Attatchment_A_-_PWS-Task_Order_0003_-_Potential_Role_of_Secondary_CTE_Programs_in_Preparing_Students_for_Apprenticeships_Programs.pdf

DRAFT 08.05.15

TAEP150019AP

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Performance Work Statement for the

Potential Role of Secondary Career and Technical Education (CTE) Programs

In Preparing Students for Apprenticeship Programs

U.S. Department of Education (Department)

Office of Career, Technical, and Adult Education (OCTAE)

Purpose

The purpose of this investment is to study the potential role of secondary career and technical education (CTE) programs in preparing students for apprenticeship programs. The period of performance is fourteen months. Apprenticeships are innovative work-based learning and postsecondary earn-and- learn models. Pre-apprenticeship services and programs are designed to prepare individuals to enter and succeed in apprenticeship programs. These programs have a documented partnership with at least one apprenticeship program sponsor and together, they expand the participant's career pathway opportunities with industry-based training coupled with classroom instruction.

OCTAE has a requirement to study secondary CTE programs that either serve as or link to pre-apprenticeship programs that prepare students to enter an apprenticeship program, in order to examine their program design, common elements, evidence of effectiveness, and factors that

62 | P a g e contribute to their success. Evidence is needed to determine if such programs should and could be replicated. If the study finds that secondary CTE pre-apprenticeship programs are effective and replicable, increasing their number nationwide could have a positive impact on participating high school students as evidenced by such CTE core indicators of performance as secondary level placement and school completion.

Background

In his 2014 State of the Union address, the President called for expanded access to apprenticeships and improved job training at community colleges that are better aligned with the skills that employers demand. At the same time, federal policies have focused on strengthening connections between secondary and postsecondary education to increase the number of youth transitioning across education levels in order to gain the education and skills needed for 21 st century careers. Perkins IV emphasizes the development of CTE programs that forge connections between secondary and postsecondary education and also prepare students to enter in demand professions equipped with the skills employers need. Examining the potential for forging greater connections between CTE and apprenticeship aligns closely with Goal One of the

Department of Education’s (Department) FY 2014-2018 Strategic Plan. Goal One aims to increase college access, quality, and completion by improving higher education, CTE, adult education, and other lifelong learning opportunities for youth and adults.

In recent years, much has been written about the need to provide greater work-based learning opportunities for high school students as an instructional strategy to better prepare students for college and the workforce.

Several reports, such as Pathways to Prosperity: Meeting the

Challenge of Preparing Young Americans for the 21 st Century and Learning for Jobs have argued that other countries, those with robust apprenticeship systems, do a much better job than the United States in preparing all students for careers. That must change if we are to maintain economic competitiveness, and there are signs that some employers, educators, and policymakers

7 Work-based Learning Opportunities for High School Students; www.nrccte.org/sites/default/files/publication-files/nrccte_work_based_learning.pdf 8 http://dash.harvard.edu/bitstream/handle/1/4740480/Pathways_to_Prosperity_Feb2011-1.pdf?sequence=1 9 http://www.oecd.org/edu/skills-beyond-school/Learning%20for%20Jobs%20book.pdf http://www2.ed.gov/about/reports/strat/plan2014-18/strategic-plan.pdf

63 | P a g e are willing to work together to increase apprenticeship opportunities for students. In fact, a recent U.S. News and World Report article entitled, “Apprenticeships Could be Gateway to

Middle Class”, reports that European style earn-as-you-learn programs are gaining traction in the

U.S.

Apprenticeship has long been considered a successful strategy to prepare American workers to compete in a 21 st century global economy because apprenticeship programs keep pace with advancing technologies and innovations in training and human resource development.

Apprenticeship programs combine job related technical instruction with structured on-the-job learning experiences. Apprenticeship training is distinguished from other types of workplace training by several factors: (1) participants who are newly hired (or already employed) earn wages from employers during training; (2) programs provide on-the-job learning and job-related technical instruction; (3) on-the-job learning is conducted in the work setting under the direction of one or more of the employer’s personnel; and 4) training often results in an industry-recognized credential.

Apprentices earn competitive wages, a paycheck from the first day on the job, and incremental raises as skill levels increase. The average wage for a fully proficient worker who completes an apprenticeship translates to approximately $50,000 annually. Apprentices who complete their program earn approximately $300,000 more over their career than non-apprenticeship participants .

