice. The ambitious group, while modest and perhaps unaware of the pioneering nature of their journey, revealed the profound connection between their classroom instruction and real-world application. They vividly described how lessons from the classroom translated into worksite tasks, encompassing software navigation, safety protocols, effective problem-solving, and handling tools and equipment. A collective sentiment was the belief in the power of hands-on experiences. For them, learning by doing wasn't just a teaching strategy – it was a transformative experience that fostered deeper understanding and skills mastery. As one student aptly put it, "Physically doing the job is better learning."

Their motivations for joining the program were both practical and aspirational. Each of the apprentices saw it as a win-win scenario where they could earn while they learn. For some, the allure of industry exposure at such a young age, combined with fewer classroom hours, was hard to resist. For these trailblazers, the apprenticeship program wasn't just about immediate benefits; it was a strategic step for their future. The tangible experience promised a head start in building a meaningful resume and supporting their individual next steps which range from entering the workforce to attending community college or university. 

In listening to their stories and natural use of industry jargon, it was easy to forget that these young apprentices are high school seniors. Interestingly, one suggestion for improving their experience revolved around a desire for clearer identification as youth apprentices at their worksites. This was notable for them, as it often impacted how colleagues and mentors perceived their skill level or experience, shaping interactions and expectations. At other times, their youthful perspectives resulted in some lighter moments. Their comments ranged from appreciating the program's flexibility – juggling between sports and work – to humorously noting that without this opportunity, they'd probably be "doing nothing" or stuck in a less inspiring job like "making pizza." 

The experiences of this first cohort, underscore the program's profound impact and its promising future. The youth apprentices all agreed that their friends, upon observing the benefits and opportunities of the program, wished they had taken the leap too. The Hillsboro School District’s Advanced Manufacturing Youth Apprenticeship program is a model for innovative education and industry collaboration that empower students with practical skills and industry exposure, laying a strong foundation for their future careers.

CCL in Our Communities

Navigating Career Planning: A Journey with Diversity Resources

Explore a wide range of diversity resources designed to empower individuals from various backgrounds and identities as they navigate career exploration and planning. These online resources cater to students, offering a rich repository of materials to support their educational journey. Tap into extensive resource libraries to further career exploration opportunities at https://www.careerexploration.com/resources/

You can also discover targeted resources for various backgrounds and identities:

• Native American/First Nations Career Resources
• Hispanic/Latinx Career Resources
• Black/African American Career Resources
• Asian American/Pacific Islander Career Resources
• Career Resources for Women

Disaster, Crisis, and Emergency Careers – Traversing Our New World with Opportunities in Readiness, Response, Recovery, and Resilience

Today is October 30, 2023. This morning, I sit in a room overflowing with people for the Oregon Wildfire Summit at the University of Oregon. The first ever in Oregon... and not the last. There are 200 in the room, 100 more online, representing city, county, state, and federal government agencies, community action agencies, long-term recovery groups, businesses, industry, and education partners, and, most importantly, survivors of the fires. Now, we are all working together and will be for years to come to recover from the 2020 wildfires that ripped across Oregon. We are three years – 1,148 days – past the events of that summer and today, we were all brought back to the reality of the moment when this was shared…

 “Three days after it was safe to go in and look at Blue River...we were choking on smoke, grit in our eyes...not knowing where we were because the landmarks were gone...everything was gone.” 

Disaster – Emergency – Crisis. It is not theory, it is reality.  Yes, it is hard work, physically, emotionally, mentally, however it is incredibly valuable, necessary, and rewarding and what we know of our youth is that they are very altruistic. They actively seek out how to support and affect change in their communities. From my chair at this conference, I write directly to the educators, counselors, coordinators, administrators, CCL Navigators and the local, regional, and state education and workforce leaders and wonder this... 

How might we create awareness, exploration, preparation, and training Career Connected Learning opportunities for our learners in Disaster Readiness (Preparation), Response, Recovery, and Resilience (Mitigation)? 

These pillars include hundreds of high-wage, high-demand careers where thousands of Oregonians pivoted from pre-existing jobs/careers to respond, and hundreds remain in the work to support recovery. There are thousands of persons who remain, have returned, or are new to the careers in the long-term recovery and resilience work of building homes, neighborhoods, and often entire towns including their infrastructure, businesses, and workforce.  Social workers, counselors, housing coordinators, human service providers, educators, and workforce development are wrapping around the efforts of thousands of persons in construction, manufacturing, transportation, environmental sciences, health care, natural resources, and public governance jobs deep in the ongoing recovery and resilience work.

As we progress through the work, we acknowledge that we were not ready, the response was extraordinary, the recovery is difficult, and we persevere.  While working to recover in this effort, we must also be ready for future events whether from wildfire, flood, ice, wind, earthquake and other emergencies and crises that arise.

If you and your students have previously or are currently engaged in learning or activities that touch upon any of the pillars – Readiness, Response, Recovery, Resilience – please share! Many want to learn from you and your students and engage in new opportunities for their students. We ask you to join in the conversation, create connections, work collaboratively, and coordinate resources to support our learners, their families, schools, and communities.  Follow this TeamOregonReady - Connect Here! link for background and contact information, ideas for activities already taking place, links to resources, and a place in which to elevate questions and seek connection. 

