Ask the Scholar
Document scope · 1 page
Scholar
Ask about this object, its catalog metadata, its source description, or the page inventory.
For page-specific OCR and visual context, open one of the page chats.
Scholar Source Context
Document identity
localId
323154160
label
Welfare Waiver Signing--Wisconsin 7/27/92 [OA 7577]
core
doc
dtoType
document
citationUrl
pageCount
1
Source metadata
id
323154160
contentType
document
title
Welfare Waiver Signing--Wisconsin 7/27/92 [OA 7577]
citationUrl
identifierLocal
13823-002
collections
Records of the White House Office of Speechwriting (George H. W. Bush Administration)
Speech Backup Chronological Files
imageCount
1
hasImages
yes
source
import
hasTranscription
no
Source extras
naId
323154160
levelOfDescription
fileUnit
recordType
description
ocrSource
nara-archive
Single page context
seq
1
pageIndex
0
type
document
mediaId
a95bd0753f2ee061
ocrText
Originally Processed With FOIA(s):
FOIA Number:
S
S
FOIA
MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
Collection/Office of Origin:
Speechwriting, White House Office of
Series:
Speech File Backup Files
Subseries:
Chron File, 1989-1993
OA/ID Number:
13823
Folder ID Number:
13823-002
Folder Title:
Welfare Waiver Signing--Wisconsin 7/27/92 [OA 7577]
Stack:
Row:
Section:
Shelf:
Position:
G
26
22
6
6
THE WHITE HOUSE
Office of the Press Secretary
(Wyoming, Michigan)
For Immediate Release
July 27, 1992
The Wisconsin Youth Apprenticeship Program
FACT SHEET
Today, the President commended Wisconsin Governor Tommy
Thompson for his efforts in developing a Statewide youth
apprenticeship program. The Wisconsin Youth Apprenticeship
Program -- undertaken in partnership with the U.S. Department of
Labor, which provided $200,000 in seed money to the State -- will
provide an integrated Statewide approach to the education and job-
training needs of students throughout the State.
The Problem
Upwards of one-fifth of American students drop out of high
school. Most experience difficulty in securing permanent
employment. Few have the skills that will enable them to succeed
in today's workforce. The rapid pace of technical innovation
demands not only higher skills but also higher levels of
educational achievement.
Many of those students who drop out view high school as
primarily preparation for college. They do not consider high
school relevant to what they intend to do in the future.
Apprenticeship programs, which in many countries serve as a
bridge between school and work, are not generally available as an
option to U.S. high school students.
The President's Proposal
The President's proposed "Youth Apprenticeship Act of 1992, "
submitted to Congress on May 13, 1992, would facilitate developing
youth apprenticeship programs. The Federal role includes program
certification, and seed money. A description of this proposed
legislation is outlined in an April 14, 1992, White House Fact
Sheet.
- 2 -
In response to the President's directive to Secretary of
Labor Lynn Martin to work with states to encourage apprenticeship
initiatives, Youth Apprenticeship Research and Demonstration
Projects have been initiated in six states including Wisconsin.
Wisconsin's Apprenticeship Program
The Wisconsin model is part of a comprehensive education
reform effort that includes:
Identifying industries and occupations best suited for youth
apprenticeship programs;
Developing industry skill standards;
Redesigning high school courses to help integrate academic
and technical skills;
Establishing better training links between educators and
industry trainers; and
Developing performance standards and a measurement system to
determine whether the program is successful.
Wisconsin's program enables students to obtain a high school
diploma at the end of their senior year as well as a certificate
of occupational proficiency from the Bureau of Apprenticeship
Standards of the Wisconsin Department of Industry, Labor, and
Human Relations.
Participating students may also achieve advanced standing
or earn dual credit in vocational technical colleges in skills
such as arts, printing, graphic arts, or other technical work
skills directly relevant to their employment.
Under Wisconsin's Youth Apprenticeship Program:
Classroom and worksite learning are integrated;
Youth apprentices learn actual skills at the worksite;
The employer, school, and students sign a participation
agreement;
Job performance and classroom learning are systematically
evaluated; and
Skilled workers provide the requisite worksite instruction.
- 3 -
All classroom instruction is expected to meet State
education standards.
How the Program Will Work
Wisconsin will implement its Youth Apprenticeship Program
throughout the State during the 1993-94 school year. Two local
programs -- West Bend High School and the Fox Cities Chamber of
Commerce -- will begin this fall:
West Bend High School and Serigraph, Inc. will enroll twelve
students in the 11th grade in their youth apprenticeship
program. Students will attend high school in the mornings
in academic and tech prep classes which integrate academics
with the work-based learning which will occur at Serigraph
in the afternoon. Some specific classes in printing may be
taught at the local vocational technical college. Students
for the program are being chosen by Serigraph from a pool of
applicants selected by the high school.