The practice of using competency-based learning strategies combined with on-the-job training in pre-apprenticeship and apprenticeship programs has been found to increase participant completion, employment, and retention rates.

Quality pre-apprenticeship programs contribute to the development of a diverse and skilled workforce by preparing participants to meet the basic qualifications for entry into one or more apprenticeship programs. Through a variety of unique designs and approaches, pre-apprenticeship programs can be adapted to meet the needs of differing populations being trained, the various employers and sponsors they serve, and specific opportunities within the local labor market.

10 http://www.usnews.com/news/articles/2015/01/12/apprenticeships-could-provide-a-pathway-to-the-middle-class 11 Mathematica Apprenticeship Earnings Study 2012

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Registered Apprenticeship training is distinguished from other types of apprenticeship workplace training because Registered Apprenticeship programs must meet national standards for registration with the U.S. Department of Labor (DOL) (or federally-recognized State

Apprenticeship Agencies). The Registered Apprenticeship system has been used to meet the needs of America's skilled workforce for over 75 years. The Administration recently released a

$100 million Funding Opportunity Announcement to increase the number of Registered

Apprenticeships nationally. The Funding Opportunity Announcement (FOA)- Grant Notice -

ETA-15-02 provides more information on this grant opportunity, as do the links at – http://www.doleta.gov/oa/aag.cfm and www.whitehouse.gov . In addition, DOL has developed several new resources to promote the development of Registered Apprenticeship programs, including --

New Apprenticeship Website – www.dol.gov/apprenticeship

Apprenticeship Toolkit – Quick Start Toolkit

Federal Funding for Apprenticeship Playbook - Federal Playbook

Employer’s Playbook to Building an Apprenticeship Program –Employer’s Playbook

Apprenticeship Staff Contact Map - http://www.doleta.gov/oa/contactlist.cfm

Another important initiative recently launched is the Registered Apprenticeship College

Consortium (RACC).

The RACC is composed of Registered Apprenticeship program sponsors such as employers, labor management groups and associations, and two- and four- year postsecondary institutions. Membership also includes state, regional and national organizations that represent sponsors and colleges. RACC members agree to accept the college credit value of the Registered Apprenticeship completion certificate as recommended by a recognized third party evaluator for purposes of facilitating the transfer of credit between Consortium member colleges. The consortium is run by DOL and the U.S. Department of Education. The consortium will create a national network of colleges and Registered Apprenticeship sponsors allowing apprenticeship graduates to attend and complete their postsecondary degrees at member colleges.

12 see http://www.doleta.gov/oa/pdf/RACC_FAQs1.pdf.

http://www.grants.gov/web/grants/view-opportunity.html?oppId=270372 http://www.grants.gov/web/grants/view-opportunity.html?oppId=270372 http://www.doleta.gov/oa/aag.cfm http://www.whitehouse.gov/the-press-office/2014/04/16/fact-sheet-american-job-training-investments-skills-and-jobs-build-stron http://www.dol.gov/apprenticeship http://www.doleta.gov/oa/employers/apprenticeship_toolkit.pdf http://www.doleta.gov/oa/federalresources/playbook.pdf http://www.doleta.gov/oa/employers/playbook.pdf http://www.doleta.gov/oa/contactlist.cfm http://www.doleta.gov/oa/pdf/RACC_FAQs1.pdf

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Recently, the Perkins-funded National Center for Innovation in Career and Technical Education

(NCiCTE) contacted state CTE and apprenticeship directors in selected states to identify state approaches for coordinating the delivery of CTE and Registered Apprenticeship programs. The

NCiCTE report will document state legislation and administrative policies used to promote system coordination, the scale and scope of program offerings and program alignment, and the type and quality of administrative data used to measure program performance. This task complements NCiCTE’s efforts by examining local implementation of pre-apprenticeship programs that are facilitated at the secondary school level, to understand their program design, common elements, evidence of effectiveness, and factors that contribute to their success.

Programs to be studied would include but not be limited to the School-to-Registered

Apprenticeship (STRA) model that is being implemented in several states across the nation.

Using information gleaned from this study on promising practices and innovations in pre-apprenticeship programs, and the role of secondary CTE programs in such programs, the contractor will develop technical assistance tools that can guide CTE leaders in creating effective pre-apprenticeship programs for secondary students.