Schools in Action – From Student Project to Wildfire Recovery and Homeless Crisis Response

Back in 2018, a group of people from Lane County’s industries, education systems, and workforce joined together and set out to accelerate the formation and effectiveness of the school-to-work system. The initial players, consisting of the Lane ESD, 4J School District, Lane Workforce Partnership, and partners from the Architecture, Engineering, and Construction industries, came to the consensus that the construction/aggregate sector was a great place to start a first pilot of a program, with numerous partners available in the local marketplace, and high-wage, high-demand job prospects for students at every level. The team focused on creating a pipeline into the workforce for their participating students, with an emphasis on constant business/industry connections, relevant and highly engaged activities, and a focus on career connectedness.

The goal at the time was to stand up programs for students to have access to a robust ecology of CTE and work training programs, starting with the traditional construction trades of carpentry, plumbing, HVAC, and electrical. This, unfortunately, was put on hold during the COVID crisis. As Oregonians were emerging from that very challenging time, the Lane County community was devastated by the Holiday Farm Fire. The group re-convened and decided to point programs at alleviating the housing crisis any way possible. Thus began the first step of this community-engaged program: constructing storage buildings for the fire survivors, a key unmet need identified. Once those projects were completed, the team met with several Lane County transitional/affordable housing program operators and found several gaps – high quality transitional shelters, missing middle housing, and opportunities for folks to begin the process of home ownership.  As these gaps were identified, the group returned to the initial conversations of 2018, where three key guiding tenets were established that would begin to fill those gaps:

1. CTE and Applied Learning programs should be robustly informed by industry standards and should produce work-ready students.
2. Advanced CTE studies should be delivered in real life work settings - internships, work study, and most importantly student enterprise projects. Where possible, avoid simulations.
3. Student projects should address a community need directly. Get out of the buildings and get involved.

Utilizing those key tenets, the team initiated the Constructing a Brighter Future program. Currently, students from 19 schools around Lane County are constructing high quality transitional shelters for Everyone Village and Square One Village. As these programs have settled in, the team wished to advance the project by constructing full scale housing units. The 4J School District program, FutureBuild, led the way on this work, constructing a 1400 square foot, single-family residence that, once completed, would be sold to a family exiting supportive housing into home ownership. This provided a success model and proof of concept for the county-wide effort to follow.

The 4J School District continues to demonstrate their stewardship by stepping up and providing leadership from the top – initial funding and student teams to craft the pilot unit of a "tiny homes" project in conjunction with the division of Disaster Recovery and Resilience at Oregon Housing & Community Services. A strategy and guidance group are in the initial phases of connecting and working through the construct of TeamOregonBuild where local and state leadership and agencies can work collaboratively to support the efforts of CTE, STEM, and CCL programming in creating relevant, inspiring, and community-connected experiences for learners of all ages that directly support the efforts of responding to disaster and eliminating homelessness.  Additionally, program leaders and students alike continue to discover and explore with students the myriad of careers that are associated with these combined efforts including homeless services, permit & inspection services, architecture & engineering, civic planning, supportive social services, and the broad range of jobs in disaster response, recovery, and resilience that are increasingly present in Oregon and across the states.

If you have examples of or want to learn more about programs like Constructing a Brighter Future out of Lane County, FutureBuild at Eugene 4J, and The Bus Project out of Southern Oregon, please go to this TeamOregonReady – Connect Here! link for more information and to share your work with others across the state.

Contributor: John Stapleton is a Principal partner at PIVOT Architecture in Eugene, Oregon.  His past work as a contractor, interest in sustainability, and ability to harmonize big ideas has led to strong partnerships and programs with CBF and Eugene 4J.

Professional Learning Opportunities & Resources

Don’t miss the monthly Career Connected Learning Lunch & Learn gatherings! Click here to register and learn more about the meetings previously known as CCL Office Hours.

Join the Career Awareness & Exploration session on November 8 at noon. The greatly anticipated Career Connected Learning Resource Hub is now LIVE! Come and learn more about the Resource Hub from design expert and project manager,  Heidi Lee Harless. The hub was created as a comprehensive platform to engage all students, educators, and partners with a rich array of resources and tools designed to enhance effectiveness, accessibility, and relevance. This platform aims to increase engagement in CCL across Oregon by facilitating communication and collaboration among educators, students, families, community members, navigators and industry partners in Oregon. 

Join the Work-Based Learning session on November 15 at noon to Celebrate the Journey. As part of National Career Development Month and National Apprenticeship Week, we would like to invite attendees to share their stories, activities, or insights related to fostering student empowerment through career development. We are excited to welcome the Hillsboro SD who be sharing some details about their Youth Apprenticeship program.  As with every Lunch & Learn, you are welcome to pose questions, share barriers/needs, and seek guidance from the group on any WBL topic. Join us in fostering a collaborative environment where knowledge meets experience, and let's elevate our professional journeys together.

ACTE WBL Professional Development Webinar

November 16 @ Noon - Virtual and Entrepreneur WBL  Register: bit.ly/WBLNov2023

Read more about The Power of Career‐Connected Learning in New Hampshire from Gallup, Inc.

Connections

We want to hear from you! We welcome your submissions to the ODE CCL Newsletter! If you have announcements, want to share best or promising practices, or have other information to share, you can submit them to ODE.CareerConnectedLearning@ode.oregon.gov  Please reach out to us if you have any questions or want to connect on CCL efforts:  Career Connected Learning Coordinator: Beth Molenkamp Career Exploration and Guidance: Johnie Ferro Work-Based Learning: Brandie Clark Postsecondary Career Connected Learning: Eric Juenemann Career Connected Learning Tribal Liaison: Susan Samek Civil Rights Specialist: Karin Moscon Career and College Readiness & School Counseling Programs: Beth Wigham