The Fox Cities Chamber of Commerce is overseeing the
development of a program at Fox Valley area school
districts. Menasha Public Schools, in conjunction with the
Banta Corporation, will send high school students to the Fox
Valley Technical College for the youth apprenticeship
program. Approximately 15 students will be enrolled in the
program.
Students will attend the local vocational technical college
for three days a week and spend two days a week in a work-
based learning environment at businesses in the Fox Valley
area. These students may rotate among businesses to learn
the full range of skills required for printing occupations.
Wisconsin's Youth Apprenticeship Program seeks to integrate
job skills, academic standards, and actual work experience. The
students receive not only a high school diploma but also skills
that translate into solid jobs and career opportunities.
# # #
TOMMY G. THOMPSON
Governor
State of Wisconsin
FASCIMILE COVER SHEET
TO:
Carol Aarhus
FROM:
Peggy Dooley
DATE:
1-22-92
TIME: 11 am CT
RE:
7
Number of pages including this transmittal sheet
If pages are not all received or are illegible, please call:
408/267-9096 9096
MESSAGE:
Room 115 East. State Capitol. P.O. Box 7863. Madison. Wisconsin 53707
(608)266-1212
FAX (608)267-8983
STATE OF WISCONSIN
Wisconsin Welfare Reform
THE TWO-TIER WELFARE
DEMONSTRATION PROJECT
Tommy G. Thompson
Governor
MAY 1992
The Issue
Do welfare recipients move from one state to another to obtain higher
AFDC benefits? We think so. National research, however, comes out on both
sides of the issue. Wisconsin's Two-Tier Demonstration will help give the
nation a definitive answer.
Why Wisconsinites Are Concerned
Wisconsin taxpayers continue to provide the state's AFDC recipients
high benefit payments-currently 11th highest in the country.
Here's how Wisconsin stacks up against neighboring states in monthly AFDC
benefits to a family of three:
WISCONSIN: $517
Indiana:
$288
Iowa:
$426
Michigan:
$459
Illinois:
$367
Ohio:
$334
Minnesota:
$532
We continue to see evidence of in-migration. In the quarter ending
March 31, 1992, about 15 percent of the new AFDC recipients in Milwaukee
County were new Wisconsin residents, signed up for AFDC within 90 days of
arriving in the state, and have never lived here before. Over 43 percent of this
group moved here from Illinois.
Wisconsin traditionally has provided high levels of assistance to our less
fortunate citizens. The state's Medicaid program is the nation's broadest, and
Wisconsin's general relief benefits remain the most generous in our midwestern
region. But the impact of newly arrived low-income families puts additional strain on
the state's social services, community services, education systems and law enforcement.
Wisconsin wants to truly help their citizens, but nowit
will system. be ruined by people taking advantage and cheating the
Provisions of the Pilot Program
*Federal waivers will be sought to permit implementation of the program
*Three year demonstration project
*Six Wisconsin counties will participate in the project
*For a period of six months, AFDC benefits for a new arrival in the state
would be paid at the level in that person's state of origin, regardless of
whether the state of origin's rate is higher or lower than Wisconsin's.
-A person arriving in the state to take a job, who is employed
for at least 90 days, and subsequently seeks AFDC will be paid at
the Wisconsin rate.
-A person who is a former Wisconsin resident for at least six months
will also be paid at the Wisconsin rate.
*Milwaukee, Kenosha and Racine counties will participate with three other counties
which have not yet been designated.
*After the state receives the necessary waivers, Wisconsin's Attorney General
will ask the State Supreme Court to rule on the constitutionality of the
demonstration project. The state is permitted to implement the pilot if the
Court either approves the project or fails to act within nine months.
What Two-Tier Will Accomplish
Wisconsin's Demonstration Project will help assess migration motivation issues
and will really, for the first time, answer the question: Do recipients move from state to
state for the purposes of obtaining higher AFDC benefits?
JUL-22-'92 WED 10:46 ID:WIS DIV BLDG & GRNDS TEL 267-0200
#668 P03
DRAFT PRESS RELEASE
event tentative
*
Madison ... Governor Tommy G. Thompson today announced that
President George Bush will be in Neenah/Menasha on July 27 to
help launch Wisconsin's youth apprenticeship system.
"It is significant that President Bush has chosen to come to
wisconsin to help showcase this historic initiative for the
entire nation," Thompson said.
