[0:32] Please raise your hand and we're

[0:34] going to answer questions as

[0:35] they arise during the

[0:37] presentations and then

[0:40] we are going to stay on time

[0:43] at this point I'm gonna turn

[0:44] it over to Representative

[0:47] Norwood and then I will I will

[0:48] keep us on time.

[0:49] and I will recognize questions.

[0:51] so thank you

[0:55] thank you chairwoman I

[0:57] appreciate you doing all of that

[0:59] for me today thank everyone for

[1:01] being here this morning.

[1:04] Malcolm Gladwell in2008 wrote a

[1:06] book it was called Outliers and

[1:08] in the book outliers he looks at

[1:09] people who were given

[1:11] opportunities well before their

[1:15] time the beatles played ingery

[1:16] two shows a night for four

[1:18] months before they came to

[1:19] America and it set them up for

[1:22] this moment of success as they

[1:22] rolled in was the experience

[1:25] they had Bill Gates was given

[1:26] time on a computer or a

[1:28] supercomputer before it was ever

[1:29] an opportunity for other

[1:31] students to do that so today's

[1:32] study really is looking at how

[1:34] we can create opportunities for

[1:37] outliers within these two spaces

[1:38] of aerospace and construction

[1:41] and I'm very fortunate today to

[1:43] have some brilliant presenters

[1:45] that have have agreed to be here

[1:47] this morning. The only change

[1:48] from the script that you have is

[1:50] instead of Bailey Siegfried

[1:53] from Nordam, Joel Der will be

[1:54] with us and he'll be presenting

[1:55] and we'll just kind of go with

[1:58] the schedule Jim Bryenstein

[2:00] is here today from quantum space

[2:03] and he'll lead us off and then

[2:06] Baileyrighterkins wright

[2:07] from boeing is here with us

[2:08] today. Bobbys

[2:11] te m hi t ney Hillannya Norwood

[2:13] who I am not related to I know

[2:17] that's the question very few

[2:18] people are related to me but

[2:21] thank you and then to end today

[2:23] we'll be Brent Hake as we just

[2:25] kind of work through this today

[2:26] to look thank you to everyone

[2:28] that's here today for the time

[2:29] that you've given me to come and

[2:31] talk with you to spend time

[2:34] at your places of industry

[2:36] and I look forward to it today

[2:37] so we'll start this morning Jim

[2:38] Bry

[2:38] id ens te in

[2:50] Thank you Representative

[2:51] Norwood. madam chairir, thank

[2:54] you for hosting this I'll

[2:56] just give a brief overview of

[2:59] what quantum space is we are

[3:00] growing in the state of Oklahoma

[3:04] not for well for a lot of

[3:05] reasons but one of the main ones

[3:08] is the ability to educate the

[3:08] workforce that's necessary that

[3:09] we're gonna need

[3:12] but one of the things I've

[3:14] been communicating to a lot of

[3:16] state legislators and others at

[3:18] the at the state level here is

[3:18] the fact that

[3:21] the United Statespace forcece

[3:24] not only exists but it's growing

[3:26] and it's growing in a bipartisan

[3:27] way it was created under

[3:28] President Trump in his first

[3:29] term

[3:31] under President Biden it doubled

[3:33] and now under President Trump

[3:35] it's doubling again and it is in

[3:37] my view very important for the

[3:38] state of Oklahoma to recognize

[3:40] that if we align ourselves as a

[3:42] state with the space force

[3:43] there's going to be a lot of

[3:44] really good things that come

[3:45] from that over time

[3:49] I'll take us back in time for

[3:50] just a second and then I'll talk

[3:51] a little bit about the company

[3:53] specifically to tulsa and the

[3:54] kind of workforce that we're

[3:57] gonna need when we think back

[4:00] to you know 10 or 1f years ago

[4:03] you know actually even before

[4:05] that 20 years ago and more now

[4:06] the the wars in Iraqq and

[4:08] afghanistan we were using space

[4:09] for every element of warfare,

[4:11] every domain of warfare air land

[4:13] and sea we use space for

[4:14] intelligent surveillance

[4:15] reconnaissance

[4:17] we use it for communication

[4:19] sending high resolution motion

[4:21] pictures around the globe

[4:22] instantaneously so decision

[4:24] makers can make decisions we use

[4:27] space for navigation of course

[4:29] everybody is familiar with GPS

[4:31] that timing signal from GPS is

[4:33] also used to network everybody

[4:35] in theaters so that everybody in

[4:36] theater can see where the good

[4:37] guys are and where the the

[4:39] adversary is and we can help you

[4:41] know orchestrate and do command

[4:43] and control because of that

[4:44] timings signal from from GPS on

[4:47] top of that we use space for

[4:49] missile warning and missile

[4:51] defense a lot of folks in this

[4:53] room watched with great interest

[4:54] a number of months ago as

[4:56] hundreds 900 plus missiles were

[4:57] launched from Iran towards

[4:59] Israel and they were knocked out

[5:01] of the sky that was possible

[5:04] because of spacebased infrared a

[5:06] missile warning capability and

[5:08] we also use space for tracking

[5:11] these types of missiles we also

[5:13] use space for nuclear command

[5:14] and control. we use space for

[5:15] imagery

[5:17] we use space for targeting

[5:21] precision guided munitions we

[5:22] use space for everything. what

[5:24] we have witnessed is that China

[5:26] and Russia have noticed how we

[5:28] use space and they've decided to

[5:29] target it so they started

[5:31] launching anti-satellite

[5:33] missiles and coorbital anti

[5:35] satellite satellites so think of

[5:37] a satellite designed to destroy

[5:39] other satellites. These are all

[5:41] capabilities that they started

[5:42] advancing

[5:44] 10 1f years ago even before that

[5:48] since since then the United

[5:49] States has said ok we need to do

[5:51] two things number one we need to

[5:53] proliferate to complicate the

[5:55] targeting solution for the enemy

[5:56] instead of building dozens of

[5:57] multibillion dollar very

[5:59] exquisite satellites we need to

[6:01] build thousands of satellites we

[6:03] need to network them together

[6:04] instead of each of them being

[6:05] worth multiple billions we need

[6:07] each of them to be worth50

[6:09] million now when the adversary

[6:10] launches a500 million dollars

[6:12] missile they hit a50 million

[6:13] dollars satellite. it's one of

[6:15] thousands networked together in

[6:16] low earth orbit

[6:19] and it has no impact on the war.

[6:20] The economies of force are

[6:22] against the adversary and in our

[6:24] favor it doesn't have an impact

[6:24] on the outcome of the

[6:28] terrestrial war fight and and

[6:29] ultimately it it puts us in a

[6:30] position where they're they're

[6:32] targeting solution is

[6:34] complicated and it deters them

[6:34] by denial.

[6:38] now since then they have started

[6:40] doing different things they've

[6:43] they've created things like

[6:45] jamming and spoofing dazzling

[6:47] using laser energy to confuse

[6:48] satellites directed energy to

[6:49] kill satellites so if we're

[6:51] going to have thousands that are

[6:52] less expensive they're going to

[6:53] create less expensive easier

[6:55] ways to kill those satellites so

[6:57] now we're doing something

[6:58] different as the the United

[6:59] States of America were

[7:01] proliferating even further. So

[7:03] now when we proliferate we're

[7:04] saying ok we're going to build

[7:04] thousands tens of thousands

[7:07] dozens of thousands of

[7:09] satellites in low earth orbit

[7:10] we're gonna network them

[7:11] together but we're also going to

[7:13] go to higher energy orbits

[7:15] medium earth orbit geostationary

[7:17] orbit what we call cis lunar

[7:19] space which is where the moon's

[7:21] gravity well and the earth's

[7:23] gravity well both interact on a

[7:24] space vehicle that recreates

[7:27] very unique orbital dynamics

[7:29] that are really beneficial in

[7:30] some ways but challenging if our

[7:31] adversaries are using these

[7:32] capabilities

[7:34] what does that mean? that means

[7:36] we need higher energy satellites

[7:38] and satellites that can sustain

[7:39] maneuver once they are in those

[7:40] orbits

[7:43] all of this is about you know

[7:45] having the right type of

[7:47] workforce it is true we need

[7:49] folks in the stem fields. We

[7:51] need folks that are going to be

[7:51] the scientists and the

[7:53] technologists and the engineers

[7:55] that's absolutely true. it's

[7:57] also true that these satellites

[7:59] have to be built in volumes. We

[8:01] need quality manufacturing folks

[8:03] we don't necessarily need every

[8:05] person to be an engineer we need

[8:07] folks that and we're gonna need

[8:09] these folks in volumes that know

[8:10] how to work with their hands

[8:13] know how to build things this is

[8:15] why one of the reasons we're

[8:17] expanding in Tulsa career

[8:19] techtulsa tech this idea where

[8:22] we can train people on machinery

[8:25] to build hardware you know a

[8:27] lot of kids in high school know

[8:29] that hey maybe we're not going

[8:30] to college but we love to build

[8:30] cars

[8:34] well if you like to build cars

[8:35] we have a job for you you can

[8:38] build satellites too and and

[8:39] and by the but you you have to

[8:41] have some education. you don't

[8:43] have to go to a four year to you

[8:45] know get a four year degree but

[8:47] operating these these machines

[8:49] is complicated in and of itself

[8:50] so we need people that are

[8:51] trained on that and by the way

[8:52] we're going to be bringing in

[8:55] some very sophisticated machines

[8:57] things like friction stir

[8:58] welding which is a capability

[9:00] that was advanced by NASa even

[9:00] when I was there we were

[9:03] advancing friction stir welding

[9:05] for the first time and

[9:06] commercializing it. Well now

[9:08] it's commercialized and it's

[9:09] available to to companies like

[9:11] uantum Space we're going to be

[9:13] taking advantage of friction

[9:15] stir welding we're gonna be

[9:16] 3D printing

[9:19] 3D printing parts with materials

[9:21] that historically have not been

[9:23] used so we're gonna do those

[9:25] types of things and all of this

[9:27] requires a trained workforce if

[9:30] not a a a an engineering type

[9:30] workforce make no mistake we're

[9:31] gonna

[9:34] need engineers but we need

[9:35] folks that know how to build

[9:38] things similar to companies

[9:41] like Nordam and Prior aerospace

[9:43] those types of of skilled

[9:44] workers are the types of workers

[9:46] we're gonna need as well we have

[9:47] no problem getting engineers at

[9:50] this point we have challenges

[9:51] getting you know the the labor

[9:53] that we need to build the

[9:55] hardware that that we're gonna

[9:56] need as a company so that's kind

[9:58] of who we are and and what we're

[9:59] about I'm happy to open it up to

[10:00] questions madam chairir I

[10:01] appreciate

[10:02] that we will stay on time

[10:05] I'm supportive of that by the

[10:07] way we have members that have

[10:17] I have a question you

[10:18] mentioned that you are not

[10:20] having any challenges finding

[10:20] engineers

[10:23] can you walk us through that a

[10:25] little bit what would say is

[10:26] that

[10:30] the number of positions that

[10:31] require engineering talent at

[10:33] this point in Tulsa are not

[10:35] numerous and when we have a

[10:36] position that's open we get

[10:38] lots of applicants

[10:42] now over time that might change

[10:43] we might need a lot more

[10:44] engineers and not have as many

[10:45] applicants but right now we get

[10:47] more applicants than we have

[10:50] positions and I think we're

[10:51] where we're going to have to

[10:55] have some help is on the on the

[10:56] the the the production of the

[10:57] talent that knows how to operate

[10:58] machinery

[11:00] that's that's where we need the

[11:02] help right now. I will tell you

[11:02] I think that there's value

[11:05] for the engineering workforce

[11:06] that we get

[11:09] they know you know they know

[11:11] electrical engineering they know

[11:13] mechanical engineering they know

[11:14] a lot of that that type of stuff

[11:17] what they don't know or

[11:19] understand is space and how

[11:21] space is different than pretty

[11:23] much anything else in space we

[11:26] operate in a vacuum so whatever

[11:27] it is you build has to operate

[11:29] in a vacuum in space it's a high

[11:31] radiation environment which

[11:33] corrupts electronics and it

[11:35] corrupts storage devices so we

[11:37] have to have radiation hardened

[11:39] devices. Once you're outside the

[11:41] Van Allen radiation belt so the

[11:43] the earth has a molten core

[11:44] creates a magnetosphere

[11:44] subatomic charge

[11:47] particles coming from the sun go

[11:49] around the earth but once you're

[11:51] outside that Van Allen radiation

[11:52] belt it becomes really

[11:54] challenging for electronics to

[11:57] work as advertised so

[11:59] understanding orbits and orbital

[12:03] physics the space environment

[12:05] takes time there there really

[12:07] isn't you don't find engineers

[12:10] that come into the game knowing

[12:12] space they know engineering but

[12:13] not space so I think that's a

[12:14] challenge on the engineering

[12:14] front

[12:17] I would also say we're

[12:18] addressing that here in Oklahoma

[12:22] don aerospace is building a

[12:23] space plane that's going to fly

[12:24] out of urn's flat

[12:29] maybe as early as2027 next

[12:30] year and when they fly out of

[12:31] Burn's flat they're going to

[12:33] take that space plane up to

[12:35] microgravity up it's not they're

[12:36] not going to go into orbit but

[12:37] they're going to go straight up

[12:39] and straight down and they're

[12:41] going to provide minutes of

[12:43] microgravity and we're we at

[12:45] quantum space will use that

[12:47] space plane to test our

[12:49] equipment because again our

[12:50] equipment has to work in

[12:50] microgravity

[12:53] so that's a hugely valuable

[12:55] component to us as a company but

[12:56] one thing that we're doing

[12:57] that's extraordinarily unique is

[12:59] we're tying that testing and

[13:01] evaluating capability we're

[13:02] tying it directly to

[13:03] universities here in the state

[13:05] of Oklahoma so we're doing

[13:07] cappstone projects for

[13:08] engineering students to learn

[13:11] how how do pumps work in the

[13:13] microgravity of space because

[13:15] they they're the there's

[13:17] problems there there's

[13:19] cavitation of pumps and and

[13:20] you know creating the the

[13:20] pressure systems

[13:22] and those kinds of things and

[13:23] the microgravity space

[13:26] everything is different so we we

[13:27] we not only have to be able to

[13:28] do that in a modeling and

[13:29] simulation environment we need

[13:31] to test it in the actual

[13:33] spaceflight environment and then

[13:35] match what we did in modeling

[13:37] and Sim to what actually happens

[13:38] and then once you bring those

[13:39] two together you get better

[13:41] modeling and sim and over time

[13:42] you can get create different

[13:45] capabilities so having access to

[13:47] microgravity which is going to

[13:49] be unique to the state of

[13:50] Oklahoma because of Don

[13:50] aerospace

[13:53] coming to the the space port at

[13:55] urns flat urns flat which I

[13:57] think is called infinity one now

[13:59] or something that's gonna be

[14:01] valuable and tying that to

[14:03] students I know we're working

[14:05] with some students at Oklahoma

[14:07] Baptist University but

[14:08] there's other universities we

[14:08] want to get them all involved

[14:19] your timeline of coming here

[14:21] what what is it looking like as

[14:22] far as moving from the

[14:24] announcement to where you're

[14:25] actually producing and going

[14:28] forward yeah so we are right

[14:31] now opening a manufacturing

[14:33] facility in Tulsa it's it's

[14:34] already open as a matter of fact

[14:36] so we've got some machines in

[14:37] there we can build parts what we

[14:39] would like to see is full scale

[14:41] production in volume at Tulsa

[14:43] International we're looking at a

[14:44] number of different sites for

[14:44] that

[14:44] and and

[14:47] we're working through that but I

[14:49] would say probably in the 3 to 5

[14:51] year horizon we we want to be

[14:53] able to produce you know 10

[14:55] satellites a year and that would

[14:57] be you know low rate initial

[14:59] production but eventually

[14:59] we're gonna need to be able to

[15:01] produce in the hundreds per year

[15:03] space is not becoming less

[15:05] contested it's becoming more

[15:07] contested and we need to be able

[15:09] to to build the satellites that

[15:10] the spacece force is is going to

[15:10] need

[15:11] does that answer your

[15:12] question

[15:18] Yes, presentative Mcain

[15:20] thank you madam Chair

[15:23] so if in this 3 to5 years if

[15:25] you're making 110 satellites per

[15:27] year. what does that look like

[15:31] as far as the jobs to make

[15:31] those and know you said

[15:32] everybody can't be an engineer

[15:33] you need the people to build it

[15:34] so what would the staffing for

[15:36] that look like we're looking at

[15:39] 150 to200 people initially

[15:43] just to get to that rate but

[15:44] then when we go beyond that it's

[15:44] it's gonna be

[15:47] probably a lot more robotics and

[15:50] a lot more higher end positions

[15:53] which ultimately is the goal

[15:53] to get the volumes necessary.

