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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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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
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Building Sustainable Early Post-Secondary Opportunities: A Regional Approach
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Appendix F
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Building Sustainable Early Post-Secondary Opportunities: A Regional Approach
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*Employer Responsibility Chart shown on next page.
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Cash
's H
ome
Impr
ovem
ent
Cent
ro C
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:
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Building Sustainable Early Post-Secondary Opportunities: A Regional Approach
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Appendix G
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