Project Objectives and Tasks Required Under This Task Order

Task 1 – Project Management and Administration: The contractor shall perform all administrative activities necessary to manage the contract and communicate with the Department during the performance of this contract. The contractor shall:

1. Conduct the initial kick off meeting and produce notes from the meeting;

2. Develop the agenda for and conduct monthly status conference calls throughout the contract period, and include summary notes of the calls in the monthly progress reports;

3. Submit written monthly progress reports to update the OCTAE on the status of all activities; and

4. Produce a final summary report inclusive of all data relating to the activities and tasks of the Potential Role of Secondary Career and Technical Education (CTE) Programs In

Preparing Students for Apprenticeship Programs project that have occurred over the life of the contract.

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Task 2 – Study of Pre-Apprenticeship Models: The contractor shall:

1) Conduct a study that identifies and examines a maximum of nine effective pre-apprenticeship programs that are being facilitated successfully by or in partnership with secondary CTE programs.

2) Conduct an environmental scan and conduct interviews with noteworthy pre-apprenticeship programs, including district-level and school-level leaders, as appropriate, to determine how the models were successfully developed, implemented, and maintained. Research questions for the study shall include, but not be limited to the following:

i) What are the common elements or practices that characterize effectivepre-apprenticeship programs that engage secondary CTE programs?

ii) How is success measured? What evidence determines effectiveness?

iii) What are the common challenges/barriers to creating effective pre-apprenticeship programs? What policy, legislative, administrative or funding barriers exist? Could the identified barriers be addressed with federal support or involvement?

iv) How are business and industry engaged in the design and implementation of pre-apprenticeship programs that involve secondary CTE students? How do employers view student apprentices in these programs?

v) What types of incentives are necessary to enhance business participation in pre-apprenticeship initiatives?

vi) What types of credit or non-credit bearing course offerings are utilized in these programs?

vii) What strategies are used to increase secondary student access and participation in pre-apprenticeship programs?

viii) What types of support services and student retention strategies are necessary to help students complete the program?

ix) How are articulation agreements between CTE programs and apprenticeship programs formalized?

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3) Produce a draft report and final report summarizing the information and data gathered as a result of the study and submit to OCTAE for review and approval according to timelines outlined in the Schedule of Deliverables.

4) Provide a briefing for OCTAE and other relevant federal and national partners to discuss findings and recommendations from the study within 45 days of final report approval.

Task 3 – Development of Technical Assistance Tools: Based on the findings from the study and promising practices identified, the contractor shall:

1) Develop a Resource Guide for CTE leaders and stakeholders on:

a) The characteristics of effective pre-apprenticeship programs;

b) Overcoming the common barriers to implementing effective pre-apprenticeship programs; and

c) Employer engagement strategies to promote partnerships with business and industry in the development and implementation of effective pre-apprenticeship programs.

2) Produce 2 short videos that accompany the Resource Guide emphasizing the characteristics of effective pre-apprenticeship programs and noteworthy practices;

3) Submit all technical assistance tools to OCTAE for posting on OCTAE’s Perkins

Collaborative Resource Network for widespread dissemination.

4) Facilitate a webinar or virtual learning event for CTE leaders and stakeholders on the study results and the technical assistance tools produced.

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SCHEDULE OF DELIVERABLES

The contractor shall follow the deliverable schedule as directed below. All materials shall be prepared in MS Word, 12 pt. The contractor shall submit one electronic copy of each draft and final deliverable to the COR, and one electronic copy of each deliverable to the Contract

Specialist. The Schedule of Deliverables and payment schedule shall be maintained in a separate Excel file.

Task

Deliverable/Activity

Due Date

Task 1: Project Management

1.1.a Final agenda and materials for the kick-off meeting

Within seven days after contract award

1.1.b A draft and final summary of the kick-off meeting (agenda, meeting notes, work plan, and deliverable schedule)

Within seven days after kick-off planning meeting

1.2. Monthly Status Update Conference Calls To be determined at kick-off meeting

1.3. Twelve (12) monthly progress reports Monthly, by the second Tuesday of each calendar month, starting one

(1) month after contract award

1.4.a Draft final report Twelve (12) months after contract award

1.4.b Final report At end of contract

Task 2: Study of Pre-Apprenticeship Models

2.1.a Draft outline of study/report

Within one (1) month after contract award

2.1.b Final outline of study/report Within two (2) months after contract award

2.2.a Draft interview protocols Within two (2) months after contract award

2.2.b Final interview protocols Within three (3) months after contract award

2.3.a Draft study report on pre-apprenticeship models

Within six (6) months after contract award

2.3.b Final study report on pre-apprenticeship models

Within seven (7) months after contract award

2.4.a Draft agenda and materials for stakeholder briefing meeting

Within seven (7) months after contract award

2.4.b Final agenda and materials for stakeholder briefing meeting

Within eight (8) months after contract award

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2.4.c Stakeholder briefing meeting Within eight (8) months after

Task 3: Develop and Disseminate Technical Assistance Tools

3.1.a Draft outline of Resource Guide Within seven (7) months after

3.1.b Final outline of Resource Guide Within fifteen days after stakeholder briefing

3.1.c Draft Resource Guide Within twelve (12) months after contract award.