"Thanks to leadership shown by James Klauser, Chairman of the
Executive Cabinet for a Quality Workforce and State School
Superintendent Herbert Grover, Wisconsin is creating a new modial
for linking workforce training with statewide education reform
*
which will be copied throughout this country," Thompson said.
Thompson also praised "business, labor, education and government
leaders who have worked together to create this important option
for students looking to identify new pathways to success."
"As we move to reinvigorate our high skill, high wage economy,
programs like Wisconsin's youth appranticeship initiative will
help keep the American dream alive for future generations,"
Thompson said.
At an afternoon ceremony, the President will be touting
Wisconsin's school-to-work initiatives and will speak to
business, labor, education and government leaders who have worked
together on implementing the state's Youth Apprenticeship
*
Systems students who have enrolled in the program will be
invited to attend, along with their families.
Thompson also announced that the state of Wisconsin has received
a $200,000 award from the U.S. Department of Labor to help
further youth apprenticeship initiatives. This award is an
outgrowth of President Bush's designation earlier this year of
Wisconsin as one of six states leading the nation in developing
programs to upgrade the skills of young people entering the
workforce.
Details regarding specific time and location of events will be
released when finalized.
Students participating in the Youth Apprenticeship Program will
be provided with classroom instruction and work-based learning
geared to statewide standards approved by business and industry.
JUL-22-'92 WED 10:47 ID:WIS DIU BLDG & GRNDS TEL NO:608/267-0200
#668 P04
Wisconsin 1a one of the first states in the nation to pass state
legislation creating a statewide youth apprenticeship credentials
system. The Printing Youth Apprenticeship program is the first
program to be initiated under this legislation and will serve as
a model for similar state programs in other occupational areas.
Thompson also said this unique workforce training coalition has
benefitted from the involvement of CDS International and the
German Marshall Fund of America for providing resources to help
focus Wisconsin's initiative DD the value of youth
apprenticeship, An well as Printing Industries of America which
provided invaluable technical assistance.
CDS International has also indicated that it will be using its
expertise and connections to send students enrolled in
Wisconsin's youth apprenticeship program to Germany during their
senior high school year where they will visit with German
apprentice counterparts and their mentors.
The visit by President Bush also coincides with the beginning of
Winnebago Days, which continues Governor Thompson's practice or
moving state government out of Madison for one week during the
summer, Numerous government activities will take place in the
Fox River Valley between July 27-30.
2
legislative highlights
The Governor also signed legislation
gambling," Gov. Thompson said. "This
Governor signs
that will crack down on those guilty of
bill gives us the opportunity to clarify
welfare fraud. Under the new provisions,
welfare reform
first-time welfare cheats will lose benefits
some of the confusion over gambling, as
well as give our citizens a chance to vote
for six months. If they commit fraud
on the subject."
measures
again, they lose benefits for a year and a
third time they are no longer eligible for
Governor Thompson has signed legis-
Governor Thompson did, however,
welfare benefits.
lation that will allow the state to imple-
express some disappointment that the leg-
ment a two-tiered welfare program and
Governor's bill
islature did not pass a constitutional
strengthen welfare fraud penalties.
amendment defining 'lottery.'
In May, the legislature finally ap-
limits gambling
"The bill passed by the legislature
proved the Governor's two-tiered welfare
This month, Governor Thompson
takes a good first step toward limiting
experiment which will determine whether
signed into law a bill that controls the
gambling in Wisconsin," the Governor
people are moving to Wisconsin solely for
amount of gambling in Wisconsin, as well
said. "However, we must take the next
higher benefits.
as allows public input on the issue. The
step and pass a constitutional amendment
Governor's bill as amended by the legisla-
that allows the people to take a direct role
"We've all heard stories of people
ture, defines 'lottery' in the state statutes
in deciding the extent of gambling in the
moving to Wisconsin to take advantage of
and calls for five advisory referendum
state."
our generous benefits, " the Governor
questions regarding gambling on the April,
pointed out. "It time to gather hard evi-
1993 ballot.
A constitutional amendment would
dence to determine if the welfare migra-
require approval from two consecutive
tion theory is true."
"When the Wisconsin citizenry voted
sessions of the legislature and approval
for a lottery they did not vote for casino
from a binding citizens referendum.
School to Work Initiative begins this fall
This fall, students from the Fox Valley
area and West Bend will have the opportu-
dents will be required to take a tenth-grade
nity to take part in an innovative program
gateway assessment, the results of which
Quality Workforce which Governor Thomp-
son appointed in 1991.
that will help prepare them for the future.
will help them plan future education and
training options.