[15:59] and what's the like lowest range

[16:01] of pay to highest that you kind

[16:03] of see throughout all of of the

[16:04] lines that you have

[16:06] Rick do you want to address that

[16:07] lowest range of pay to highest

[16:13] so Rick Rick is the general

[16:15] manager of the Tulsa plant and

[16:16] he's gonna be you know building

[16:17] the workforce there

[16:18] so Rick Rick is the general

[16:19] manager of the Tulsa plant and

[16:19] he's gonna be you know building

[16:20] the workforce there

[16:21] so we're we're we want the

[16:23] brightest and the best so

[16:25] we're gonna be in the you know

[16:27] bottom would be probably25 for

[16:30] entry level that that is the

[16:32] brightest and the best so and

[16:35] then that would go on up to4560

[16:37] somewhere in there for some

[16:39] of that's very very seasoned and

[16:40] and you're talking about dollars

[16:40] per hour

[16:43] sorry yeah yeah and then of

[16:44] course engineering's a whole

[16:44] different

[16:46] different gig but I'm I'm

[16:47] assuming you're talking about

[16:49] hourly workforce yeah I mean all

[16:51] of it just kind of wanted you

[16:53] know on the lowest scale what

[16:53] are our folks going to make to

[16:55] the you know higher and salared

[16:57] people so the higher ends your

[16:59] your engineers some of

[17:01] your engineers would be 150 180s

[17:03] something like that on the

[17:04] high on the high end of that

[17:07] as well is that does that help

[17:11] you do you feel like right now

[17:13] you I heard what you said about

[17:14] applicants for the engineering

[17:15] positions but for these other

[17:16] positions do you feel like it

[17:19] would be the same do you do we

[17:21] have the local workforce right

[17:24] now where it's going to be

[17:25] competitive or are you going to

[17:27] really be scrambling to try to

[17:29] fill a need to bring people from

[17:31] out of state. I think

[17:34] I think we've got the we've got

[17:35] the people I've been working

[17:39] with mattluttrell atulsaac and

[17:41] Chris Groden and we feel

[17:43] that the our ramp up is going to

[17:45] be slow enough that they can

[17:47] fill the pipeline with with

[17:49] the workers they need right now

[17:50] and that's my hope is that we

[17:53] can grow them internally. I I

[17:54] grew up in Oklahoma so I'm I

[17:56] wanna I wanna build a build the

[17:57] state and a good workforce we've

[18:00] got some good solid hardworking

[18:01] people in Oklahoma and and

[18:02] you know I just

[18:04] I've run manufacturing in

[18:06] Oklahoma for 20 years and

[18:07] there's some great great workers

[18:08] here we just need to encourage

[18:09] them

[18:15] OK saying no more questions then

[18:17] turn it back over to

[18:17] Representative Norwood. thank

[18:18] you very much

[18:21] do you have another question? No

[18:22] OK.

[18:25] thank you very much

[18:26] Jim

[18:29] Bryenstein from Quantum Space

[18:30] appreciate you taking the time

[18:33] today and now I'd like to

[18:35] introduce Joel Daughtry from

[18:36] Nordda

[18:39] I got to tour their facility

[18:41] with Bailey Siegfried who's

[18:43] one of the owners there and I do

[18:44] have to say this I've had

[18:45] different students go to work at

[18:47] different locations and one of

[18:49] the marks on all your walls

[18:51] there is about family about this

[18:52] being family and when I was

[18:53] talking to one of the students

[18:55] who went in with an AMP license.

[18:56] he said

[18:58] one of the things about Bailey

[18:59] is that he tries to remember

[19:01] everybody's names as he's going

[19:02] through the plant and as he's

[19:03] working through and that that

[19:05] just kind of reinforced what it

[19:07] says all over your inside of

[19:08] your building about being family

[19:09] but thank you for being here

[19:11] today. thank you very much. good

[19:13] morning madam chairir. thank you

[19:15] Representative Norwood thank you

[19:16] ladies and gentlemen good

[19:17] morning. My name is Joel Doherty

[19:18] and I'm the vice president of

[19:19] humanmanours and environmental

[19:21] health and safety forOrA

[19:23] aerospace probably located in

[19:25] Tulsa, Oklahoma family owned for

[19:26] fift7 years, Bailey Siegfried

[19:28] sent his regrets he could not be

[19:30] here he is actually my boss and

[19:32] so he wanted to be here today

[19:34] but sharing this information

[19:36] very excited about this topic.

[19:37] So I'm going to read some

[19:38] comments that Bailey had and

[19:39] they'll be happy to take

[19:41] questions as well so nordde is

[19:43] investing intentionally in

[19:44] apprenticeships and workforce

[19:45] development partnerships to

[19:47] build a stronger job ready

[19:49] pipeline of Oklahoma aerospace

[19:51] talent. what we do is we engage

[19:53] early with high school students

[19:55] career tech programs we have

[19:55] technical trainers that actually

[19:58] work on the floor at NordA

[19:59] combined my six technical

[20:01] trainers probably have over200

[20:03] years of actual shop floor

[20:04] experience so Mr Brienstein

[20:05] you're talking about how do we

[20:07] transfer that knowledge from

[20:09] those folks there and we also

[20:10] work with postsecondary

[20:11] institutions to ensure that

[20:13] students gain the hands on

[20:15] skills the soft skill readiness

[20:17] which includes the teamwork,

[20:19] the interaction with others

[20:21] those things that I think

[20:22] myself I take for granted but

[20:23] that is something that we're

[20:24] doing more with the students

[20:25] that we are working with and

[20:26] exposure to

[20:29] necessary things to succeed in

[20:31] the modern aerospace career. So

[20:32] by collaborating directly with

[20:34] educators adapting curricula and

[20:36] offering real work experiences

[20:39] beyond just job shadowing we

[20:40] tend we intend to build a

[20:41] stronger workforce at the same

[20:43] time there's a lot of industry

[20:44] pressures we've got a lot of

[20:46] retiring technicians so I've

[20:47] had the privilege to be at NoA

[20:49] for22 years and a lot of the

[20:51] folks that I served as the Hr

[20:52] person are coming to saying

[20:53] Joel, I think I'm ready to

[20:55] retire while I'm happy for them

[20:56] it makes me nervous because

[20:56] these

[20:58] folks have forgotten more about

[21:00] things than our new technicians

[21:03] could possibly learn. So we also

[21:04] see that there is an increased

[21:06] demand for specialized skills

[21:07] the tightening labor competition

[21:09] and our workforce development

[21:11] model is based on practical

[21:13] immersion meaningful mentorship

[21:15] and early professional

[21:17] expectations. So I want to

[21:17] comment on a couple of those

[21:19] here. So practical immersion so

[21:20] we are actually we're doing

[21:22] something intulsa right now

[21:23] with with the junior

[21:25] achievementgan organization and

[21:25] my boss Bailey Siegfried likes

[21:26] to say

[21:28] kids can't be what they can't

[21:29] see so we have designed this

[21:31] whole thing for what's called

[21:33] junior achievement in this town

[21:34] where younger kids were talking

[21:35] elementary school kids get to

[21:37] see how you put composites

[21:39] together, how you bond we

[21:40] talk about how you buck rivets

[21:43] how you create aerospace parts

[21:44] so at NoA we manufacture

[21:46] assemble and repair aerospace

[21:47] parts which does include we're

[21:49] very proud to say we do things

[21:50] for space as well we actually

[21:51] create some of the harnesses and

[21:53] that's something we added to our

[21:55] repertoire a couple of years

[21:56] ago. so

[21:58] that's something that we do we

[21:59] want to immerse them into what

[22:01] they do the other thing we do is

[22:03] we do I talked about those

[22:05] that soft skill readiness. Now I

[22:06] think everyone in this room

[22:07] knows what soft skills means and

[22:09] that is but what we're finding

[22:11] is and it's no disrespect but

[22:12] we're finding that the the

[22:13] newer workforce is having

[22:16] trouble getting to work on time

[22:17] anyone experienced that

[22:19] before or they're like like wait

[22:21] I have to stay until what now

[22:22] and so just trying to work

[22:23] through all of that so something

[22:25] we do so we do a lot of

[22:25] interpersonal skills as well

[22:28] I think it was stayed well by

[22:29] the gentleman over here that

[22:33] we have a great just a great a

[22:34] great future workforce in

[22:35] Oklahoma but they need that

[22:36] mentoring and what what you

[22:37] might assume that they know they

[22:39] don't and from those when you

[22:40] find those being able to develop

[22:41] those skills so that

[22:43] interpersonal skills is really

[22:44] important to us as well. And

[22:45] then we also go from we have

[22:47] classroom type training as well

[22:49] as hands on training so I

[22:51] mentioned that NordA I have6

[22:52] technical trainers that are all

[22:53] former shop floor production

[22:55] workers and they run classes

[22:56] they start in the classroom

[22:57] and then they actually go out

[22:59] and they work with the actual

[23:01] equipment they're mentored we

[23:02] have what's called a co pilot

[23:04] program and we call it

[23:05] it's a stakeholders is what we

[23:07] call our employees because our

[23:09] founderRa Siegfried felt that

[23:10] everyone had a stake in the

[23:11] company so we call it sore to

[23:13] fit with aerospace stakeholder

[23:15] onboarding and retention is what

[23:17] we work on so they start in the

[23:19] classroom and then they go and

[23:20] they and they get all of this

[23:21] experience with a co pilot or a

[23:23] or like a battle buddy next

[23:24] to them that's teaching them how

[23:25] to build the parts that we need

[23:26] to do so how are we

[23:29] doing this inokklahoma here we

[23:31] are developing those pipelines

[23:32] we do partner with Choo

[23:33] aerospace and we actually have

[23:34] also we've done our first

[23:35] adjustment I'm very excited

[23:37] about this I got my operations

[23:39] leaders to consider a different

[23:40] work schedule outside of our

[23:42] normal to adjust for we had4

[23:44] high school students this summer

[23:45] that and two of them have

[23:47] converted to full time and one

[23:49] of them is still going to school

[23:50] but I had to say you got to let

[23:51] them go to school so you got to

[23:52] let them come at a different

[23:53] time than0500 in the morning

[23:55] when most of my other shop floor

[23:56] folks get there we have a very

[23:57] good partnership with

[23:59] Tulsachnology as well very proud

[24:01] to be a part of that always have

[24:02] been at Nordam75% of our

[24:04] workforce is the production and

[24:05] maintenance folks asm

[24:07] Briidenstein said that is the

[24:09] hardest skill to fill right now.

[24:10] I'm more worried about that than

[24:11] I am a salaried professional

[24:13] such as myself who has a degree.

[24:15] We need both but the

[24:16] production workforce that needs

[24:18] those skills CNC machines

[24:20] bonding bucking rivets all

[24:20] those things are part of that

[24:24] and so what we also see which I

[24:25] think all of you I think it was

[24:27] mentioned already the demand for

[24:28] skilled talent is growing

[24:29] shorter we've got a lot of

[24:30] retirements happening and

[24:31] therefore we've got to figure

[24:33] out a way to do that so growing

[24:34] our own through tulsa tech and

[24:36] actually in nordam itself

[24:37] where we'll bring on folks we

[24:39] have a great partnership with a

[24:40] temporary agency. I'll be doing

[24:41] that tomorrow morning every

[24:43] other week I speak with them and

[24:44] I give them I ask them how many

[24:45] of you here want to put in a

[24:47] fair day's wage for a hard day's

[24:49] work and support your family.

[24:49] usuallysually everybody raises

[24:50] their hands and what I love to

[24:51] hear is the backgrounds that

[24:53] they come from and they'll say

[24:55] well I just worked at Walmart or

[24:57] I just worked at Panda express

[24:58] and I say well that's great

[24:59] because you know how to hustle

[25:00] you know how to multitask. I

[25:01] started when I was 16, I waited

[25:03] tables for eight years before I

[25:04] moved into my professional

[25:05] career. Man did I learn a whole

[25:07] lot of different things. I also

[25:08] learned the customers not always

[25:09] right but they're still the

[25:10] customer

[25:10] so

[25:13] with that being said there is

[25:15] a lot to be said about training

[25:16] and mentoring and really that's

[25:18] where Noram focuses is helping

[25:19] with all of those different

[25:20] skills so I'm going to pause

[25:20] there and I'm happy to take any

[25:21] questions

[25:25] to have members with questions

[25:30] Anyone? do we have anyone

[25:31] online? Questions OK.

[25:36] the question for you how many

[25:37] employees do you have currently?

[25:39] So currently in the United

[25:41] States we have 1500 employees

[25:42] and then I haven't me out of the

[25:43] 300 that are spread around the

[25:45] world we have two other brick

[25:47] and mortar facilities one in

[25:49] Chihuahua, Mexico and one in

[25:50] Cardiff Wales. OK, thank you

[25:55] Representative Norwood I'm gonna

[25:56] turn it back over to you

[25:58] thank you very much for being

[25:59] here with us today.

[26:03] next from Boeing Bailey Perkins

[26:04] wright

[26:06] be presenting I want to say

[26:09] thank you to Todd Pawley who

[26:10] helped us with the conversation

[26:13] and getting us together with

[26:14] this thank you for being here

[26:16] with us today to present good to

[26:18] talk with you online just a

[26:19] couple of days ago. please tell

[26:22] us what uhpiritboeing did I say

[26:25] that correctly is doing there

[26:26] in thetulsa area. thank you for

[26:27] being with us today. We

[26:29] appreciate you thank you so much

[26:31] my name is Bailey

[26:33] Perkinswright. I'm the senior

[26:34] community investor

[26:37] forboeing's state advocacy and

[26:39] global engagement division. I am

[26:41] one half of the team that serves

[26:43] in Oklahoma in that division

[26:45] sopresentative Norwood, thank

[26:46] you first of all for the

[26:47] invitation for us to participate

[26:49] in this interim study. and

[26:51] the other half is Toddolley so I

[26:53] have the hard task of of filling

[26:55] in for him so if there is

[26:57] anything that I don't know when

[26:59] you ask questions I'll be

[26:59] sure to make sure I write them

[27:01] down and and get back to you all

[27:03] with any answers but he sends

[27:04] his his regard

[27:07] s I'm happy to be here on his

[27:10] behalf. we have a few slides

[27:13] that will just help us guide

[27:13] conversation. we're working on

[27:15] refreshing some of this data and

[27:17] so that's why these slides are

[27:18] not here to you but to give us

[27:19] some places for us to have

[27:22] conversation from and so

[27:25] we'll go to the next slide. Oh I

[27:26] have a clicker perfect there we

[27:28] go I can use my own I can do it

[27:31] myself great we're excited to

[27:32] to have conversation with you

[27:33] today about workforce and

[27:34] apprenticeships or what that

[27:38] means for boeing but also

[27:39] want to start with just giving

[27:41] some overview and context

[27:44] about the work that we do

[27:46] across the world as well as what

[27:47] we do

[27:49] here in in Oklahoma

[27:55] so we like to say from the

[27:57] seabed to space boeing

[28:00] connects protects and explores

[28:00] the world and beyond

[28:07] we are headquartered in 3

[28:09] mean'm sorry we have 3

[28:11] businesses that helped to

[28:13] support that mission

[28:16] versusboeing commercial

[28:18] airplanes umm headquartered in

[28:21] the Puget Sound area. we have

[28:23] our boeing defensepa and

[28:27] security business focused on

[28:30] providing support to our war

[28:30] fighters and our national

[28:31] security

[28:35] and and also our

[28:37] boeinglobalervices division that

[28:39] provides aftermarket support for

[28:41] maintenance and upgrades on on

[28:42] aircraft

[28:47] we are proud to have

[28:51] employees all over the world

[28:55] with more than 11,000 suppliers

[28:56] and partners globally

[28:59] and yeah we'll move forward on

[29:00] this slide.

[29:04] So I'm sure you all are aware of

[29:09] the data about aerospace in

[29:11] Oklahoma boeing is proud to be

[29:12] the largest

[29:15] defense contractor here in the

[29:19] state in Oklahoma's second

[29:21] largest industry we know that

[29:23] aviation and aerospace has

[29:25] that44 billion dollars impact

[29:31] more than200,00,00 jobs

[29:33] across the state and about 15%

[29:35] of the employee base and

[29:37] we're proud to be located

[29:38] just right on the other side of

[29:39] the fence line of Tinker Air

[29:41] Force Base that has that7.5

[29:42] billion dollars economic impact

[29:42] for the

[29:45] state as our largest

[29:45] aerospace employer.

[29:46] and defense employer

[29:52] So when we look at umboeing's

[29:55] presence in Oklahoma City

[29:57] this data again we are

[29:59] refreshing it so this is just

[30:01] here to have conversation we

[30:03] have about 3500 employees right

[30:05] behind Tinker Air Force Base

[30:07] andres representative Norwood

[30:10] mentioned umboeing Tulsa as

[30:13] of this year we have brought

[30:15] spirit aeroystems back into the

[30:17] boeing family and so we now have

[30:18] an additional about 1,5

[30:21] 0 employees making that total

[30:23] about4,700 boeing teammates that

[30:26] we have in the state of Oklahoma

[30:28] are proud that our spend is more

[30:31] than630 million dollars in

[30:33] Oklahoma and we have nearly 100

[30:36] suppliers here in the state as

[30:39] well. we have facilities

[30:41] right behind Tinker that's some

[30:43] of the data of of the size of

[30:45] our campus and the other pieces

[30:47] we value hiring veterans

[30:51] about 1/4 of our teammates in

[30:53] Boeing Oklahoma City are

[30:54] veterans and we want to continue

[30:54] growing that number

[30:56] to have that talent

[31:00] and that's a little bit of

[31:00] history

[31:03] so when you look at the history

[31:04] of of tiker

[31:08] that ties into the history

[31:10] of of boeing's presence in in

[31:13] Oklahoma City so in the fiftiess

[31:17] we were established here

[31:17] and over those years our

[31:20] capabilities have continued to

[31:23] grow we had even just

[31:27] maybe 1f to20 years ago right

[31:30] about two a few 100 employees

[31:33] in the Oklahoma City area and

[31:34] over the past decade

[31:37] those capabilities continue

[31:39] to grow and we're able to hire

[31:41] more folks to come work with us

[31:43] to now build that 3500 person

[31:47] workforce we have space in

[31:51] convergence tower now as of this

[31:52] past year where we have some of

[31:54] our digital capabilities efforts

[31:54] happening

[32:00] So what do we do specifically in

[32:00] Oklahoma City?