3.1.d Final Resource Guide Within thirteen (13) months after contract award

3.2.a Draft concept/script for videos on noteworthy practices in pre-apprenticeship programs

Within ten (10) months after contract award

3.2.b Final concept/script for videos on noteworthy practices in pre-apprenticeship programs

Within eleven (11) months after contract award

3.2.c Final videos on noteworthy practices in pre-apprenticeship programs

Within thirteen (13) months after contract award

3.3 Webinar for CTE leaders and stakeholders Within thirteen (13) months after

Appendix: Meetings and Conferences

This procurement involves logistical and related support for conferences and meetings. The term

“meeting” as used in this Performance Work Statement (PWS), includes, but is not limited to a convening, meeting, retreat, seminar, symposium, training, webinars, workshops whether conducted face-to-face or via the Internet, where individuals assemble (or meet virtually) to exchange information and views or explore or clarify a defined subject, problem, or area of knowledge and any event that includes attendee travel.

The contractor shall provide logistical support for meetings and conferences. The contractor shall adhere to the Department’s requirements for reviewing and approving conference related expenditures prior to making any legal or financial obligations. The contractor shall provide support for the writing and production of reports/documents, and the distribution of conference materials. Non-exhaustive lists of examples of the type of work to be performed under this contract follow.

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The contractor shall, in consultation with Department staff, plan and implement meetings.

Logistical support includes, but is not limited to: site selection, agenda development;

identification and preparation of trainers/facilitators; travel planning; coordination of registration and on-site logistics; production of signage and meeting materials such as charts, slides, or

PowerPoint presentations; coordination and deployment of audio-visual equipment; assisting speakers and meeting participants with travel arrangements; evaluation and post-event.

The contractor may provide pre-meeting services. These pre-meeting services may include, but are not limited to, Planning and arranging the meeting agenda and activities, Identifying and confirming hotel space (prior to hotel selection the contractor shall consider the location of the hotel for metro and food accessibility), Inviting and registering participants by designing, implementing, and managing a registration site, Contacting and securing speakers/experts, Arranging travel needs for conference speakers and presenters, Identifying, developing, and coordinating conference materials including name badges and name tents, Organizing electronic materials collection, Arranging for audio/visual and Internet Technology (IT) needs.

Determining and acquiring decorating and staging

Acquiring transportation for attendees and/or speakers (outside of typical travel related transportation), i.e., group shuttles/buses.

The contractor may provide onsite support at each meeting, including but not limited to, Welcoming and registering participants, Ensuring that audio/visual needs are met, Coordinating workshop flow and break-out sessions, Designing and collecting workshop evaluations, and

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Preparing and processing papers and proceedings from meetings, including notes from the meetings.

The contractor may provide post-meeting follow-up services after each meeting, including but not limited to—

Preparing analytical summaries of evaluation information collected from participants;

Preparing and processing papers and proceedings from meetings; and

Paying honoraria to speakers/experts; and

Reimbursing speakers/experts for their travel expenses, if specified in the description of the particular subtask.

Creating and preparing a survey based on attendees’ perception of the event and/or the services provided. Survey may be handed out at the event, mailed out or responded to via website or other IT medium. Contractor will perform data collections, analyze data, and provide the government with written reports of results. If OMB or ED internal policy requires clearance, contractor will develop materials and/or paperwork for use by federal staff in submitting OMB or Department clearance packages.

i Dann-Messier, Brenda, Jane Oates & George Sheldon. 2012. Joint Commitment Letter From

U.S. Departments of Education, Health and Human Services, and Labor. Available at:

http://cte.ed.gov/docs/RPOS_2012/Joint_Letter_Career_Pathways.pdf http://cte.ed.gov/docs/RPOS_2012/Joint_Letter_Career_Pathways.pdf