Led by Secretary of Administration
The Youth Apprenticeship program
For their last two years of high school,
James Klauser, the cabinest consists of state,
will provide approximately 30 Fox Valley
education, business and labor leaders.
students will choose either a college prep
area and West Bend juniors and seniors
or tech prep program.
the opportunity to learn the printing trade.
The Governor directed the cabinet to
The students will recieve hands-on experi-
develop initiatives that would ensure Wis-
The Youth apprenticeship route will
ence at nine participating printing compa-
consin a skilled and talented workforce as
involve a combination of actual work ex-
nies.
the 21st centruy approaches.
perience and technical training, either at a
high school or a technical college.
The Youth Apprenticeship program is
"The School to Work Initiative will help
a component of the state's new School to
our students lead productive lives while also
Students completing the program will
Work Initiative which is designed to better
helping our businesses and industries remain
receive a certificate of competency in a
prepare our high school students for the
specific technical area, in addition to their
competitive in the world economy," the
Governor added.
workforce.
high school diploma.
"Currently, our educational system is
The School-to-Work Initiative was de-
The School to Work initiative is ex-
geared toward college-bound students, yet
veloped by the Executive Cabinet for a
pected to be implemented statewide by
1996.
ultimately, only 30 percent of our high
school seniors go on to receive college
degrees," Governor Thompson explained.
Despite a curriculum
"The School to Work initiative will
high school graduates
geared towards college-
provide distinct educational and training
bound students, only 30
options that will better prepare all of our
college-bound
percent of Wisconsin's
students for today's competitive world."
college degree recipients
high school students go on
Under the program, all Wisconsin stu-
to receive college degrees.
07.12.92 06:44 PM
P02
HHS NEWS
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
FOR IMMEDIATE RELEASE
Contact: Larry Dye
Monday, July 20, 1992
(202) 401-9215
HHS Secretary Louis W. Sullivan, M.D., today announced
approval for New Jersey's Family Development Program, which will
make reforms in the state's welfare program to reward work and
encourage family formation.
"The New Jersey initiative is one more new approach to try
to strengthen families and promote family self-sufficiency,"
Secretary Sullivan said. "We continue to encourage states to try
innovations in their welfare programs, so that the AFDC system
can become more effective in reducing welfare dependency."
Under New Jersey's program, families will be able to retain
more of their earnings when they go to work, while still
receiving Aid to Families with Dependent Children benefits. To
promote family formation, AFDC benefit rules will also be changed
regarding the treatment of stepparent income.
Following a 10-month grace period, cash assistance will not
be increased for families who have additional children while on
welfare. The program will also require participation by AFDC
parents whose youngest child is 2 years of age and over in
educational, employment-directed activities or employment.
- MORE : -
07.20.92 06:44 PM
PO3
- 2 -
"with the President's encouragement, many states are
proposing innovations and improvements in their welfare
programs," said Jo Anne B. Barnhart, HHS assistant secretary for
children and families. "We will continue to review these
proposals on an expedited basis so that new approaches in public
assistance programs can be developed and put into effect."
Additionally, under the waiver provided to New Jersey:
o AFDC recipients whose youngest child is under 2 years
of age will be required to participate in vocational counseling
and assessment, and
o There will be a 24-month period of transitional
Medicaid benefits for those who leave AFDC due to employment,
rather than a 12-month transition period.
The New Jersey program will begin Oct. 1 for a five-year
period. The demonstration will be evaluated, based on an
experimental design, to determine its effectiveness.
The AFDC program is administered by the states with joint
funding by the federal government. Some changes proposed by
states require approval by HHS.
###
JUL-24-'92 FRI 14:23 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#712 P01
Tommy G. Thompson
Mailing Address:
Governor
Post Office Box 7868
James R. Klauser
Madison, WI 53707-7868
Secretary
State of Wisconsin
Department of Administration
101 South Webster Street Madison, Wisconsin
July 24, 1992
TO:
Carol Aarhus
White House
FROM: Rick Berg
Wisconsin Administration
RE:
President's July 27 Comments
I have some follow-up thoughts to our conversations earlier
today.
We had talked about references to CDS International, the German
Marshall Fund of America and Printing Industries of America. As
I indicated, all have been very helpful and instrumental in
moving this initiative forward.
While I think it most important to acknowledge the Fox River
Valley and West Bend companies which have come aboard, I would
not discourage a brief mention by the President of the role these
other organisations have played.
In particular, we have been informed that the board of directors
for Printing Industries of America recently voted to endorse
President Bush this year, although I don't think that action has
been made public. They might very well appreciate a public
acknowledgement of their assistance with the Wisconsin
initiative.