[32:03] I mentioned that we have 3

[32:06] businesses two of those three

[32:07] businesses are focused here in

[32:09] the Oklahoma cityity area that

[32:11] defence space and security in

[32:13] our global services work so

[32:15] this slide shows you the

[32:17] different programs and

[32:18] capabilities that that we hope

[32:19] to support proudly in

[32:21] inokklahoma City. So one thing I

[32:23] love to brag about is when we

[32:24] talk about those blue bottom

[32:27] planes for executive transport

[32:29] so Air Force One and others

[32:30] and the fleet of aircraft for

[32:33] executives in our allied

[32:34] countries around the world our

[32:35] teammates in Oklahoma City do

[32:37] the engineering for that. we

[32:39] have a division

[32:41] calledmobility surveillance and

[32:43] Bomers that is

[32:46] we like to say headquartered but

[32:47] they're a strong presence here

[32:49] in Oklahoma City so executive

[32:51] transport falls up under that

[32:54] bombers modifications fall

[32:57] under that and our AEW and C

[33:01] so those Awax and E3 E7

[33:03] aircraft are those things that

[33:05] we help engineer here in

[33:07] Oklahoma City and then you'll

[33:09] see we have about 1000 employees

[33:11] focused on ouroweinglobalervices

[33:13] division for the the aftermarket

[33:14] supports

[33:19] for Kc46 Kc135 and all of

[33:19] that different aircraft listed

[33:22] there. one important piece

[33:23] why I think this slide is

[33:25] important for us to talk about

[33:28] boeing Oklahoma City is

[33:31] mainly an engineering firm we

[33:31] consider this site an

[33:33] engineering center of excellence

[33:37] because over77% of the teammates

[33:38] that work for us in Oklahoma

[33:40] City are engineers and so what

[33:41] we're talking about workforce

[33:43] and apprenticeships we have

[33:43] to be

[33:47] creative in that because we

[33:48] don't have a manufacturing

[33:49] facility in Oklahoma City right

[33:51] we're not producing aircraft in

[33:53] the way that our teammates and

[33:57] Puget Sound or in South Carolina

[33:59] are doing right and so when it

[34:01] comes to building that skill set

[34:03] finding those creative

[34:05] pathways to build the workforce

[34:07] that we need especially locally

[34:09] we have a few ways that we've

[34:11] been investing in that from the

[34:13] charitable side but also within

[34:14] umboeing Oklahoma

[34:15] City that I'll get to here in

[34:16] a moment.

[34:19] so this just goes through a list

[34:20] of different capabilities that

[34:22] we have in our expertise and

[34:23] wheelhouse here inboeing

[34:24] Oklahoma City.

[34:28] and then

[34:33] this slide what I love is

[34:35] we like to tell especially

[34:38] students who come to our campus

[34:40] and visit that you don't have to

[34:41] leave Oklahoma to be able to

[34:43] make a difference around the

[34:45] world and so this slidee just

[34:48] gives you an idea of what the

[34:50] products that we help support

[34:52] with our engineering work. these

[34:53] are the the countries around the

[34:55] world that boeing employees get

[34:56] to help make a difference for

[35:03] all right so my lane of

[35:04] boeing's work is on that

[35:06] charitable side and so this

[35:09] gives you just some insights for

[35:11] our current grant season which

[35:13] we're at the tail end of we

[35:15] have our charitable focuses in

[35:17] three core areas our futures our

[35:19] heroes and our homes so our

[35:21] future is very much for focused

[35:25] on how do we build that stem

[35:26] pipeline for the workforce

[35:29] talents needed for the things

[35:30] that administrative reidens

[35:32] te in was talking about for the

[35:33] manufacturing side but on the

[35:34] engineering side because we do

[35:37] need that local STEM talent

[35:39] here in Oklahoma. We know that

[35:41] when we can hire folks in

[35:42] Oklahoma they're more likely to

[35:42] stay

[35:45] and we want those quality jobs

[35:48] here for for those who grow

[35:50] up here in Oklahoma and so we

[35:53] have our strategy is focused on

[35:54] from early childhood all the way

[35:59] up through K-1w2 workforce

[36:01] capabilities from the adult

[36:04] workforce as well as higher

[36:05] education we used to have two

[36:07] separate buckets of higher

[36:08] education over here and the

[36:10] workforce over there but we've

[36:12] really working to streamline

[36:12] to ensure that we can

[36:15] have that continuum to build

[36:19] that pipeline needed our heroes

[36:21] focused on veterans and their

[36:23] families especially those

[36:24] rehabilitation recovery supports

[36:25] for veterans but also workforce

[36:27] transition so that's something

[36:29] that we want to grow in those

[36:31] charitable supports and then

[36:34] our homes that current focus

[36:35] right now is has been recidivism

[36:36] prevention

[36:39] because we know that there

[36:41] are barriers to entry in the

[36:43] workforce when folks have

[36:47] in those engagements with the

[36:49] criminal justice system. so what

[36:51] are those ways that we can help

[36:53] support to alleviate those

[36:54] touch points and grow

[36:55] opportunities for more

[36:57] Oklahomans to be able to have

[36:59] quality jobs and care for their

[37:01] families and all of that and

[37:03] then we have a fund that our

[37:05] employees completely run

[37:07] themselves they deduct monies

[37:09] from their payroll and then they

[37:11] give dollars to health and human

[37:13] services related causes and

[37:15] these are the ones that were

[37:16] selected for2025. they're in the

[37:19] process of reading

[37:20] applications and selecting

[37:20] their2026 grantees.

[37:23] right

[37:27] so the conversation at hand. so

[37:31] I mentioned earlier about us

[37:33] being a engineering center of

[37:35] excellence in in Oklahoma City

[37:39] and so want to talk about

[37:41] first our enterpriseide

[37:43] technical apprenticeship

[37:46] program because we do all kinds

[37:49] of work all over the world and

[37:51] we need talent of all types to

[37:52] be able to help us achieve

[37:55] the mission right? I'll talk

[37:57] about some of the things that

[37:59] we're doing locally and then

[37:59] some of our charitable

[38:01] investments that have been

[38:03] really important that we

[38:03] consider part of our workforce

[38:04] strategy

[38:09] so we have a technical

[38:11] apprenticeship program that

[38:13] helps us evolve for the changing

[38:15] future of work it's an

[38:17] accredited development program

[38:19] to help folks gain those

[38:21] technical skills for emerging

[38:24] and indeman roles

[38:26] participants will gain work in a

[38:27] paid technical apprenticeship

[38:29] program. they gained job ready

[38:31] skills to become viable

[38:33] candidates for full time roles

[38:34] in aerospace and they get those

[38:36] foundational hands on training

[38:38] and the on the job development

[38:39] experiences that result in

[38:41] digital credentials and

[38:43] milestone career achievements. I

[38:44] know one thing that was

[38:45] announced in the company

[38:46] recently that there was

[38:49] expansion with this program and

[38:51] with Boeing South Carolina

[38:53] where MOU was signed by one of

[38:55] our leaders and so especially in

[38:57] those areas where we have that

[38:58] manufacturing presence this has

[39:00] been a really important program

[39:02] for us to grow talent

[39:03] pipelines to

[39:07] help us achieve our work

[39:07] but I mentioned

[39:11] for for what we do locally

[39:13] actually let me let me go back

[39:15] we have an internship program as

[39:18] well that Boeing Enterprise

[39:20] operates and what I love about

[39:22] that internship program is that

[39:25] if we hire students to come

[39:27] work with us college students

[39:30] boeing not only pays them a

[39:32] salary but if they

[39:35] are in that official program

[39:37] they can start achieving

[39:37] benefits right so they can

[39:42] start getting their401k matched

[39:45] boeing will help pay for their

[39:49] education if they wanted to

[39:49] continue their

[39:51] bachelor's degree in

[39:53] attainment. they wanted to get a

[39:55] master's degree, a PhD whatever

[39:57] as long as it is involved in a

[39:59] hard stem field boeing

[40:01] completely pays all the costs

[40:03] for their schooling one of the

[40:03] greatest examples I like to

[40:07] think about is our senior

[40:08] director of engineering for

[40:08] mobility

[40:09] s ur ve i ll ance of bombers

[40:11] here in boeing Oklahoma City

[40:13] Jeff Anderson he started as an

[40:14] intern

[40:17] he likes to say he's part of

[40:19] both team OsU and OU because he

[40:21] started his studies at OSU he

[40:23] transferred to OU so that he can

[40:25] continue his internship journey

[40:27] with Boeing and the company paid

[40:31] for his education paid for

[40:33] his master's degree he's in the

[40:35] process of his PhD that the

[40:37] company's paying for but he's a

[40:38] local person that's been able to

[40:38] elevate

[40:41] in such a high executive role

[40:43] from Oklahoma right and those

[40:45] opportunities came because of of

[40:47] our internship program and

[40:48] there's so many examples of

[40:50] local students that from OU and

[40:52] other places that get that

[40:55] opportunity to have paid hands

[40:57] on work and then transferred to

[40:58] come work with us to gain those

[40:59] engineering skills

[41:03] for those opportunities when

[41:05] we can't hire as many people

[41:07] through that enterprise

[41:08] internship program because again

[41:13] it's it's a nationwide worldwide

[41:15] type of program are Oklahoma

[41:18] City site has a student

[41:19] development internship programme

[41:21] that focuses on both high school

[41:25] students more of that senior

[41:28] level as well as college

[41:29] students to get additional

[41:30] supports or we're able

[41:33] to hire them on as contractors

[41:35] in an engineering technician

[41:38] role. so let's say we want to

[41:40] see a different pathways to be

[41:43] able to gain the skills needed

[41:45] to be job ready for the

[41:47] engineering work that we have

[41:49] and the capabilities here and

[41:52] so the high school students will

[41:56] make somewhere between 17 to20

[41:58] dollars an hour they're able to

[41:59] get real experience with engine

[42:04] ers we have an example of

[42:07] a now teammate who went through

[42:08] the program. I believe the

[42:09] student was a student at the

[42:12] Oklahoma school for Science and

[42:15] mathematics they were able to

[42:17] do essentially5 summers

[42:19] withboeing so that student was

[42:23] getting paid to learn gaining

[42:25] the experience needed eventually

[42:28] was able to be able to move into

[42:28] a

[42:33] a contract role but like a full

[42:37] role within the company and

[42:39] was able to start as a level2

[42:41] engineer even before you know

[42:42] completing a a college degree

[42:45] and so

[42:48] we want to have more examples of

[42:50] that one of our charitable

[42:51] investments is Oklahoma Aviation

[42:53] academy and I'll talk about why

[42:54] that's important to our

[42:55] workforce strategy here in a

[42:57] second but I'm proud that now

[42:59] that they have their first

[43:01] graduating class we've had two

[43:03] Oklahoma aviation academy

[43:06] students participate in that

[43:07] internship program that I

[43:09] mentioned. so those are high

[43:10] school students that are earning

[43:13] dollars but also getting the

[43:15] professional skills and and

[43:16] those entry level technical

[43:18] skills to one keep their

[43:20] interest in engineering and

[43:21] hopefully support them as they

[43:22] go into

[43:27] college in their pathways into

[43:28] engineering.

[43:31] so want to move into our local

[43:32] charitable investment so

[43:35] we have supported the Oklahoma

[43:39] aviation academy since its

[43:39] inception

[43:42] it's a public school embedded

[43:45] aviation academy that's focused

[43:47] on many different tracks. What I

[43:48] love about the design of

[43:49] Oklahoma aviation academy is

[43:51] that the students don't have to

[43:53] first of all they're able to

[43:55] pull students from any of the

[43:57] schools in norman public schools

[43:58] the students are able to be

[44:01] bu s s ed into right now they're

[44:04] portables until they move into

[44:05] the new space that the

[44:08] taxpayers of Norman have

[44:09] invested in that should be

[44:12] completed in the coming months

[44:14] but they're able to come on

[44:17] site, get specialized training

[44:19] and learning opportunities

[44:20] and then go back to their school

[44:22] right? So keep students from

[44:24] saying oh like I got to be away

[44:25] from my friends or I can't

[44:27] participate and cheer or

[44:27] anything of that nature it gives

[44:28] them the opportunity

[44:31] to get some specialized learning

[44:32] and

[44:36] still be able to be engaged in

[44:37] their schools there I believe

[44:39] there are more than400 students

[44:41] now between 9th grade and 1w2th

[44:43] grade who are now in this

[44:45] program and they're able to pick

[44:46] different tracks from

[44:49] engineering drones they have

[44:53] they're the only school in the

[44:54] nation building two tango

[44:59] flight aircraft simultaneously

[45:01] and they're learning those

[45:03] skills of

[45:06] the importance of accuracy

[45:08] how to do quality work and doing

[45:10] the checks and working as a team

[45:13] when those two aircraft have

[45:16] been deemed flight worthy and

[45:17] ready the students who have

[45:20] their pilot's licenses will have

[45:22] the ability to go and

[45:24] fly the aircraft

[45:28] so it's it's something really

[45:29] special that the students are

[45:31] getting those experiences and so

[45:32] we have the investment in that

[45:33] program and our hope is that

[45:36] we'll start to see students

[45:38] choose I believe there's about

[45:40] maybe50 students at this time

[45:41] that are focused on the

[45:43] engineering track and so our

[45:45] hope is that the students will

[45:47] find their pathway in aerospace

[45:50] and be able to have the supports

[45:51] to be able to navigate a program

[45:53] like the studentvelopment

[45:54] internship programme or to

[45:54] choose

[45:59] to go to a local college

[46:01] university to pursue engineering

[46:02] and other things because they

[46:04] have the exposure and the tools

[46:06] that they need to be able to to

[46:06] complete that

[46:10] our other investment most

[46:14] recentlyboeing made an $825,000

[46:16] investment into more Norman

[46:18] Technology Center to ensure

[46:20] that we can expand

[46:26] the ways that are talent

[46:28] pipeline is being trained. I

[46:30] mentioned that we do not have a

[46:32] manufacturing facility in

[46:34] Oklahoma City so a lot of our

[46:34] teammates have the

[46:38] knowledge for like catrons

[46:39] different things but they don't

[46:41] have that ability to touch the

[46:42] product in the same way

[46:45] our teammates in in other parts

[46:48] of the country do and so we were

[46:50] able to start in phase one to

[46:53] invest to replicate our advert

[46:55] advanced visualization and

[46:58] immersive development lab called

[47:00] avilab that has different

[47:01] digital capabilities

[47:02] that

[47:04] pairwe with being able to

[47:11] Sorry my mommy brain is sitting

[47:15] had a baby seven months ago

[47:19] that help students be able to do

[47:21] scanning technologies

[47:23] prototyping other things that

[47:26] help us build that accuracy when

[47:30] we are working for modifying

[47:32] aircraft and and doing those

[47:34] supports that help save time and

[47:37] money have that accuracy

[47:40] safety etc. and so we want

[47:41] more professionals and student

[47:45] s to have exposure to those

[47:47] technologies and so more norman

[47:50] Technology Center in their avit

[47:51] lab will have much of the

[47:55] equipment that we use to be able

[47:56] to for example do

[47:59] modeling and scaling and

[48:01] prototyping in that capacity

[48:05] the second phase of that is

[48:07] an aircraft to be able to

[48:09] then do some hands on learning

[48:11] and build that credentialing

[48:13] for our talent for our

[48:17] students but also for the

[48:18] current workforce to grow

[48:21] I think that is everything

[48:24] that I had for what we're

[48:25] invested in what we're doing

[48:28] locally and investments and

[48:30] apprenticeships so I will stop

[48:31] there and take any questions. Do

[48:32] I have members with questions?

[48:41] I do I do have one question

[48:45] thank you madam chairwoman

[48:46] your entry point of that is at

[48:47] eighth grade

[48:49] for entering into that is that

[48:51] where the application process

[48:52] they come out of STEM in the

[48:53] eighth grade and they move into

[48:56] 9th through seniors on some of

[48:59] this for the aviation yes

[49:01] and one thing I will add as well

[49:02] with the investment that we have

[49:04] in more norman Technology Center

[49:07] it covers both students and

[49:10] more and and norman as well so

[49:12] not just Okoma aviation academy

[49:13] students will have access to

[49:14] that

[49:16] they recruit in middle school

[49:20] and they even go as further back

[49:21] as elementary school with some

[49:23] of the stem nights and part of

[49:25] the goal with the

[49:27] technologies that we'll have at

[49:29] more norman Technology Center is

[49:31] to have some of those early

[49:32] exposures to do tours with

[49:33] students to get them excited so

[49:36] that way they'll be inspired to

[49:39] enroll when they enter

[49:41] theirinth grade year but yes 9th

[49:43] grade is that entry point for

[49:45] Oklahoma aviation academy and

[49:46] then they do start recruiting

[49:49] elementary school but especially

[49:50] hard in middle school.

[49:53] I do have one more question

[49:55] asking if you're going to look

[49:56] at doing that into the tulsa

[49:59] Owaso broken arrow area is

[50:01] that something you're looking to

[50:03] advance as well because I I

[50:03] understand on this side of the

[50:04] state there's some things that

[50:05] are happening I'd like to see

[50:07] happen on our side of the state

[50:08] one of the most exciting things

[50:09] is we are seeing the expansion

[50:13] of more programs that model

[50:14] what docomme aviation academy is

[50:16] doing and and we need more of

[50:18] them one thing I love right

[50:21] now is that they have a

[50:22] partnership with

[50:25] a virtual opportunity where

[50:27] students anywhere around the

[50:29] state of Oklahoma can engage in

[50:31] the curriculum and the

[50:33] different things that they're

[50:35] doing with Oklahoma aviation

[50:36] academy and so especially now

[50:38] that we've had our growth into

[50:39] the Tulsa area. we definitely

[50:41] want to see more

[50:43] opportunities to support

[50:43] programs like that.

[50:48] Do you have any more members'

[50:48] questions?

[50:51] go ahead with your question

[50:56] I appreciate you allowing me

[50:57] to ask a question.

[50:58] good to see you good to see you

[51:01] as well obviously I've been to

[51:03] the boeing facility there and

[51:04] spoken with the engineers and

[51:07] what an amazing group of highly

[51:08] talented especially young

[51:09] people. I was surprised with how

[51:11] young the the group there was

[51:16] I was also struck by how so much

[51:18] of the engineering talent there

[51:21] had worked in space.boeing

[51:23] builds rockets the SLs

[51:26] satelliteswGS boeing you know

[51:27] manages the

[51:29] internationalpaceation that all

[51:31] of that talent not all of it but

[51:32] a lot of talent

[51:35] that was there had worked in

[51:39] space do doesboeing ever as

[51:41] quantum space we're in a

[51:42] situation where we're expanding

[51:43] quickly we're still in startup

[51:47] mode. and in in many respects

[51:49] we don't really know what our

[51:51] workforce needs are going to

[51:53] be234 years from now because

[51:55] we're we're still learning a lot

[51:57] and quite frankly the spacece

[51:59] forcece budget keeps changing

[52:01] faster than we can keep up with

[52:01] that being said

[52:06] does Boeing ever outsource any

[52:07] of that talent to other

[52:10] companies that might need

[52:11] engineering talent but can't

[52:13] commit for like you know a a you

[52:16] know aw-2 employee. Do you guys

[52:17] ever do that kind of stuff for

[52:19] for other companies just out of

[52:21] curiosity that is a great

[52:23] question. I don't know about

[52:26] outsourcing but I do know that

[52:30] we have much contractual work

[52:32] right for folks who may not be

[52:32] those fulltimeboeing

[52:35] employees that helped to to

[52:37] supplement and support the work

[52:39] definitely a lot of work

[52:41] within our supplier base and

[52:45] then we have a lot of subsidiary

[52:47] companies like the acquisition

[52:49] of Spirit that then also

[52:51] provides different capabilities

[52:53] and so I will work to get a

[52:55] more specific answer to you of

[52:57] of how we do that but I know for

[52:59] sure that we have much

[53:00] contractual work that also

[53:01] supports what we do awesome

[53:02] thank you you're welcome

[53:06] thank you I'm gonna make this

[53:08] statement I've said it 1000

[53:09] times since I've been here but

[53:11] this may be one of my last times

[53:13] I'll get to be here when I came

[53:14] to the legislature there was a

[53:15] program that existed between

[53:17] metrotech rose State College and

[53:19] the University of Oklahoma and

[53:21] in the from the time a

[53:23] student was a junior in high

[53:25] school and that two years plus

[53:27] two years at roseate plus two

[53:28] years at OU they would end up

[53:31] with an aerospace engineering

[53:32] degree that was did I mention it

[53:32] was part of a federal

[53:35] grant that program doesn't exist

[53:37] anymore or it didn't last

[53:40] time I asked I have ever

[53:41] since I heard about that I feel

[53:43] like that is something that

[53:45] needs to be reinstated and

[53:47] replicated not just for

[53:51] aerospace but honestly for every

[53:53] industry that requires more and

[53:55] more education and more and more

[53:58] expertise and so I feel like

[53:59] this is the one room where

[54:01] that's not falling on deaf ears

[54:02] so I'm gonna I'm this my

[54:05] mentioning that again as I go

[54:07] into obscurity and private life

[54:11] but we need to make that

[54:14] happen in the future because we

[54:16] know that when we take Oklahoma

[54:19] students we know they're

[54:21] better at applied math and

[54:22] applied science than most

[54:25] students in our country and so I

[54:26] think that is part of that

[54:29] Oklahoma factor that we have and

[54:30] we need to

[54:33] we need to remind our students

[54:35] that that's what we're made of

[54:37] and we need to make more of

[54:38] these programs happen in the

[54:41] futures thank you madam

[54:43] chairir I I am excited that

[54:45] you mentioned particularly rose

[54:46] State College because they are

[54:48] one of our charitable partners

[54:50] not only from the lens of

[54:51] finding the different pathways

[54:55] to have talent grow and learn

[54:57] into the engineering disciplines

[54:59] but also even training our

[55:00] employees so we have a

[55:00] partnership with rose State

[55:01] College

[55:04] where they're helping to train

[55:05] our our engineers here locally

[55:07] and so having those different

[55:09] pathways will be powerful to

[55:11] achieve the things that that you

[55:12] mentioned and so we we agree on

[55:12] that

[55:14] so thank you Representative

[55:15] Norwood I'll turn it back over

[55:17] to you thank you so much Bailey

[55:19] for presenting today

[55:22] bobbystem is here today

[55:25] struction with AGC and when I

[55:27] was asking questions when I was

[55:31] asking questions around about

[55:33] construction and about this

[55:36] your name kept coming up and it

[55:37] was like you've got to meet

[55:39] Bobby because he's doing what

[55:40] you're asking about so I'm very

[55:41] very happy to have you here with

[55:42] us

[55:44] today. thank you for taking

[55:45] we're moving from aerospace now

[55:47] to construction but thank you

[55:48] for being with us today thank

[55:50] you madam chair members of the

[55:50] committeepresentative thank you

[55:54] my name is Bobby Stem I'm

[55:55] executive director of the

[55:56] association of Oklahoma General

[55:59] Contractors and while our our

[56:01] programs not nearly as robust as

[56:03] Boeing we've recently in the

[56:05] last few years began

[56:07] it a program we call them our

[56:09] construction clubs so we've got

[56:11] two different types of programs

[56:12] we'll call them our our flyover

[56:13] schools and then our

[56:16] construction clubs we have a

[56:17] a young man who was a teacher

[56:19] and a former coach that runs

[56:21] our program and so he has some

[56:22] great access into the schools

[56:22] across the state

[56:25] but he will go to just about

[56:27] any school in the state and talk

[56:29] about careers in construction

[56:30] and when I say careers in

[56:31] construction we mean that

[56:31] because I don't know that people

[56:33] look at the construction workers

[56:34] on the side of the road and see

[56:35] that as a career they see it as

[56:37] a job but it truly is a career

[56:39] it's something you can start and

[56:41] and not too long from that

[56:42] date actually end up in a

[56:44] management type position so so

[56:45] our flyover schools and it's

[56:47] just to get out the information

[56:48] to the schools and we're talking

[56:49] high schools mostly so freshmen

[56:52] and seniors he'll make the

[56:52] initial appearance and then if

[56:53] that

[56:55] school says that they want to be

[56:57] a construction club then he

[56:58] returns and has at least4 touch

[56:59] points with that school over the

[57:01] year and so the first one is the

[57:02] introduction to construction the

[57:03] second one is he'll take our

[57:07] virtual reality headsets in

[57:08] we connect it to the computers

[57:09] catterpillar has got all the

[57:12] equipment that's to spec we can

[57:13] fasten it to tables the pedals

[57:15] and the different handles and

[57:17] stuff the joysticks and they get

[57:18] to do that and they think that's

[57:19] fun because it's cool and it's

[57:20] technology that they understand

[57:22] and then we do some type of the

[57:24] third is a field visit of some

[57:26] of some sort a field trip and

[57:27] where we take this kids out and

[57:29] let them go see something

[57:29] interesting being built a

[57:31] challenge we have is you can't

[57:32] take them on live job sites so

[57:33] that's really our real challenge

[57:35] you won't hear me talk about

[57:36] apprenticeships or or

[57:38] internships that's Whitney's

[57:39] kind of expertise right there

[57:41] but it's because it's hard to

[57:43] get we have they've got to be 18

[57:44] to be out there and so our

[57:45] construction clubs we hope fill

[57:47] that void and then the fourth

[57:47] thing that we try to do when

[57:49] they hit the senior level is

[57:51] we realize that we

[57:54] can't bring them to construction

[57:54] so we've got to bring

[57:56] construction to them so we

[57:57] purchased the five acres just

[57:59] east of our building at41st and

[58:02] andlinncoln and we actually

[58:03] have a high school heavy

[58:04] equipment rodeo out there a

[58:05] couple times a year we have the

[58:07] kids come out crawl on

[58:08] equipment, do some competition

[58:09] if you haven't seen it in a

[58:11] while you should come see this

[58:14] but imagine seeing 30 high

[58:17] school kids wait for it without

[58:18] a cellphone in their hand it's

[58:19] amazing they they act like kids

[58:21] again it's crazy we take all

[58:22] their cellphones

[58:23] away from them they can't go

[58:24] onto the acreage around the

[58:25] heavy equipment with any of the

[58:27] cell phones it's because of the

[58:28] safety but it's weird what

[58:29] happens within about 30 seconds

[58:32] they go from this to cheering

[58:33] their friends on because they're

[58:35] on that equipment and they're

[58:35] trying to do some obstacle

[58:37] courses and stuff so that's

[58:39] kind of our highs that's our

[58:40] high school program that we have

[58:41] we go a little bit into the

[58:42] junior highs most of those are

[58:43] day visits we'll take some of

[58:45] the equipment in and let them

[58:47] play on it. and then we've

[58:48] had some elementary school

[58:49] stopins as well but you know our

[58:51] workforce development is also

[58:52] not just these

[58:55] kids as we we we do work

[58:57] with job Joborps as well because

[58:59] they've got kids that are in a

[59:00] transition period in their life

[59:03] but also something that we're

[59:04] that I'm very excited about

[59:05] personally because I've seen it

[59:07] work firsthand with my cousin

[59:09] but reentry you know job

[59:11] workforce development's not just

[59:12] about an 18 year old it could be

[59:14] about a ir1y year old young man

[59:15] or woman who's wanting to create

[59:17] a second life for themselves and

[59:19] you can do that here my my my

[59:20] cousin and I'll tell the story

[59:21] with pride but he'd spent all of

[59:22] his

[59:24] life in and out of prison and

[59:25] then about 10 years ago when he

[59:27] got out we connected for the

[59:29] first time as in our as

[59:31] adults and within a day he

[59:32] was working at Sherwood

[59:33] struction two years later

[59:35] Caterpillar had picked him up.

[59:36] he's been out of prison he's a

[59:37] father he's a grandfather and

[59:39] he's been out of prison for 1010

[59:41] years that's workforce and life

[59:42] development and we're kind of

[59:43] excited about that but that's a

[59:44] little bit about our program

[59:45] happyppy to take questions about

[59:47] it it's kind of simple basic but

[59:48] it's a ton of fun and we enjoy

[59:50] doing it so any any questions at

[59:51] all and Whitney's gonna grow on

[59:52] our

[59:53] kind of expand on that or did

[59:55] you ever gowhitney did you ok

[59:56] hot dog she'll expand on that

[59:57] I'm sure so any any questions

[59:58] for me

[1:00:03] I I do have a question because

[1:00:05] we had a conversation about this

[1:00:07] about the requirement of

[1:00:09] being on a job site they can't

[1:00:11] do it until they're 18 So trying

[1:00:12] to figure out I I do appreciate

[1:00:13] that you're bringing it to them

[1:00:17] or doing construction clubs

[1:00:19] what's the challenges of that of

[1:00:21] of getting in and and getting

[1:00:24] access to say 16 to18 year old

[1:00:27] what have you found to be the

[1:00:28] difficult I don't know that you

[1:00:29] can change what age you can be

[1:00:30] on a a job site but

[1:00:33] maybe some of your challenges

[1:00:35] there yeah you know it has been

[1:00:36] what because what I'd really

[1:00:37] love to do is I'd love to get

[1:00:39] them out on that if they got out

[1:00:41] on a live job sites it's it's

[1:00:42] first of all it's very dangerous

[1:00:43] you know we just lost one of our

[1:00:45] flaggers last week in an

[1:00:47] accident so please slow down and

[1:00:49] work zones but it's it's it's

[1:00:51] dangerous it's sometimes we kind

[1:00:53] of fast paceed I mean if it's

[1:00:54] interesting work but what I say

[1:00:55] to anybody getting into it is

[1:00:57] it's just like the military no

[1:00:59] matter if you're going into the

[1:01:00] army to become a general you're

[1:01:00] still going to spend the first

[1:01:01] six months

[1:01:03] in basic training getting your

[1:01:04] teeth kicked in and so you've

[1:01:05] got to just know that if you're

[1:01:06] gonna come work construction

[1:01:07] it's gonna be very difficult and

[1:01:09] then you'll start to grow into

[1:01:11] that so just getting them out

[1:01:11] there and letting them see the

[1:01:12] reality because our turnover

[1:01:13] rate's high but I would love to

[1:01:15] get them out there and and see

[1:01:16] the big pieces of machinery

[1:01:18] being operated the big beams

[1:01:19] that are that are being placed

[1:01:21] in and believe it or not it

[1:01:22] doesn't look like it's highly

[1:01:23] technical but but it is it's

[1:01:25] very technical I don't some

[1:01:27] of my aerospace friends might

[1:01:28] understand this stuff better

[1:01:29] than me but we had a very very

[1:01:30] large beam needing to be placed

[1:01:33] recently and I would love we had

[1:01:35] some kids come up we had a

[1:01:35] couple dozen kids come out that

[1:01:37] we wanted to watch this so they

[1:01:39] that didn't matter you know

[1:01:40] there's some kids that are that

[1:01:41] they they're not sure that they

[1:01:42] want to be an engineer but all

[1:01:43] of a sudden they see something

[1:01:44] and it inspires them and so we

[1:01:45] had we had some remote

[1:01:47] controlled drone type things on

[1:01:49] each side of this bridge beam

[1:01:51] just because it was such a large

[1:01:53] beam and so heavy

[1:01:53] does it was

[1:01:56] 80 ton beam there's no way four

[1:01:58] men could take a rope and

[1:01:59] position it to where it could be

[1:02:00] dropped onto the headers so they

[1:02:01] actually

[1:02:03] fastened these drone type they

[1:02:05] weren't drones they didn't have

[1:02:06] little propellers they had

[1:02:07] turbine small turbine engines

[1:02:09] where they would move this thing

[1:02:11] in midair and that was something

[1:02:12] that it was confined and so we

[1:02:13] could have the kids step back a

[1:02:14] little bit and they weren't in

[1:02:15] live traffic so we looked for

[1:02:18] opportunities like that but that

[1:02:19] that's few and far between so

[1:02:21] that's why we had to bring it

[1:02:22] out there we get them out on the

[1:02:23] skid steers and the miniature

[1:02:24] loaders and stuff and but that's

[1:02:25] after they've played with the

[1:02:26] technology and they feel a bit

[1:02:27] more comfortable. I think we

[1:02:30] have orwaso Ram academy is one

[1:02:30] of our clubs so

[1:02:33] and it's an alternative type

[1:02:34] school for those kids that were

[1:02:36] maybe maybe having some

[1:02:37] challenges in the traditional

[1:02:39] environment so it's we'll we'll

[1:02:41] go just about anywhere they want

[1:02:42] us to go and tell the story it's

[1:02:42] good careers out there

[1:02:47] Any more questions

[1:02:56] bb y thank you very much for

[1:02:58] your time today and we're

[1:03:00] going to lean into Whitney

[1:03:02] Hill to come and and talk about

[1:03:05] some of the pieces of this

[1:03:07] that you've leaned into and

[1:03:09] partnered with what what's

[1:03:10] interesting about doing these

[1:03:11] studies you start in and someone

[1:03:13] says you need to talk to this

[1:03:14] person and you told me that I

[1:03:15] need to talk to her and

[1:03:17] sowhitney we're gonna welcome

[1:03:19] you from central Staffing

[1:03:21] Solutions I'm excited as she's

[1:03:22] coming today they're on the

[1:03:23] Oklahoma cityity side but they

[1:03:24] are looking

[1:03:25] to advance the other side of the

[1:03:27] state as well thank you very

[1:03:27] much gettney we'll get her to

[1:03:29] your side yes she's telling me

[1:03:30] she's coming thank you

[1:03:38] I am Whitney Hill but I brought

[1:03:39] Scott Mccadoo with us he is our

[1:03:42] president at structMuture I

[1:03:43] did want to mention that like

[1:03:47] Bobbystem and his his classes

[1:03:49] over there he actually we have

[1:03:50] an internship program which will

[1:03:51] tell a little bit more about but

[1:03:53] his guy over there has made a

[1:03:56] sandbox tool which he didn't

[1:03:57] elaborate a little bit but our

[1:03:59] interns are getting trained on

[1:04:00] how to teach elementary school

[1:04:01] students how to do this and

[1:04:03] they'll be in over 35 elementary

[1:04:05] schools teaching the elementary

[1:04:07] schools alongside the heavy

[1:04:08] highway people this year so

[1:04:13] yeah

[1:04:15] like Whitney said my name is

[1:04:18] Scott McAdoo I've been in a

[1:04:21] longtime educator 3 irish years

[1:04:22] and served for Oklahombia

[1:04:23] City public schools as an

[1:04:25] educator principal and director

[1:04:27] for workforce development.