CDS and the German Marshall Fund could be cited as examples of
national and international cooperation in this area. It would
not be inappropriate to briefly mention the involvement of these
organizations as well. It was through the efforts of these
organizations that many from Wisconsin were given the opportunity
to travel to Germany and see first-hand how a fully-mature,
world-class school-to-work system operates.
I had feared that perhaps I had unduly discouraged consideration
of including these organizations in prepared comments or press
background material and I wanted to make sure you had a fuller
expression of my opinion.
FIND OUT:
Is THIS WAIVER
WISCONSIN'S FIRST
OR SECOND
?
John Cline
John McKoshen
2nd in wise. for 1992 Parental -1st Responsibility one
701-9220
6th national
H4101-9260
Wisc. appoved 4/10
(Smith/Aarhus)
Draft Three
July 24, 1992
WELFARE
PRESIDENTIAL REMARKS: WELFARE REFORM EVENT
APPLETON, WISCONSIN
MONDAY, JULY 27, 1992
1:15 P.M.
Thank you, Governor Thompson. Senator Kasten, it's nice to
see you and other Members of Congress. I am delighted to be here
again with you in a state built on faith, family, and freedom.
Wisconsin is an example to America -- just as America is to the
world.
Today I'm glad to be in a place where programs like
Learnfare -- Workfare -- and the Parental Responsibility Act --
all tell America: "Watch Wisconsin because Wisconsin works." //
Governor Thompson wants Wisconsin to work even better. That
is why he has joined my crusade to reform our welfare system.
Let's face it. We know our welfare system has failed. It
doesn't lift families from poverty -- it traps them there.
Welfare also discourages families from staying together. When a
system rips families apart -- it's time to rip apart that system.
Americans yearn to keep families whole / give our kids
learning skills / and, yes, track down parents who run out on
their kids. They know if America doesn't change the welfare
system for the better -- the welfare system will change America
for the worse. / That means trying new plans -- trying new ideas
-- trying a new kind of reform. Only then can we break the cycle
of dependency. //
In my State of the Union Address last January, I made a
commitment to far-reaching reform. I acted because I believe we
can no longer afford our welfare system. Our recipients can't
afford to be dependent on government for their livelihood. Our
taxpayers can't afford to pay the welfare bill, and our economy
can't afford the lost productivity.
I also acted because I trust the American people -- because
I believe that what those on welfare really want is a piece of
the American Dream: home ownership, a good job, opportunities for
their children, and strong, loving families. / Therefore, I am
determined to make it quicker and easier for states who choose to
reform their welfare systems to get the Federal waivers they need
to help people help themselves. /
Today, toward that end, my administration will sign a second
waiver for Wisconsin, giving Governor Thompson the freedom to
further reform this state's welfare program. Governor Thompson's
ultimate goal is to break the cycle of dependency that traps so
many people, and create incentives for recipients to work and
learn. Governor Thompson understands that more important than
having an America that helps people in need, is building an
America where fewer people need to be helped. //
Today, I want to challenge other States to follow
Wisconsin's lead in bringing new ideas to our welfare system.
Last week, we approved New Jersey's Family Development Program -
- whose reforms in the state welfare program reward work and
unite families. / I'm confident other States will now do what
Americans do best: Bring local genius to local needs. /
In coming months, we will "Watch Wisconsin" to see how
"Wisconsin Works." Together, we can help change the welfare
system -- and in doing so, change America.
# # # #
Withdrawal/Redaction Sheet
(George Bush Library)
Document No.
Subject/Title of Document
Date
Restriction
Class.
and Type
01. Fax
Rick Berg to Carol Aarhus, re: Information for July 27
07/24/92
P-6, (b)(6)
Appleton Event; personal information redacted. (1 pp.)
Collection:
Record Group:
Bush Presidential Records
Office:
Speechwriting, White House Office of
Series:
Speech File, Backup
Subseries:
WHORM Cat.:
File Location:
Welfare Waiver Signing, WI 7/27/92
Date Closed:
12/2/2004
OA/ID Number:
07577
FOIA/SYS Case #:
Re-review Case #:
2004-2265-S
P-2/P-5 Review Case #:
MR Case #:
Appeal Case #:
MR Disposition:
Appeal Disposition:
Disposition Date:
Disposition Date:
RESTRICTION CODES
Presidential Records Act - [44 U.S.C. 2204(a)]
Freedom of Information Act - [5 U.S.C. 552(b)]
P-1 National Security Classified Information [(a)(1) of the PRA]
(b)(1) National security classified information [(b)(1) of the FOIA]
P-2 Relating to the appointment to Federal office [(a)(2) of the PRA]
(b)(2) Release would disclose internal personnel rules and practices of an
P-3 Release would violate a Federal statute [(a)(3) of the PRA]
agency [(b)(2) of the FOIA]
P-4 Release would disclose trade secrets or confidential commercial or
(b)(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information [(a)(4) of the PRA]
(b)(4) Release would disclose trade secrets or confidential or financial
P-5 Release would disclose confidential advise between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
(b)(6) Release would constitute a clearly unwarranted invasion of
P-6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
(b)(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed of
(b)(8) Release would disclose information concerning the regulation of
gift.