[1:04:29] uhwhitney and I both represent

[1:04:31] here today struct myuture.

[1:04:32] What we'd like to do is to to

[1:04:33] start broad and dive

[1:04:35] specifically into our internship

[1:04:37] program we want you to look at

[1:04:38] the discussions we'll have today

[1:04:38] regarding the

[1:04:41] ho l istic development of

[1:04:43] students in the workforce one of

[1:04:45] the things that we hear time and

[1:04:47] again when we work with industry

[1:04:49] partners they say Scott

[1:04:51] Whitney we can train them when

[1:04:53] they get here a lot of times but

[1:04:55] what we need them to do on day

[1:04:57] one is to show up and then come

[1:04:59] back on day two. That tells a

[1:05:01] story of delayed gratification

[1:05:02] that tells the story of

[1:05:03] persistence that tells the story

[1:05:05] of the need to develop something

[1:05:07] more than just putting students

[1:05:08] in a position in an internship

[1:05:11] agnostic from any other

[1:05:13] element of discussion. So I'd

[1:05:15] like to to walk through a couple

[1:05:16] of the things that we do today

[1:05:17] and then Whitney will dive into

[1:05:19] that internship program quite

[1:05:21] simply everybody here knows

[1:05:22] and remembers that time when you

[1:05:23] decided that thing you wanted to

[1:05:25] be and whether you became that

[1:05:27] thing or you become some other

[1:05:29] things you had a dream. one of

[1:05:30] the things I point out as an

[1:05:32] educator regardless of what part

[1:05:33] of the city you're from, what

[1:05:35] your family structure looks like

[1:05:37] or any other variables you have

[1:05:38] a dream. Every student I ever

[1:05:38] worked with in my

[1:05:41] entire life thousands all have a

[1:05:43] dream. The question is do they

[1:05:45] have the infrastructure? do they

[1:05:47] have the scaffolding? that they

[1:05:49] have the networking to help

[1:05:50] accomplish that dream. I

[1:05:51] appreciate you represented No in

[1:05:53] pointing out outlier's book

[1:05:55] Gladwell in the book points out

[1:05:57] something we call the Matthew

[1:05:59] effect. that book that that

[1:06:01] matthew effect was developed in

[1:06:02] the60s and it is based on the

[1:06:04] new Testament book Matthew and

[1:06:06] the concept is simple those who

[1:06:08] have tend to get more of the

[1:06:08] thing in other

[1:06:11] words those students early who

[1:06:13] have networked opportunities,

[1:06:16] resource they see the thing that

[1:06:16] they want to become

[1:06:20] they more likely can become the

[1:06:22] thing and so what I want you to

[1:06:23] see in our development of our

[1:06:25] program is a and an opportunity

[1:06:28] to reduce those barriers to

[1:06:30] reduce those inequitable access

[1:06:33] of things that we see for our

[1:06:33] young students and we're going

[1:06:35] to start early as a middle

[1:06:37] school.ack in2022 Consert

[1:06:41] myuture designed a summer middle

[1:06:43] school construction camp. It is

[1:06:45] an unbelievable success. I'll

[1:06:46] tell you who loves it the most

[1:06:46] not just the kids

[1:06:49] the industry partners that we

[1:06:52] bring in they do everything

[1:06:53] across all industry sectors and

[1:06:55] you see that young girl right

[1:06:57] there who knows she may be

[1:06:59] having that dream right now that

[1:07:01] this is my thing. We've

[1:07:03] interfaced with young women and

[1:07:04] young men who they got the

[1:07:05] opportunity to participate in

[1:07:07] one of our programs the light

[1:07:09] bulb clicked in and then two or

[1:07:11] three years later Whitney's

[1:07:12] connecting him with one of our

[1:07:13] major companies and they are

[1:07:14] doing the thing

[1:07:16] that's what I love about that.

[1:07:19] We also engage in any number of

[1:07:21] a broad range of things in our

[1:07:22] ecosystem this is construction

[1:07:25] rodeo unique concept. it puts

[1:07:27] the students in hands-on

[1:07:29] opportunities whether it's

[1:07:31] whether it's like you see here

[1:07:32] they're doing a little bit of

[1:07:34] concrete work, heavy equipment

[1:07:35] operation they get the

[1:07:36] opportunity to work directly

[1:07:39] with industry partners see the

[1:07:41] key is I love that the things

[1:07:42] that everybody has said today,

[1:07:43] Tonyja's going to talk about it

[1:07:44] here in just a minute and the

[1:07:44] amazing care

[1:07:46] er tech things that they do.

[1:07:47] you mentioned the same thing

[1:07:49] with your soft skills we'll talk

[1:07:51] just a minute about that

[1:07:53] important thing we cannot forget

[1:07:54] that we can't just create a

[1:07:55] program that lets kids go out to

[1:07:57] a thing and then again agnostic

[1:07:59] from any other considerations of

[1:08:01] development that's what we're we

[1:08:03] look to do. Our career fairs are

[1:08:04] what we call nextgeneration

[1:08:06] career affairs because our goal

[1:08:08] is not just as a former

[1:08:09] principal I'm going to tell you

[1:08:11] how many times I got on the

[1:08:13] intercom and I said all right

[1:08:14] teachers please let your

[1:08:14] students go down to the gym

[1:08:16] real quick. they're going to

[1:08:17] pick up some squishy balls from

[1:08:19] some industry partners maybe a

[1:08:22] fun cool little gift bag maybe a

[1:08:23] water bottle and then get back

[1:08:25] to class. That was our career

[1:08:27] fair reality and what we like to

[1:08:28] do is to bring the industry

[1:08:29] partners in with the goal that

[1:08:31] they're going to have one on one

[1:08:33] interviews inside of the space

[1:08:34] of the day where the kids walk

[1:08:35] home get in their car, go home

[1:08:37] and say I have the start to my

[1:08:39] career. I just got an interview

[1:08:41] with Lingo and I'm going to go

[1:08:42] next week and I have the

[1:08:43] opportunity to tour their job

[1:08:44] sites and possibly start working

[1:08:46] for them. see that's a different

[1:08:48] reality. we're now going to

[1:08:49] dive deep into the internship

[1:08:51] program. I talked a little bit

[1:08:53] about what our internship

[1:08:55] program is a lot of times over

[1:08:57] the years in education I'll see

[1:08:58] a scenario where a young lady

[1:08:59] wanted to be a dentist when she

[1:09:00] grew up

[1:09:03] and she knows knows the local

[1:09:06] dentist downtown Weoka and they

[1:09:07] the school set up a scenario

[1:09:09] where the young lady could go

[1:09:10] for a period of time into the

[1:09:11] dentist's office and that's

[1:09:15] amazing. It is a great thing but

[1:09:17] what we know is there's so much

[1:09:18] more development in an

[1:09:19] internship program that plays a

[1:09:21] role in whether or not that

[1:09:23] young lady finishes and develops

[1:09:25] her passion and her skill set

[1:09:27] for being in that career

[1:09:29] specific construction I love to

[1:09:30] see in our picture of a young

[1:09:30] man here. this is Capit

[1:09:33] ol Hill High School. these these

[1:09:34] three guys right here they were

[1:09:36] in our internship program. they

[1:09:38] went to Capitol High School and

[1:09:39] then right behind them they were

[1:09:41] building the new school they're

[1:09:42] just right there some of our

[1:09:44] internships. Take a look at the

[1:09:45] three things that you'll notice

[1:09:47] that we really focus on. We have

[1:09:49] a partnershipdriven focus we

[1:09:50] work with our partners to find

[1:09:52] out what they need. We modify

[1:09:53] our program as such to make sure

[1:09:57] it fits what they need when quad

[1:09:59] construction says we really are

[1:10:00] we got a couple of projects

[1:10:00] and we really need

[1:10:03] to focus in on this particular

[1:10:06] skill set we modify and adjust

[1:10:06] on the fly in that regard.

[1:10:08] Economic mobility you've already

[1:10:10] heard me say one of the things

[1:10:11] in the matthew effect and any

[1:10:13] other things that we all

[1:10:15] understand is when students have

[1:10:16] access to resources

[1:10:19] when they have access to a

[1:10:21] network when they see the thing

[1:10:22] that they want to become whether

[1:10:23] it's that that that that

[1:10:26] construction foreman or it's

[1:10:27] that doctor or that's lawyer or

[1:10:29] it's a representative norwood

[1:10:32] and they see them they say I see

[1:10:34] what that looks like and I can

[1:10:35] achieve that. that's what I mean

[1:10:36] when I talk about mobility and

[1:10:38] economic it's agnostic of where

[1:10:41] you come from and we work hard

[1:10:42] to create those opportunities

[1:10:43] for students and and designing a

[1:10:45] holistic development. I always

[1:10:46] like to show this here

[1:10:48] many of thecTE friends in the

[1:10:49] room probably are familiar with

[1:10:51] this graph it's devi designed by

[1:10:53] the United States Department of

[1:10:55] Education in in concert withcTE

[1:10:57] and business industry and

[1:11:01] members of across all sectors we

[1:11:02] really embed a lot of our focus

[1:11:05] on our measurables on what we do

[1:11:07] for students as it relates to

[1:11:09] this graph. In other words it's

[1:11:13] fun that we put 112 kids in a a

[1:11:14] construction site and they got

[1:11:15] an internship but isn't it more

[1:11:16] fun for us to say that

[1:11:19] we have developed interpersonal

[1:11:21] skill capacity where s where

[1:11:22] students understand I need to

[1:11:24] show up on time and then I need

[1:11:25] to come back day two and when

[1:11:27] Bobby talks about kicking teeth

[1:11:29] in we want to mitigate the shock

[1:11:31] of what that means to students

[1:11:33] we want them to understand fully

[1:11:35] coming in I have the ability to

[1:11:37] reflect on my own growth, what

[1:11:38] my weaknesses are, what my

[1:11:39] strengths are and what this

[1:11:41] particular internship

[1:11:42] opportunity can do for me. see

[1:11:43] there's a complexity in the

[1:11:45] program design that you don't

[1:11:46] normally see an internship

[1:11:47] program

[1:11:49] s that this when we have this

[1:11:51] as our anchor applied knowledge

[1:11:53] effective relationship building

[1:11:54] and workplace skills we create

[1:11:55] what we think is a success

[1:11:58] metric. I like Whitney now to

[1:11:59] really dive in to some of the

[1:12:01] technical aspects of the way our

[1:12:02] internship program works.

[1:12:06] there's should be three

[1:12:07] buttons there OK so in the first

[1:12:09] nine weeks of their junior

[1:12:11] senior year depending on the

[1:12:13] student. so we go in the year

[1:12:15] before and we interview at least

[1:12:17] over 120 students and then we

[1:12:19] pick about70 students to be in

[1:12:20] our program

[1:12:23] and then they'll come back the

[1:12:25] next year and we'll do 9 week

[1:12:26] training course with them. The

[1:12:27] goal is is we'll have it end up

[1:12:29] in the next couple of years

[1:12:31] we'll have programs for four

[1:12:32] years so by the time they're

[1:12:33] senior year they won't have to

[1:12:34] do the nine week because they'll

[1:12:35] have already done it but

[1:12:37] right now our nine week training

[1:12:38] program looks like they get an

[1:12:40] OSA10 training they get a

[1:12:42] flaggger training they get Nccr

[1:12:45] accredited certificate which

[1:12:46] is a national accredited

[1:12:46] program

[1:12:50] and then they get financial

[1:12:51] literacy, they open bank

[1:12:53] accounts we have a company to

[1:12:54] come in and do soft skill

[1:12:56] training with them for two weeks

[1:12:58] and then then we start our

[1:13:00] rotation after fall break. our

[1:13:01] rotations look a little bit

[1:13:03] different most internships we

[1:13:04] do try our hardest to get

[1:13:08] the student with the right

[1:13:09] contractor but sometimes they

[1:13:11] don't know anything like

[1:13:12] sometimes maybe they say they

[1:13:13] want to be an electrician but

[1:13:14] maybe that's all they've heard

[1:13:17] and so every4 to6 weeks

[1:13:19] depending on the contractor they

[1:13:21] rotate couple of reasons why I

[1:13:22] want them to feel uncomfortable

[1:13:23] because students grow when

[1:13:25] they're uncomfortable. They get

[1:13:27] to learn new people they get to

[1:13:29] experience how to network

[1:13:31] they get to experience how to

[1:13:32] sell themselves to this company

[1:13:33] even if they don't like the job

[1:13:34] they're doing our goal at

[1:13:35] structMu

[1:13:37] is they have access to us why

[1:13:39] don't you like your job? what

[1:13:41] happened last night? what's

[1:13:41] going on? what part of it you

[1:13:43] don't like? Well I really just

[1:13:45] want to be an an electrician

[1:13:47] and he's over here working with

[1:13:48] the carpentry guys

[1:13:51] well your skill set whenever you

[1:13:53] graduate and walk across that

[1:13:55] stage you knowing how to do this

[1:13:57] skill set will help you and

[1:13:57] you're going to get the first

[1:13:59] one to be hired and so the

[1:14:01] rotations for me are important

[1:14:03] just because I've had students

[1:14:05] that have been like oh I want to

[1:14:07] be an electrician the whole time

[1:14:09] and they spend their last time

[1:14:11] their last four weeks at a

[1:14:14] heavy heavy highway company and

[1:14:15] now he still works there three

[1:14:17] years later because he fell

[1:14:18] in love with the science

[1:14:20] behind asphalt

[1:14:23] but he was going to be an

[1:14:25] electrician. so we rotate for24

[1:14:27] weeks we rotate every four weeks

[1:14:29] now every now and then since we

[1:14:30] are a very holistic approach

[1:14:33] transportation becomes an issue

[1:14:35] sometimes so sometimes we have

[1:14:37] to keep the kid close to the

[1:14:39] student close to and the school

[1:14:41] and so sometimes they may only

[1:14:43] rotate twice or for example

[1:14:45] if the contractors like I only

[1:14:47] want one kid all year long after

[1:14:49] all of our interviews I'll have

[1:14:51] him come in and interview the

[1:14:52] students and then he'll pick

[1:14:52] his one

[1:14:55] so it is a little bit holistic

[1:14:57] it's not in a box because

[1:14:59] then we probably wouldn't be

[1:15:01] very successful at the end of

[1:15:03] the year our goal is to have

[1:15:05] them placed at a job site

[1:15:08] enrolled into a career tech or

[1:15:11] they're going to college so

[1:15:12] last year we had an 82% success

[1:15:14] rate of them having job

[1:15:17] placement we've had we had

[1:15:18] six of them which is pretty mind

[1:15:20] blowing because most of my

[1:15:21] students are hey let I want to

[1:15:22] go to work right after high

[1:15:22] school

[1:15:25] but just placing them with

[1:15:27] mentors that have invested in

[1:15:29] them we had6 that went to go

[1:15:30] enroll in construction

[1:15:31] management at OSU and OBU

[1:15:36] which is huge because they

[1:15:37] would have never done that

[1:15:38] without the mentorship and so

[1:15:40] the mentorship with the industry

[1:15:42] partner in struct myu in the

[1:15:45] schools has been very important

[1:15:47] because we do get to hold these

[1:15:48] students to a high

[1:15:49] accountability whenever we're

[1:15:51] all talking so like giving them

[1:15:53] the constructive criticism hey

[1:15:55] you're not showing up on time

[1:15:57] why? well if they don't do it

[1:15:58] for three times they get to be

[1:15:59] benched and that because we are

[1:16:01] paid and so they don't get paid

[1:16:02] any longer until they write an

[1:16:02] essay and

[1:16:05] figure out what the why behind

[1:16:08] it is and so working closely

[1:16:09] before they walk across that

[1:16:11] stage with the educators and the

[1:16:12] industry partners and doing it

[1:16:13] together has been pretty

[1:16:13] successful

[1:16:18] right so I'm gonna click the

[1:16:19] button a couple of times so you

[1:16:20] can see all the wonderful things

[1:16:20] that Whitney just said

[1:16:21] I'm sorry

[1:16:23] there you go

[1:16:26] right Whitney covered a lot of

[1:16:27] this but you see that second one

[1:16:29] there the shadow model. we

[1:16:30] really work hard with our

[1:16:31] industry partners to make sure

[1:16:34] that they serve as mentors that

[1:16:36] they understand that the student

[1:16:37] looking at them literally

[1:16:39] potentially knows nothing about

[1:16:41] the construction industry. they

[1:16:42] don't know how to actualize

[1:16:43] their dream. they don't

[1:16:45] understand it but when they see

[1:16:47] that that man who's done the

[1:16:48] thing or that woman who's done

[1:16:49] the thing they get to look at

[1:16:51] them and say you know what, I

[1:16:53] might have a chance at this. I

[1:16:54] might get a chance and I like to

[1:16:55] show you a gentleman right now

[1:16:57] who had a chance and he worked

[1:16:59] with laude struction on the job

[1:17:00] site. we're going to show you a

[1:17:02] promo video of our our friend

[1:17:03] here Renee Renee was from

[1:17:05] Northwestlasson high school.

[1:17:07] He'll talk about how he had a

[1:17:08] couple of rotations at Midwest

[1:17:11] City idwestywall lingo and

[1:17:12] then he ended up what he wanted

[1:17:13] to do which is he wanted to be

[1:17:15] an electrician so I'd like to

[1:17:16] show you this video real quick

[1:17:36] have started an internship

[1:17:37] program when Okhoma City public

[1:17:39] schools and about 1f different

[1:17:41] industry partners commercially

[1:17:43] in Oklahohoma City metro. we

[1:17:45] have taken ir7 students and we

[1:17:47] have trained them in safety,

[1:17:48] financial literacy

[1:17:51] soft skills and then after that

[1:17:53] we put them on job sites they

[1:17:54] spend 3 weeks on Hoxide with

[1:17:54] either

[1:17:58] what a subcontractor or a

[1:18:00] general contractor or civil

[1:18:02] contractorneillo and senior for

[1:18:04] an all go and think this is my

[1:18:05] last year went to be an

[1:18:07] electrician and learn about

[1:18:08] things or how they are

[1:18:08] constructed

[1:18:11] this is a beautiful program they

[1:18:13] learn about the ins and outs of

[1:18:15] how they get the job, how they

[1:18:16] do the job and then they get to

[1:18:17] go work on job sites. I was

[1:18:19] working with the lingo I learn

[1:18:21] about how the they are designed

[1:18:23] for the buildings or how the

[1:18:25] construction working with the

[1:18:26] idwestywa I working with the old

[1:18:26] drywall for this one

[1:18:29] for the three weeks they get to

[1:18:30] rotate the

[1:18:33] flight behind the three weeks

[1:18:35] and not just keeping them at one

[1:18:36] job site so they get more

[1:18:36] exposure to

[1:18:39] commercial construction and that

[1:18:42] they can visit with people at

[1:18:43] the end of the program so kind

[1:18:44] of like

[1:18:46] Renee he wants to be an

[1:18:49] electrician and so we have

[1:18:51] unions we have private

[1:18:53] contractors and then have the

[1:18:54] career types that are coming

[1:18:55] alongside us that they can get

[1:18:57] a pathway so at the end of

[1:18:59] this program people either have

[1:19:01] and be signed up with the union

[1:19:03] or be signed up at a career tech

[1:19:04] to get his license

[1:19:11] like to point this out to watch

[1:19:13] that video 800 times

[1:19:16] Renee in the video said this

[1:19:17] now he said he worked with ingo

[1:19:19] struction did some design work

[1:19:21] on construction sites and then

[1:19:23] he worked with Midwest Drywall

[1:19:24] drywall but then he said he

[1:19:26] worked with the electrician and

[1:19:27] he did you hear what he said? he

[1:19:29] said I'm18. this is my last year

[1:19:30] I'm gonna be an electrician

[1:19:32] OK

[1:19:36] there was no ambiguity and what

[1:19:37] I'd love to say is construct my

[1:19:40] future created in and a

[1:19:41] network for him to see you saw

[1:19:43] the mentor there that's quad

[1:19:45] struction did a great job

[1:19:47] working with him and gave him

[1:19:48] that vision to see what it looks

[1:19:49] like to see what he wants to do

[1:19:51] whether it's to go straight to a

[1:19:53] job site or to a career tech

[1:19:55] program that is one of the true

[1:19:57] success stories I think that

[1:19:58] I point to. Are there any

[1:19:58] questions?

[1:20:07] that always means that we did a

[1:20:08] really good job

[1:20:08] if i

[1:20:11] do I have members with questions

[1:20:14] Representative Norwood I'm turn

[1:20:14] it back to you

[1:20:24] thank you very much to all of

[1:20:25] our presenters who've been here

[1:20:27] today we're gonna move into the

[1:20:29] career tech side of it but I

[1:20:30] wanted to insert this for a

[1:20:30] second

[1:20:33] myself and my wife and our

[1:20:35] family we've we've gone to the

[1:20:36] lake

[1:20:39] for 40 years being married and

[1:20:41] everything but when I was a kid

[1:20:43] growing up I didn't have any

[1:20:44] access to the lake my parents

[1:20:45] didn't go to the lake they

[1:20:46] didn't have a boat didn't have

[1:20:48] anything but I had someone else

[1:20:50] train me and equipped me to do

[1:20:51] that another family kind of

[1:20:54] embraced me to do that who knew

[1:20:55] I could back a trailer for half

[1:20:56] a mile

[1:20:59] and put the boat in the water

[1:21:01] every time and do that as a 16

[1:21:03] year old but someone invested in

[1:21:05] me and out of that investment

[1:21:07] it's been an enjoyable thing for

[1:21:09] my family so I'm always looking

[1:21:10] for this outlier moment

[1:21:13] and then I think back to this

[1:21:14] maybe you do you can relate to

[1:21:16] this maybe you can't at 12 years

[1:21:17] old I was given an opportunity

[1:21:18] to have a job

[1:21:20] I don't know how that works in

[1:21:21] the state of Oklahoma at this

[1:21:23] moment but that was a long time

[1:21:25] ago some Wyoming but at 1w2 I

[1:21:28] became a janitor and on the

[1:21:29] weekend we would clean a Ford

[1:21:31] dealership and what we do is we

[1:21:33] would polish the floor we would

[1:21:36] wax it strip it wax it and

[1:21:37] make sure that that next Monday

[1:21:39] it was absolutely perfect. I

[1:21:41] learned so many things because I

[1:21:43] had someone there that was the

[1:21:45] equipping training hands on show

[1:21:47] me how to do this and and you

[1:21:48] know what that 12 year old

[1:21:50] it's impacted all the things

[1:21:51] I've done in training students

[1:21:53] for all the time that I've done

[1:21:54] youth ministry and all the time

[1:21:55] I've invested in other people.

[1:21:57] So I appreciate everyone here

[1:22:00] that's investing in students

[1:22:03] but today at the end career tech

[1:22:07] is here to help with that and my

[1:22:09] my father worked for career tech

[1:22:11] for for metrotech here for

[1:22:13] about25 years and he was

[1:22:15] invested in investing in other

[1:22:17] people into their careers how to

[1:22:18] develop and become

[1:22:21] better so I know the pathway of

[1:22:23] career tech so I'm very very

[1:22:25] thrilled to end our study

[1:22:28] todayannya and both of you to

[1:22:29] come in and to give us some of

[1:22:32] the connectors of what we're

[1:22:33] already doing so would you

[1:22:34] welcome them today

[1:22:47] Good morning everyone. thank you

[1:22:49] for this opportunity. I really

[1:22:51] appreciate the opportunity to

[1:22:53] talk about my passion right now

[1:22:55] and and it's workforce

[1:22:55] development

[1:22:59] let me quickly our goals

[1:23:00] today I wanted to talk a little

[1:23:03] bit about acTA what acTA is and

[1:23:04] a registered apprenticeship

[1:23:06] program is the other thing is

[1:23:07] there's a lot of misinformation

[1:23:09] out there and I wanted to expose

[1:23:11] you to that the construction

[1:23:13] pathway of course the aerospace

[1:23:15] pathway and some of the barriers

[1:23:17] that we see I've been in this

[1:23:19] role for about a year prior to

[1:23:20] this I was the stem manager so

[1:23:21] all these stem things that

[1:23:23] you've been talking about I can

[1:23:24] very much appreciate

[1:23:26] the first thing about a

[1:23:27] registered apprenticeship

[1:23:28] program. The registered

[1:23:29] apprenticeship programme is a

[1:23:31] minimum of on the job learning

[1:23:35] of2000 hours a minimum of 144 of

[1:23:37] the related instruction and the

[1:23:39] very important piece that every

[1:23:40] everybody has touched on is the

[1:23:44] mentorship piece. it is aw2

[1:23:47] employee it is a long term

[1:23:49] employee. This is important it's

[1:23:51] not just an experience like an

[1:23:53] internship or a job shadowing it

[1:23:54] is a long term employee that you

[1:23:57] as a company are developing

[1:24:00] it it comes with a department of

[1:24:03] laborbor detailed plan that is

[1:24:04] employer led

[1:24:07] the educator doesn't lead it. it

[1:24:09] is employer led and at the end

[1:24:11] of its the apprentice receives a

[1:24:13] nationally recognized

[1:24:15] certificate so this is what I

[1:24:17] compare it to if you look at a

[1:24:19] degree on the right hand side

[1:24:21] the registered apprenticeship

[1:24:23] degree or certificate is on the

[1:24:25] left hand side it shows the

[1:24:27] company that trained them the

[1:24:29] occupation that they were

[1:24:29] trained in and the

[1:24:33] apprenticeship name just like a

[1:24:34] degree it shows the university

[1:24:34] that they went

[1:24:37] to and the degree plan. so this

[1:24:38] is a very important thing that

[1:24:40] is nationally recognized so if

[1:24:41] some of our companies just work

[1:24:43] over the state line they could

[1:24:45] work with industry partners in

[1:24:47] in whatever like a construction

[1:24:49] industry board that we have in

[1:24:51] Oklahoma to be able to work

[1:24:52] across state lines

[1:24:55] the next thing that we have is a

[1:24:56] kir tech apprenticeship program

[1:24:59] it's a more flexible model. it's

[1:25:01] a minimum of510 on the job

[1:25:04] learning hours it's 90 hours of

[1:25:06] related instruction or or

[1:25:08] classroom type instructiongain a

[1:25:11] mentor is assigned to them it's

[1:25:13] a more flexible model but again

[1:25:15] it's aw to employ and it's a

[1:25:17] long term employee so it's not

[1:25:20] an internship a job shadowing it

[1:25:21] is a long term employee it's

[1:25:22] employer led

[1:25:24] and they end up with a state

[1:25:26] recognizecogd certificate and

[1:25:29] the nice thing about acTA is you

[1:25:31] can take the hours in thecTA and

[1:25:33] roll it into the registered

[1:25:35] apprenticeship programme if the

[1:25:37] two align so we've been working

[1:25:39] as a team to align the thecTAs

[1:25:41] or the ir tech apprenticeship

[1:25:41] program with the registered

[1:25:43] apprenticeship programme. so if

[1:25:47] a company invests in a an

[1:25:48] employee and they want to go to

[1:25:50] the DOl model they can roll

[1:25:51] those hours and relate

[1:25:51] instruction into the registered

[1:25:52] app

[1:25:55] r ent ice ship program so that

[1:25:56] is an advantage to the company

[1:25:57] it's an advantage to the

[1:25:58] apprentice.

[1:26:03] We then as a state or as a

[1:26:05] state agency we issue a

[1:26:07] certificate for aer tech

[1:26:09] apprenticeship. it has a student

[1:26:11] name the occupation it talks

[1:26:12] about how many hours of related

[1:26:15] instruction and on the job

[1:26:17] learning and it's signed by

[1:26:17] Brient.

[1:26:21] the the strategy that we've

[1:26:23] used we've been changing but

[1:26:25] recently all of our tech centers

[1:26:26] and you can see they're all over

[1:26:27] the state have a customized

[1:26:28] training

[1:26:33] piece at the uhurex and it's

[1:26:34] workforce and economic

[1:26:35] development side we've been

[1:26:37] focusing on what they're

[1:26:38] currently doing because they're

[1:26:41] stretched so thin that we knew

[1:26:42] that we couldn't add another

[1:26:43] thing to their plates so we're

[1:26:45] looking at the customized

[1:26:45] training that they currently

[1:26:48] provide and rolling those into a

[1:26:50] registered apprenticeship

[1:26:52] program and the unique thing

[1:26:53] about Oklahoma and our

[1:26:55] technology centers is that they

[1:26:57] all work together there isn't a

[1:26:58] day that goes by I don't get an

[1:27:01] email saying hey is anybody

[1:27:03] doing this training? iss anybody

[1:27:05] doing that training so that the

[1:27:07] tech centers can share that that

[1:27:09] training information, those

[1:27:11] courses the instructors with

[1:27:12] each other so that they make

[1:27:14] sure that they they can turn a

[1:27:15] customized training around for

[1:27:16] any company in the state

[1:27:21] in other states they're called

[1:27:22] technical colleges and they

[1:27:23] don't necessarily work together.

[1:27:25] The other thing that we've done

[1:27:27] is we've pulled partners

[1:27:28] together for funding

[1:27:31] opportunities so there's several

[1:27:33] different funding sources for

[1:27:35] apprenticeship programs and so

[1:27:37] we have developed a flyer to

[1:27:39] help companies navigate some of

[1:27:40] the funding streams that they

[1:27:43] have to help them understand

[1:27:45] because when you go in and you

[1:27:46] start talking it's overwhelming

[1:27:47] to people and so that's

[1:27:48] something that we

[1:27:51] saw as a need. The other

[1:27:52] thing that I wanted to

[1:27:53] specifically talk about is some

[1:27:57] of the challenges so number one

[1:27:59] we hear all the time oh it's

[1:28:00] there's way too much paperwork

[1:28:02] and it takes my staff too much

[1:28:04] time to get an apprenticeship

[1:28:06] program up and running. Well we

[1:28:09] do the paperwork, OK so our team

[1:28:10] does the paperwork for the

[1:28:13] businesses and as far as the

[1:28:15] time on the business they have

[1:28:16] to go through and tell us what

[1:28:17] they're going to teach him on

[1:28:18] the job

[1:28:21] what kind of related

[1:28:22] instruction they need they have

[1:28:25] to work with DL to set up their

[1:28:27] database login to the database

[1:28:29] system basically a company is

[1:28:32] looking at max two hours of time

[1:28:33] to get a registered

[1:28:34] apprenticeship program up. The

[1:28:36] next thing it says is it takes

[1:28:38] too much time to establish an

[1:28:39] apprenticeship program

[1:28:42] recentlycently we turned a

[1:28:45] program from a request to

[1:28:47] actually being an inception in72

[1:28:48] hours. I don't think that's

[1:28:51] too much time but you hear this

[1:28:52] all the time so we're trying to

[1:28:53] get that message out. The other

[1:28:55] thing that we're seeing is

[1:28:57] there's a lot of nonprofits for

[1:29:00] profit companies out there that

[1:29:01] write registered apprenticeship

[1:29:03] programs well guess what we do

[1:29:05] all of that at no cost. OK

[1:29:07] that's what we do in our agency

[1:29:09] so we want the sponsors to be

[1:29:11] the companies because the

[1:29:14] companies are more valuable to

[1:29:17] the apprentice to say boeing

[1:29:18] trained me

[1:29:21] Nordam trained me OK rather than

[1:29:24] some company that is a forprofit

[1:29:25] or a nonprofit that takes a cut

[1:29:29] of any of the the cost or any of

[1:29:30] the

[1:29:33] funding that may come into that

[1:29:35] company it's really important

[1:29:37] that the apprentice gets the the

[1:29:39] recognition and also as a state

[1:29:41] agency we want to grow the

[1:29:43] number of apprentices but we

[1:29:45] also want to grow the number of

[1:29:47] companies that are participating

[1:29:48] in the apprenticeship program

[1:29:51] the other thing that we see a

[1:29:52] lot is apprenticeship programs

[1:29:54] are only for the trades. Well

[1:29:55] there is apprenticeship programs

[1:29:58] available in pretty much any any

[1:29:58] occupation that is out there

[1:30:03] and then the other thing that

[1:30:04] we hear a lot of is an

[1:30:06] apprenticeship and internships

[1:30:07] are used to interchangeably.

[1:30:09] hopefullypefully from the

[1:30:11] definitions I gave you earlier,

[1:30:12] you understand the difference

[1:30:13] between an apprenticeship

[1:30:14] program and an internship

[1:30:14] program.