financial institutions [(b)(8) of the FOIA]
(b)(9) Release would disclose geological or geophysical information
JUL-24-'92 FRI 12:14 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#708 P01
Tommy G. Thompson
Mailing Address:
Post Office Box 7868
Governor
Madison, WI 53707-7868
James R. Kiguser
Secretary
State of Wisconsin
Department of Administration
101 South Webster Street Madison, Wisconsin
July 24, 1992
TO:
Carol Aarhus
White House
FROM:
Rick Berg
Department Rz of Administration
RE:
Information for July 27 Appleton Event
I have attached a list of those companies in the Fox River Valley
which will be training students enrolled in the Printing Youth
Apprenticeship Program.
As I indicated to you on the phone, Serigraph, Inc. in West Bend
is hosting a parallel program and should also be recognized for
its efforts. John Torinus, President of Serigraph, is a long-
time Republican and is an enthusiastic supporter of President
Bush.
I also want to tell you about one of the television reports aired
last night on one of the Fox Valley stations. They were doing a
background piece on the President's visit and were talking to one
of the students enrolled in the program; a young many by the name
of Mark Wood,
P-6,
At the end of the interview, the reporter asked Mark what he
(b)(6)
would do if this program were not available and Mark said he
'would probably drop out of school'.
I have asked for a tape of the broadcast and will share it with
the White House advance team in Appleton and with Governor
Thompson's office.
I thought that relating the content of the response or the young
man himself might be useful for illustrating the importance of
this initiative to the press covering Monday's events.
Please let me know if further information is needed.
JUL-24-'92 FRI 12:14 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#708 P02
The following companies have offered to host youth apprentices. Since we're still in
the process of placing students, we can't say exactly how many students will be at
any company, or even that all companies will have students.
Northwestern Colorgraphics
(A division of Banta Corp.)
1457 Earl Street
Menasha, WI 54952
414-722-3375
Outlook Graphics Corp.
1180 American Drive
Neenah, WI 54957
414-722-2333
MidAmerica Division of Menasha Corp.
950 Breezewood Lane
Neenah, WI 54956
414-751-1600
Neenah Printing
(A division of Menasha Corp.)
2255 Brooks Avenue
Neenah, WI 54958
414-751-1798
Printco, Inc.
1434 Progress Lane
Omro, WI 54963
414-685-5662
Master Litho
2074 American Drive
Neenah, WI 54956
414-731-6164
(Smith/Aarhus)
Draft One
July 22, 1992
WELFARE
PRESIDENTIAL REMARKS: WELFARE SIGNING
APPLETON
LWAUKEE, WISCONSIN
MONDAY, JULY 27, 1992
Governor Thompson. [[ACKNOWLEDGEMENTS] ((It's good to
be in Appleton
Milwaukee. / After the Democratic Convention, a
Wisconsin Democrat asked me what I thought of the "Dynamic Duo."
/ I told him I thought Paul Molitor and Robin Yount were having
a terrific season. )) //
I am delighted to be back in the land of the free and the
home of the Brewers -- a State built on faith, family, and
freedom. Wisconsin is an example to America -- just as America
is to the world.
In the past three years, America has changed the world. In
Berlin, a Wall has crumbled. / From Kuwait to Panama, the
enslaved now are free. / Imperial Communism is a four-letter word: D-E-
A-D. Why? Because democracy stood fast so that freedom could
stand tall. //
Go anywhere God's children hate tyranny. They look to
America because liberty works. / Well, today I'm glad to be in a
place where things like learnfare -- workfare -- and the Parental
Resonsibility Act -- all tell America: "Watch Wisconsin because
Wisconsin works. " //
( (A writer was once asked what he would take if his house
were on fire and he could remove only one thing. He replied: "I
Melanie Ohnstad, Health & Welfare
16000M
Tom
12
would take the fire. ) ) // He knew --- as Wisconsin's proved --
that what matters is results. /
stef
Governor Thompson knows this. That's why he has joined
crusade to reform our welfare system. / Let's face it. We know
our welfare system has failed. It doesn't lift families from
poverty -- it traps them there. / Welfare also discourages
families from staying together. When a system rips families
apart -- it's time to rip apart that system. //
Visit LaCrosse or Superior. Travel Wisconsin's farmland --
a giant, rolling checkerboard. Here you'll see Americans who
yearn to keep families whole / give our kids learning skills /
and, yes, track down deadbeat dads who run out on their children.