[1:30:18] so this is our pathway you can

[1:30:19] see we start in middle school

[1:30:21] and go all the way through

[1:30:22] workforce and economic

[1:30:25] development we do have ampP

[1:30:27] schools noted in the top left

[1:30:28] hand corner because that's a big

[1:30:31] need in Oklahoma and we have

[1:30:32] written an apprenticeship

[1:30:35] program for companies here in

[1:30:37] Oklahoma for an A&P so if you're

[1:30:38] interested in that we can help

[1:30:38] you with that

[1:30:43] just some pathways this this

[1:30:45] is a variety of different things

[1:30:47] that we could potentially write

[1:30:48] apprenticeship programs for

[1:30:51] again the AMP is up there

[1:30:53] project managers those are

[1:30:54] things that are within the

[1:30:56] aerospace area that we hear a

[1:30:59] lot the construction we have a

[1:31:00] variety of different

[1:31:01] construction pathways or

[1:31:05] occupations from a craft laborer

[1:31:06] all the way down to a bricklayer

[1:31:09] carpenter etc. We work really

[1:31:10] closely with the

[1:31:13] CB or constructionustry boardard

[1:31:17] one misinformation is because

[1:31:19] they have an apprenticeship card

[1:31:22] through CIB does not mean that

[1:31:24] they are an appr registered

[1:31:26] apprenticeship program or can

[1:31:27] career tech apprenticeship

[1:31:29] programme. The the nice thing

[1:31:33] about CIB is they will give

[1:31:35] students in er tech programs

[1:31:38] hours of experience towards

[1:31:39] their apprenticeship license

[1:31:43] and we have worked with every

[1:31:44] tech center has to go through an

[1:31:45] approval process annually to get

[1:31:47] their programs approved for the

[1:31:49] number of hours the curriculum

[1:31:51] and the teacher. The teacher has

[1:31:53] to be a journeyman licensed

[1:31:55] either plumber HVAC or

[1:31:56] electrical

[1:31:59] some of the barriers so one of

[1:32:02] the biggest barriers is if as

[1:32:04] we're running the apprenticeship

[1:32:05] programs if

[1:32:09] right right now if it's a youth

[1:32:10] they have to have a certified

[1:32:11] teacher attached to it

[1:32:16] we need those codes are 9000lo

[1:32:17] codes which means a program

[1:32:19] level code not have to have a

[1:32:21] certified teacher. it's more

[1:32:23] like a project manager who's

[1:32:24] doing the instruction the

[1:32:26] company or it could be a

[1:32:28] journeyman. Do you think they're

[1:32:29] going to want to go and get

[1:32:29] teacher certified

[1:32:33] mostst likely not. OK so that's

[1:32:35] a big barrier if we want to get

[1:32:37] youth involved at an earlier

[1:32:39] point in apprenticeship program.

[1:32:40] They can do an internship

[1:32:41] program and some teachers

[1:32:43] usually behind that internship

[1:32:45] program but if they're spending

[1:32:47] 34,5 hours a day in an

[1:32:49] apprenticeship program that

[1:32:51] teacher certification can should

[1:32:53] not be somebody who has to be a

[1:32:54] certified teacher

[1:32:57] we have a limited bandwidth at

[1:32:59] our tech centers right now

[1:33:00] because they've been working on

[1:33:02] workforce development for years

[1:33:04] they've got their clients and

[1:33:05] etc. so having somebody

[1:33:07] dedicated to apprenticeships

[1:33:09] would very much help our tech

[1:33:11] centers to actually focus on the

[1:33:13] apprenticeship side and we could

[1:33:17] actually take those

[1:33:18] individuals at the tech center

[1:33:19] and put them into an

[1:33:21] apprenticeship program. I

[1:33:22] currently have two on my team

[1:33:23] that are in an apprenticeship

[1:33:24] program called

[1:33:25] apprenticeship

[1:33:27] trainingpresentative. so we're

[1:33:29] putting our our effort where our

[1:33:31] mouth is and actually have

[1:33:33] apprenticeships apprentices at

[1:33:35] the state department ofreer

[1:33:37] Tech. the related instruction

[1:33:39] another thing that we do is we

[1:33:41] juggle our funds to try and get

[1:33:42] enough money to offset the cost

[1:33:43] of the training for the

[1:33:45] companies because we are

[1:33:49] giving the techcent dollars for

[1:33:51] the related instruction trying

[1:33:52] to keep the costs low for the

[1:33:53] companies because it's important

[1:33:55] for us to do workforce

[1:33:57] development and develop that

[1:33:58] training at low cost

[1:34:01] we're also piloting a

[1:34:03] software program for

[1:34:05] apprenticeship management to

[1:34:07] help with the paperwork involved

[1:34:09] as far as with students that are

[1:34:10] high school students and trying

[1:34:13] to track those hours and etc and

[1:34:15] that has gone fairly well and

[1:34:17] then the last thing that's a

[1:34:18] barrier you mentioned choose

[1:34:21] aerospace earlier we're limited

[1:34:23] on the number of licenses that

[1:34:25] we have currently we've already

[1:34:27] ran out and so what we've done

[1:34:28] is to

[1:34:29] try and and for those of you who

[1:34:31] don't know choose aerospace is

[1:34:33] the beginning portion of the AMP

[1:34:36] Huge need in Oklahoma well we've

[1:34:37] invested dollars into it but so

[1:34:39] many schools have picked up the

[1:34:41] choose aerospace program and

[1:34:43] seat licenses that we run out of

[1:34:45] licenses so those are the big

[1:34:46] barriers questions

[1:34:49] To have members with questions

[1:34:56] p re s ent ative Norwood I'll

[1:34:56] turn it back up to you

[1:34:59] tonya thank you very much today

[1:35:04] Brent thank you so much for

[1:35:07] being here with us today and to

[1:35:08] kind of put the answers the

[1:35:09] answers to all of this is right

[1:35:10] is that what you agreed to do

[1:35:13] that we're the cap of all of it

[1:35:14] but I do appreciate what you're

[1:35:15] doing to develop students

[1:35:18] I was able to go to Sandsprings

[1:35:19] withannya and look at your

[1:35:21] construction there and umm

[1:35:23] anytime I'm in that setting

[1:35:26] the teachers are very

[1:35:27] passionate about what they're

[1:35:29] doing your instructor there in

[1:35:31] Sandsprings absolutely consumed

[1:35:33] with what he's doing to teach

[1:35:33] people so thank you for leading

[1:35:36] this and thank you for being

[1:35:38] here today and thank you for the

[1:35:40] invitation thank you all for

[1:35:41] being here today. main thing

[1:35:43] that we need to do is answer

[1:35:44] questions that you may have as

[1:35:45] we've gone through that so I'm

[1:35:47] gonna attempt to answer some

[1:35:49] questions that career tech is

[1:35:49] working on to develop the

[1:35:50] workforce needs and we're

[1:35:51] talking specifically about

[1:35:53] aerospace and construction today

[1:35:56] but there's a wide array of

[1:35:57] things that we're trying to do.

[1:35:58] One thing that I would keep in

[1:35:59] your mind as we go through this

[1:36:00] and you think about all the

[1:36:01] other presenters and what

[1:36:02] they've talked about

[1:36:05] we have every sector of industry

[1:36:07] that is asking for more workers

[1:36:08] and so that's what we're up

[1:36:09] against and we we talk about how

[1:36:11] do we get people in the right

[1:36:13] experiencesorkbased learning

[1:36:14] whether it's apprenticeship or

[1:36:15] internship job shadowing those

[1:36:17] are important to make sure the

[1:36:19] right students are getting the

[1:36:20] right experiences to make sure

[1:36:22] they continue their education

[1:36:23] without wasting time, energy and

[1:36:25] resources and so that's what

[1:36:25] we're doing. We're going to

[1:36:27] cover kind of all of the

[1:36:29] delivery arms but really

[1:36:31] focusing on two key points today

[1:36:31] and that'll be technology

[1:36:32] centers and the

[1:36:35] Kal school districts because yes

[1:36:37] we talked about reentry we train

[1:36:38] in prisons we have 17 different

[1:36:39] locations right now that are

[1:36:41] training to release inmates into

[1:36:43] great jobs not to release them

[1:36:45] back into the environments that

[1:36:47] they came from tonya mentioned

[1:36:48] the business and industry side

[1:36:49] that we're working within at our

[1:36:50] tech centers to make sure that

[1:36:52] people get the training that is

[1:36:54] relevant and quick to go right

[1:36:55] back into work and then we have

[1:36:57] adult education, family literacy

[1:36:59] as well to make sure that

[1:37:00] individuals that are adults

[1:37:01] don't have barriers to

[1:37:02] increasing their

[1:37:05] their educational aptitude. but

[1:37:06] let's focus in on a couple of

[1:37:07] things cause I know we want to

[1:37:08] get into and you guys better ask

[1:37:09] some more questions than you've

[1:37:11] been asking soammmy I see you

[1:37:11] over there you better be asking

[1:37:14] me some questions. So K-1w2

[1:37:15] school districts that's where

[1:37:17] career tech started and we do a

[1:37:19] ton of work in Kelw2 school

[1:37:20] districts 151,0an0 students that

[1:37:23] are inexperis that are bringing

[1:37:25] careers to life for them. OK?

[1:37:26] The problem is tonya mentioned

[1:37:28] what can we do different

[1:37:31] How do we fix this because we do

[1:37:33] have a problem so one of the

[1:37:33] things that I probably don't

[1:37:35] have on there that I I should

[1:37:37] have is that we have to make

[1:37:38] sure that we maintain the

[1:37:39] changes we've made in high

[1:37:41] school graduation requirements

[1:37:43] we have to make sure we do that

[1:37:44] if you don't you just shot

[1:37:45] yourself in the foot and you

[1:37:46] might as well start over. I'll

[1:37:47] be real blunt about that.

[1:37:50] Funding curriculum currently

[1:37:51] Oklahoma does not fund any

[1:37:54] career curriculum. We used to at

[1:37:56] the agency build curriculum and

[1:37:57] sell it to the whole world

[1:37:58] around all trades

[1:38:01] well over time as curriculum

[1:38:03] changed and adapted the

[1:38:06] agency did not and then about 12

[1:38:07] years ago they discontinued what

[1:38:09] we do from a curriculum

[1:38:10] standpoint because it was all in

[1:38:12] print and so there are vendors

[1:38:13] that provide curriculum that is

[1:38:15] up to date relevant and enable

[1:38:17] to use but we as a state do not

[1:38:19] provide access to that

[1:38:21] curriculum unless our schools do

[1:38:23] that on their own. We do for

[1:38:24] English, cience, mathematics

[1:38:25] history we have textbook

[1:38:27] adoption dollars. we don't do

[1:38:28] that for career and industry

[1:38:28] training so that's something

[1:38:29] that we might ought to look

[1:38:31] at hopefully you're taking

[1:38:33] notes around that expanding

[1:38:37] programs we added $3 million

[1:38:38] my first year as director three

[1:38:41] years ago and we added280

[1:38:42] programs the largest bulk of

[1:38:43] which were in stem. Those dip

[1:38:45] all the way down to fifth grade.

[1:38:47] We currently have about50

[1:38:49] waiting again to be funded so

[1:38:50] that more schools can add

[1:38:50] programs that introduce

[1:38:54] all ages of students5th through

[1:38:57] 12 into what these careers look

[1:38:59] like and start to give them

[1:38:59] experiences that are relevant

[1:39:02] we're gonna need to expand

[1:39:04] programs again and then as tonya

[1:39:05] mentioned the apprenticeship

[1:39:06] policy

[1:39:09] what she's talking about we had

[1:39:11] two measures last year to try

[1:39:12] to get this done neither made it

[1:39:13] through but we have got to get

[1:39:17] something that allows by law

[1:39:18] a school to release the student

[1:39:20] into good workbased learning

[1:39:21] experiences because it doesn't

[1:39:23] currently exist and so we have

[1:39:25] to provide that if we want to

[1:39:25] make sure that there is a

[1:39:27] difference where the student

[1:39:29] comes out of high school and

[1:39:31] knows what the options are for

[1:39:33] careers and doesn't waste the

[1:39:35] next 10 years of their life

[1:39:35] figuring that out. It's our job

[1:39:38] as educators to make sure that

[1:39:39] we provide those experiences and

[1:39:41] we currently cannot because of

[1:39:43] the barriers that we have in

[1:39:43] policy so we want to make sure

[1:39:45] that that's not there that every

[1:39:47] student gets an opportunity to

[1:39:47] explore. I was mentioned earlier

[1:39:48] that

[1:39:51] students under the age of 18

[1:39:53] sometimes can't get to a job

[1:39:54] site sometimes that is the case

[1:39:55] but that's company policy that's

[1:39:57] not law. so the law currently

[1:39:59] states that anyone that falls

[1:40:01] department of laborbor 16 and

[1:40:03] over can be on job sites it's up

[1:40:05] to their company policy and it's

[1:40:07] up to insurance many times but

[1:40:08] there is an opportunity for

[1:40:09] these students to be on job

[1:40:12] sites if that company allows it

[1:40:13] all the way down to 14 in some

[1:40:14] cases because you can get a

[1:40:16] form600 in the form601 we used

[1:40:17] to do that all the time for the

[1:40:18] hospitality industry so

[1:40:21] people can be an apprenticeship

[1:40:22] opportunities they can be an

[1:40:23] internship opportunities in live

[1:40:25] work and so as mentioned earlier

[1:40:28] that we have barriers we do

[1:40:31] but we can also work with the

[1:40:32] tools that are already there. So

[1:40:33] I think if we have a better

[1:40:35] education and understanding of

[1:40:36] what's available we can provide

[1:40:37] more opportunities to students

[1:40:40] so just remember this when you

[1:40:41] get into session this year we

[1:40:42] need an apprenticeship bill for

[1:40:42] high school students

[1:40:43] don't forget that

[1:40:49] Technology centers so technology

[1:40:50] centers everybody knows what a

[1:40:51] technology center is and we've

[1:40:52] heard a lot about what they do

[1:40:53] and how they partner with

[1:40:53] business and industry and we

[1:40:55] move forward at the agency we

[1:40:57] provide a little bit of the

[1:40:59] funding from the state that

[1:40:59] makes sure that these programs

[1:41:01] happen as you know we've

[1:41:02] talked about for several years

[1:41:03] now we have a waitlist we have a

[1:41:06] ton of students that are not

[1:41:07] able to get into programs

[1:41:09] because we can't grow fast

[1:41:10] enough. I would reiterate to

[1:41:13] this group we had a40% demand

[1:41:14] increase since COID. Students to

[1:41:14] get into technology center

[1:41:17] doors so how how do we make a

[1:41:18] difference

[1:41:19] well one of the things that I

[1:41:21] think we need to do is we need

[1:41:22] to adjust the school day that

[1:41:23] was mentioned earlier for other

[1:41:25] programs nordam has programs

[1:41:26] where they have adjusted their

[1:41:27] day so they can get students in

[1:41:29] the doors well we need to adjust

[1:41:30] our day of what school looks

[1:41:31] like in many states you don't

[1:41:33] have to go to school between7

[1:41:34] and4.

[1:41:36] whenever the schools open or

[1:41:37] whenever the experience is open

[1:41:39] you can be a part of the school

[1:41:40] day. So maybe the student needs

[1:41:43] to go from noon to 3 at their

[1:41:45] sending school site and then

[1:41:46] they need to come to a

[1:41:47] technology center after in an

[1:41:49] evening program or maybe they

[1:41:49] need to come to an

[1:41:51] apprenticeship opportunity. We

[1:41:53] need to be open and available

[1:41:55] for more students and more times

[1:41:57] to to make the best use of the

[1:41:58] dollars that we do have. so

[1:41:59] that's one of the things that we

[1:42:01] can do fairly cheap and then we

[1:42:03] need to expand programs to the

[1:42:03] students that are waiting to get

[1:42:04] in

[1:42:07] we all talk about that we want

[1:42:08] to support business and industry

[1:42:09] we're bringing in new industry

[1:42:12] to Oklahoma existing industry is

[1:42:14] growing all these great things

[1:42:15] happening in our state and I

[1:42:16] think one thing that we need to

[1:42:17] make sure we invest in is how do

[1:42:19] we get people trained for those

[1:42:21] placements and so we can do that

[1:42:22] by expanding programming

[1:42:25] giving questions thus far, I

[1:42:26] don't want you to forget them.

[1:42:27] OK.