x
They know if America's doesn't change the welfare system for
the better -- the welfare system will change America for the
worst. //
These Americans want a welfare system that breaks the cycle
of dependency -- a welfare system that can only stem from new
plans -- new ideas -- a desire to try a new kind of reform. /
That is why in my State of the Union Address, I made a commitment
to favor personal responsibility over dependency. How? By
who choose reform their welfaresystem
making it quicker and easier for States wel fare reforms to
get the Federal waivers they need. /
I am proud to say that Wisconsin was the first State to ask
for such a waiver -- and that we quickly granted it. / Today, I
am honored to stand with Governor Thompson -- a true welfare
reform pioneer -- to sign this waiver which will allow Wisconsin
3
to begin its bold new strategy to reform the state's welfare
system. //
Like all Americans, Wisconsinites want to help the needy.
But more important than having an America that helps people in
need -- is building an Ameria where fewer people need to be
helped. / It is wrong for able-bodied Americans to continue
drawing a welfare check without working for it. / I believe:
Either get off your duff or get off the dole. /// That is why we
need to prove that welfare recipients move from one State to
another to obtain higher AFDC benefits. If so, we must reform adjust
the rules so that people can't cheat the system. //
For the next three years, Wisconsin's demonstration project
over
will study our welfare system. In particular, it will look at
the next six months -- in six test counties --- where welfare
benefits for new arrivals in this State will be paid at the same
level where they came from -- no more, no less. /
I look forward to seeing the results of this test - - so that
we can meet government's responsibility to see that welfare
recipients do not cheat. Yet we also have a responsibility to
provide education and training to help welfare recipients get a
job. so I salute the rest of your welfare reform program.
I want to commend Governor Thompson for Wisconsin's youth
apprenticeship system, which begins today. This historic
initiative links workforce training with education reform. It
brings business, labor, education, and government together to
train students, create skills, and lift the American Dream. //
Rick Berg, apprenticeship
608-264-6181
4
[[I'm told, for instance, that about 30 students from West
Bend and the Fox Valley area will have the chance to learn the
printing trade. Later today, I'll be going with the Governor to a
part of your State that's the largest paper-producing area in the
country. Paper produced there goes to make some of America's
finest newspapers. Some also helps make The Washington Post. ]]
I am proud that the U.S. Department of Labor has awarded a
$200,000 grant to Wisconsin to further its youth apprenticeship
program. I especially want to thank companies like CDS
International, the German Marshall Fund of America, and the
Printing Industries of America for their help.
Today, I want to challenge other States to follow
Wisconsin's lead. Last week, Secretary of HHS Louis Sullivan
approved New Jersey's Family Development Program -- whose reforms
in the state welfare program reward work and unite families. /
I'm confident other States will now do what Americans do best:
Bring local genius to local needs.
In coming months, we will "Watch Wisconsin" to see how
"Wisconsin Works." I know your new initiative will work. I
look forward to its triumph. In that spirit, I'm pleased to now
sign the waiver which will help change the welfare system -- and
in doing so, change America.
#
#
#
#
Outlosk Graphics Jen's gnon-union - in appleton
Banta- union wouldn 't allow
apprenticeship program
an. 1:10pm
tom graphis 1:40
Zpm - remarks
intro Gov.
THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release
July 21, 1992
STATEMENT BY THE PRESIDENT
In my State of the Union Address, I pledged to help any
state to reform its welfare system by making it easier to
obtain waivers of Federal law and regulation. I am pleased
that we have approved Federal waivers that will allow New
Jersey to implement its welfare reforms. These waivers will
allow New Jersey to try a new approach to helping welfare
dependent families become independent.
New Jersey's approach, called "The Family Development
Program," will encourage responsible behavior by parents
receiving welfare. It will also offer incentives for such
parents to work.
New ideas for reforming welfare abound in the states. I
am pleased New Jersey will be one of the "laboratories of
democracy" for welfare reform. Careful efforts to try new
ideas and evaluate how well they work, can help us create a
better welfare system. New Jersey's efforts today will make
for smarter policy tomorrow.