[1:42:30] all right businessiness and

[1:42:31] industry training that is part

[1:42:33] of a technology center asannya

[1:42:35] mentioned. Currently we put very

[1:42:37] little money into that most

[1:42:39] of which is done by private

[1:42:40] business themselves we serve

[1:42:41] over 10,000 businesses in that

[1:42:43] capacity so we've got to start

[1:42:45] making a difference with what we

[1:42:47] do for coordinators that's one

[1:42:48] of the the big bullet point at

[1:42:49] the bottom. I'll skip over the

[1:42:51] apprenticeship policy because I

[1:42:52] hit that one pretty hard with

[1:42:53] you earlier and I'm going to hit

[1:42:54] you all sessions so just get

[1:42:55] ready for it. Funding

[1:42:57] coordinators that's one thing

[1:42:58] ataa mentioned in her

[1:43:01] s li de sh ow we do a fantastic

[1:43:04] job in Oklahoma of making sure

[1:43:07] that we offer resources to

[1:43:09] individuals through through

[1:43:10] federal grants whether

[1:43:12] it'sannaf funding or whether

[1:43:14] it's other DHS funding or DRS

[1:43:15] funding that we're trying to

[1:43:17] braid together in our workforce

[1:43:18] model today that's going really

[1:43:19] really well I'll be at the end

[1:43:21] of this week I'll be

[1:43:22] atharvard explaining how

[1:43:23] Oklahoma's doing that to the

[1:43:24] rest of the country because

[1:43:25] we're doing it better than most

[1:43:27] but what we don't do is make

[1:43:28] sure that we have

[1:43:32] somebody regionally that focuses

[1:43:34] on those individuals getting a

[1:43:37] real work experience and so

[1:43:37] that's one thing that we could

[1:43:39] do different and accelerate

[1:43:41] our model is the fund

[1:43:42] coordinators at every technology

[1:43:43] center where they could take a

[1:43:45] regional approach and serve

[1:43:47] everyone in that area they can

[1:43:49] serve college enrollments as

[1:43:51] well for that related technical

[1:43:52] instruction or related

[1:43:53] instruction they could serve

[1:43:54] private business. they can make

[1:43:55] sure that we have matches going

[1:43:57] on so that employers know who's

[1:44:01] available for an apprentice and

[1:44:03] apprentices know what employers

[1:44:04] are available so that's one

[1:44:05] thing that we've got to do if

[1:44:06] we're going to expand what's

[1:44:06] available to us

[1:44:10] one of the things that I'll

[1:44:11] continue to mention is funding

[1:44:13] for career tech opportunities so

[1:44:14] that we can support all of

[1:44:15] education. I continue to do that

[1:44:17] every year. we'll we'll

[1:44:20] continue to show this we did

[1:44:22] gain we're4% now where we used

[1:44:24] to be 3% of the educational

[1:44:26] opportunities in this state and

[1:44:27] I would ask any questions that

[1:44:29] you might have because I think

[1:44:30] what I've hoped to make evident

[1:44:31] is that there's plenty of

[1:44:32] solutions we just got to get

[1:44:32] behind them

[1:44:35] to members with questions

[1:44:41] I have I did you bet was hoping

[1:44:44] do have a couple of questions go

[1:44:44] ahead OK

[1:44:48] you talked about changing the

[1:44:50] format of the school day. What

[1:44:54] and I'm basing this on a little

[1:44:56] bit of personal experience and a

[1:44:58] little bit of knowing what's

[1:45:01] happening in a school today

[1:45:05] what is keeping students from

[1:45:08] going to school part of the day

[1:45:09] and then going and doing an

[1:45:10] internship after school

[1:45:13] so a couple of things that I

[1:45:15] might mention thank you for that

[1:45:16] question.

[1:45:18] schools have to maintain a six

[1:45:19] hours of rigor during the school

[1:45:20] day and they're accredited based

[1:45:22] off that six hours of rigor

[1:45:24] and so what has to happen is

[1:45:26] you're going to require in in

[1:45:29] that situation you would require

[1:45:30] the student to put in their

[1:45:31] school day and then do extra

[1:45:33] after inokklahoma that would

[1:45:35] be very limited students would

[1:45:36] have access to that opportunity

[1:45:37] because the other things that

[1:45:39] they're involved in so they

[1:45:41] could do that but the school is

[1:45:42] not going to recognize that as

[1:45:43] part of the school day. What I'm

[1:45:45] suggesting is we we eliminate

[1:45:46] the

[1:45:49] barrier and let that six hours

[1:45:50] of rigor count at any time in

[1:45:51] the day but we can't currently

[1:45:52] do that

[1:45:54] if that if that helps to

[1:45:59] you can add work time but it

[1:46:00] does not count as your school

[1:46:00] time.

[1:46:05] what about internships that are

[1:46:06] happening during the school day

[1:46:09] and the students are enrolled in

[1:46:11] a class during the school day

[1:46:12] that there's nothing I mean

[1:46:15] I don't want to rat anyone out I

[1:46:17] know that's happening today and

[1:46:18] so I've just

[1:46:21] talk about that for a little bit

[1:46:24] I'll be happy to and to clarify

[1:46:27] it is allowable to code

[1:46:29] internship hours up to2 hours

[1:46:30] per school day currently

[1:46:33] what we experience is most of

[1:46:35] the time for an employer it's

[1:46:38] not very worthwhile for them to

[1:46:39] have them there only two hours a

[1:46:41] day. I need them there longer if

[1:46:43] we're going to make this a

[1:46:44] meaningful experience and so

[1:46:45] it's not currently allowable by

[1:46:47] law to have more than two hours.

[1:46:49] there are schools that do that.

[1:46:51] I found ways to work around that

[1:46:52] I'll be real honest when I was a

[1:46:53] building principal and a

[1:46:54] superintendent, I would code a

[1:46:55] couple of hours internship and

[1:46:58] we would have a eid hour for

[1:46:59] this and an eight hour for that

[1:47:00] and they would probably not be

[1:47:01] there because

[1:47:03] I was doing what's right for the

[1:47:05] student. If I get caught doing

[1:47:06] that then I could have an

[1:47:09] accreditation issue because

[1:47:11] it's not allowable by law but I

[1:47:13] was doing it anyway and and

[1:47:13] there's going to be other

[1:47:15] schools that do that what we're

[1:47:16] what I'm suggesting is let's

[1:47:17] quit putting the barriers in

[1:47:19] place. This used to happen in

[1:47:20] the fiftiess,60s and seventiess

[1:47:22] in Oklahoma we had on jobb

[1:47:23] training happened all over the

[1:47:25] state it works really really

[1:47:27] well until we quit adding the

[1:47:29] educational component and we

[1:47:30] just turned them loose to work.

[1:47:30] What I'm

[1:47:33] suggesting we do is we make sure

[1:47:35] we maintain the educational

[1:47:37] opportunities the RI the RTti or

[1:47:38] however you want to refer to it

[1:47:40] and we allow them to work up to

[1:47:43] a half day in a setting so that

[1:47:44] we can count both and so we

[1:47:45] don't have to work around the

[1:47:47] law that we would find a way to

[1:47:49] actually allow for that and it

[1:47:51] encourage it that's one of the

[1:47:52] things that I think we need to

[1:47:53] do we need to encourage more

[1:47:54] young children to get job

[1:47:56] experiences like a 12 year

[1:47:58] oldpresentative Norwood we need

[1:47:59] those experiences because the

[1:48:00] reason we're failing behind or

[1:48:04] falling behind in soft skills is

[1:48:04] because the kids never go to a

[1:48:05] dang job

[1:48:07] my kid's not gonna have a

[1:48:09] problem showing up to work

[1:48:10] because on Labor Day they were

[1:48:11] up at6 a.m. to start working on

[1:48:13] the on the Saturday before that

[1:48:14] I got him passing out because

[1:48:15] we're rolling up fence that's

[1:48:17] just the way it goes but most

[1:48:19] households are not that way

[1:48:19] kidsd never work anymore and

[1:48:21] that that's the problem is we've

[1:48:23] got to provide and encourage an

[1:48:24] opportunity for them to go to

[1:48:25] work so they learned that it's

[1:48:27] fun it's great to be at work and

[1:48:28] be productive and get paid for

[1:48:29] it and we've got to encourage

[1:48:30] that.

[1:48:33] I appreciate you saying that my

[1:48:35] son called me his third week of

[1:48:36] college after he had gone to

[1:48:36] career tech

[1:48:38] and said mother

[1:48:41] these young men need to spend

[1:48:42] about three weeks with you

[1:48:43] because he

[1:48:45] he felt like they didn't

[1:48:47] actually know how to work

[1:48:49] sometimes ok you mentioned

[1:48:51] you talked about all I wrote

[1:48:53] down was release the students

[1:48:55] did you just do we need to talk

[1:48:57] about that a little bit more or

[1:48:58] did you cover all that

[1:49:02] don't mind clarifying yeah so

[1:49:05] what we need in in law or policy

[1:49:06] is we need an opportunity to

[1:49:08] 9000 level course code that

[1:49:09] tonya talked about and I didn't

[1:49:11] want to overstep what tonya

[1:49:12] talked about because she's

[1:49:14] exactly right. Currently we can

[1:49:16] give 9000 level course codes to

[1:49:19] attend a technology center we

[1:49:21] are wanting the same to be

[1:49:22] available for apprenticeship

[1:49:25] opportunities for students that

[1:49:26] we're never going to fill the

[1:49:27] full need if we have to bring

[1:49:28] every one of them to the

[1:49:28] technology center

[1:49:31] we can use an apprenticeship as

[1:49:33] a way to leverage the capability

[1:49:35] on the business and industry

[1:49:37] side or the web side where we

[1:49:38] can give them short term

[1:49:39] training and then release them

[1:49:41] into an apprenticeship setting.

[1:49:42] The difference between

[1:49:43] apprenticeship and just on jobb

[1:49:45] training that we used to use the

[1:49:47] term for we're not turning them

[1:49:48] loose. they have a contract that

[1:49:49] they're following. we have

[1:49:51] educational objectives they must

[1:49:53] obtain part of which are the

[1:49:54] employers and part of which is

[1:49:56] the education provider so

[1:49:57] that's when I say release them

[1:49:58] we need to the ability to 9

[1:50:00] 000 level course code for an

[1:50:02] apprenticeship and make sure

[1:50:03] that it doesn't have to be a

[1:50:05] licensed teacher wouldn't have

[1:50:06] to be a science teacher or

[1:50:08] English teacher it can be that

[1:50:08] project manager

[1:50:12] two questions'm gonna start with

[1:50:15] the first one first one

[1:50:17] ok so releasing the students

[1:50:23] how is that not the have a huge

[1:50:26] issue with juniors and seniors

[1:50:27] in high school who show up at

[1:50:31] high school one hour a day and

[1:50:33] so if we can do that in a high

[1:50:35] school in the high school

[1:50:36] receives a full day's wage for

[1:50:38] that student because they're in

[1:50:39] concurrent enrollment or they're

[1:50:42] doing whatever they're not being

[1:50:44] in school why is there some

[1:50:49] policy that's not in effect that

[1:50:51] they're enrolled at the career

[1:50:53] techenter for their internship

[1:50:55] therefore they're at their

[1:50:57] internship while being counted

[1:50:59] at the careerent like they are

[1:51:00] in a normal high school when

[1:51:02] they're doing concurrent

[1:51:05] enrollment that's a great

[1:51:06] question and and hopefully I

[1:51:08] clarify this clearly it is

[1:51:11] allowable for concurrent and for

[1:51:13] career and technical programs to

[1:51:14] release student but it

[1:51:17] is not allowable for an

[1:51:17] apprenticeship

[1:51:20] so that's what we need to add

[1:51:22] into the policy we can add a

[1:51:25] component of work-based learning

[1:51:27] to our programs currently but

[1:51:28] we're not supposed to release

[1:51:29] them without being under a

[1:51:31] teacher's supervision that's the

[1:51:33] difference now you mentioned a

[1:51:35] problem that I have even at

[1:51:37] our school we don't allow a

[1:51:39] concurrent online student to not

[1:51:41] be butt and seat because we were

[1:51:43] tired of them sitting at home in

[1:51:44] their pajamas doing school work

[1:51:45] when they should have been at

[1:51:45] school and that's just a

[1:51:47] personal old schoolol philosophy

[1:51:48] but anyway

[1:51:49] this is where we want

[1:51:51] supervision but it doesn't have

[1:51:53] to be a licensed teacher they

[1:51:54] could be under a you know a

[1:51:57] mentor situation and an

[1:51:59] apprenticeship we want students

[1:52:00] through their 12th grade year to

[1:52:03] be present somewhere be at

[1:52:05] school, being an apprenticeship,

[1:52:06] being in a career tech program,

[1:52:07] be a concurrent classroom

[1:52:08] wherever that is they need to be

[1:52:09] present somewhere

[1:52:11] OK now have one more question

[1:52:13] about teacher certification

[1:52:14] because as a

[1:52:17] former educator I don't know if

[1:52:18] you ever get to be a former

[1:52:21] educator as an educator I the

[1:52:23] legislature as a body has been

[1:52:25] criticized and I know I've taken

[1:52:27] it a little bit personally

[1:52:29] because of how easy it has been

[1:52:31] to get teacher certification in

[1:52:33] the last six years or so. so

[1:52:35] have you guys aggressively tried

[1:52:39] to take advantage of the the law

[1:52:41] in recent years to try to get as

[1:52:43] many of your people at least

[1:52:44] initially certified in maybe

[1:52:47] a state of weakness in the

[1:52:49] certification process because

[1:52:51] sometimes that you can just

[1:52:53] continue that absolutely so

[1:52:55] great question. there are

[1:52:56] many avenues through teacher

[1:52:58] certification with changes in

[1:53:01] adjunct with emergency all those

[1:53:03] different things what we're

[1:53:05] suggesting is that the mentor

[1:53:07] and the whether they have a

[1:53:09] education specialist at a

[1:53:11] college institution or a tech

[1:53:13] center or wherever togetherther

[1:53:14] the mentor and that

[1:53:17] education provider are the

[1:53:19] supervisor for that student

[1:53:21] because you're not going to get

[1:53:23] somebody that's working on

[1:53:25] the floor at Noram to also bet

[1:53:26] teacher certified likely that's

[1:53:27] gonna be more rare but they're

[1:53:29] not going to be under direct

[1:53:30] supervision of the teacher at

[1:53:31] all times they may be at work

[1:53:33] and we want that to be allowable

[1:53:35] which currently is not allowable

[1:53:36] other than the two hours a day

[1:53:39] and then when

[1:53:41] final note on that

[1:53:47] are the mentors and the people

[1:53:51] that work in these locations are

[1:53:53] there required background checks

[1:53:57] on those individuals who have

[1:53:59] potential contact with

[1:53:59] younger students

[1:54:03] for everyone that is contact

[1:54:04] with a high school student that

[1:54:05] yes they if they're in a

[1:54:07] supervisory role they would have

[1:54:08] to be under a background check

[1:54:09] so that's something the business

[1:54:11] would have to agree to that if

[1:54:12] we're going to take this on as a

[1:54:13] legal means of offering an

[1:54:15] apprenticeship to a high school

[1:54:16] student as part of their school

[1:54:17] day that would fall under

[1:54:19] current Oklahoma state law where

[1:54:20] they have to have a background

[1:54:20] check as well.

[1:54:24] that concludes my rounds of

[1:54:25] questioning do any other members

[1:54:26] have questions?

[1:54:30] Representative Norwood go ahead

[1:54:31] I'll just turn it back over to

[1:54:32] you you're in charge for the

[1:54:33] rest of time thank you so very

[1:54:35] much today. I think that was

[1:54:37] part of the conversation I've

[1:54:39] had all the way through is can

[1:54:41] we do something to cover the

[1:54:43] companies for the certification

[1:54:45] and justpresentative house back

[1:54:47] this is exactly what you're

[1:54:48] talking about in this time is

[1:54:49] there a space where we can make

[1:54:52] it where there is covering for

[1:54:55] these industry leaders to have

[1:54:57] instructors not necessarily

[1:54:58] through the

[1:55:00] going to education and and

[1:55:01] getting there is there anything

[1:55:03] we can do to develop that is

[1:55:05] there a pathway you've already

[1:55:05] started to develop toward that

[1:55:08] thank you for the question and

[1:55:10] yes we do have a

[1:55:11] industryrecod specialist

[1:55:13] certificate area that we already

[1:55:15] use withinchnology centers that

[1:55:17] may be amenable to this

[1:55:20] situation but would it

[1:55:22] would it be necessary and if

[1:55:24] they're not instructing full

[1:55:25] time that's what we have to

[1:55:27] explore is what does the policy

[1:55:27] look like as we craft that

[1:55:29] because we could we could go

[1:55:31] down that road of making them an

[1:55:33] industryrecod specialist USIC

[1:55:35] does that currently with their

[1:55:35] instructors that are at Canadian

[1:55:36] Valley and

[1:55:38] and meridian and they're working

[1:55:40] in a very similar to an

[1:55:42] apprenticeship manner so that's

[1:55:45] a possibility. it is a new

[1:55:47] pathway that we built that could

[1:55:49] be expanded so you could have

[1:55:51] two policy adjustments where you

[1:55:52] adjust that policy for teacher

[1:55:53] certification and you build an

[1:55:56] apprenticeship policy or you

[1:55:56] could combine them in two

[1:56:03] thank you very much for your

[1:56:05] time thank you to everyone who's

[1:56:06] come to be a part of the study

[1:56:07] today

[1:56:11] I'm encouraged that Oklahoma is

[1:56:13] looking to continue to be on the

[1:56:15] forefront of internships

[1:56:17] apprenticeships I'm excited

[1:56:19] about what your company is doing

[1:56:22] coming to the tulsa side I'll

[1:56:24] I'll end with this with this

[1:56:26] thought any any opportunities we

[1:56:27] can give students any any

[1:56:29] opportunities we can give

[1:56:30] students to figure out where

[1:56:33] they're headed earlier. I

[1:56:35] think that's a positive thing

[1:56:37] cause kids that already kind of

[1:56:38] have a path

[1:56:39] and a plan they get on that and

[1:56:41] get moving and that gives them

[1:56:43] future for family it gives them

[1:56:45] future for a whole lot of things

[1:56:47] so we want to give those

[1:56:49] opportunities thank you to

[1:56:51] everyone thank you very much for

[1:56:52] being part of the interim study

[1:56:53] today and I think that concludes

[1:56:56] our time on time we made it yes

[1:56:59] we just concluded interim

Postsecondary Education

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