#
#
#
To
Carol
To Card
Date
Time Ri15
Date
Time 11-35
WHILE YOU WERE OUT
WHILE YOU WERE OUT
M
Hanns
of M Jay
of
Phone
X6563
Phone
Area Code
Number
Extension
Area Code
Number
Extension
TELEPHONED
PLEASE CALL
TELEPHONED
PLEASE CALL
CALLED TO SEE YOU
WILL CALL AGAIN
CALLED TO SEE YOU
WILL CALL AGAIN
WANTS TO SEE YOU
URGENT
WANTS TO SEE YOU
URGENT
RETURNED YOUR CALL
X
RETURNED YOUR CALL
x
Message
Message
X7090
Operator
Operator
AMPAD
AD
EFFICIENCY®
23-023 CARBONLESS
NCY®
23-023 CARBONLESS
airport an. Mon. in Wbc.
Sign welfare waiver on tarmac
5-7 minutes/cards/trat lectio
Call official
you. Thompson
Call Hans Kuttner
Peggy Dooley
Jay Lefronitz
Janice's radio address
Remarks- 1
opengress
WI has asked for waiver to do
or not
demo project to figure out ahether
people tend to moveto states
where welfare payments are greater
This a which to test whether or not
Rat'stine.
Tommy Thompson in frefront
NJ waiver done this week
Welfare is a barrier to families
Dooley will fax stuff
waiver 2-tien welfare
pointperson: Scott Schmoller
inWI 414-730-3800
rm-101
area is paper-producing area
WI is # 1 gager-producerin country
- Gor. is taking state govt. on the road.
Lake Winnebago area next week.
Call Dooley
Who is lead
leadpress
for WISC.
Alas
Sena Kasten-ten. in
attendance
ten-into Gov,
waiver - has been signed
It's great to be here w/ Gov.
Thompson on aday when we have such
great news. Today, our asst. Secy Joanne
reform waver.
HHS signed your state's welfare
will release fact-sheet
don't talk about demonstration projectitself
Tohn Roth TomPetrie ) Cong. (ten.) in attend.
Jerry Whitburn
hhs sec-for WI
John Gard
State Rep. who got bill passed
then state leg. to get waiver, tc.
states lawfof democracy
fed govt. giving flexibility to the state
experimentation at a State level
Govr Lampson cutting - edge.
Thank you, Governor Thompson. Sonaton Kasten,
nice to see you and the other Members of Congress
with us this afternoon.
t do have goo
Today, Joanne Barnhait, asst. Secy. at the US
it come to Wisconsin bringing good news.
Department of Health and Human Services has signed
Wisconsin's welfare reform waver.
This waiver will give Wisconsin the
flexibility to reform its welfare system, and
experiment at the state level. This is
just one way in which we are trying to
make democracy". each of our states "laboratories of
yourna Thompson, you are on the
cutting edge- a true proner in welfare
reform. t wish all of you the very lest
as reform. you blaze your ohne trail in welfare
Thanks also to July Whotburn John Youd
for through- their hand work in seing allathis
Document No. 340173ss
WHITE HOUSE STAFFING MEMORANDUM
7/23/92
ACTION/CONCURRENCE/COMMENT DUE BY: NOON, FRI. 7/24/92
DATE:
PRESIDENTIAL REMARKS: WELFARE REFORM EVENT
APPLETON, WISCONSIN - MONDAY, 7/27/92
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
HORNER
SKINNER
MCBRIDE
SCOWCROFT
Y
MOORE
DARMAN
PETERSMEYER
BRADY
PORTER
BROMLEY
X
PROVOST
CALIO N/C
SMITH
DEMAREST
YEUTTER
FINDLAY
FITZWATER
GRAY
KAUFMAN
HOLIDAY
MCGROARY
REMARKS:
Please forward your comments directly to Dan McGroarty, Rm. 122,
x2930, no later than NOON, FRIDAY, JULY 24, with a copy to this
office. Thank you.
RESPONSE:
Rick 608-264-6181
PHILLIP D. BRADY
Assistant to the President
and Staff Secretary
Ext. 2702
(Smith/Aarhus)
Draft Two
July 23, 1992
WELFARE
2 JUL 23 P6: 06
PRESIDENTIAL REMARKS: WELFARE REFORM EVENT
APPLETON, WISCONSIN
MONDAY, JULY 27, 1992
Governor Thompson. [[ACKNOWLEDGEMENTS]]. ((It's good to be
Tee
in Appleton. / After the Democratic Convention, a Wisconsin
Democrat asked me what I thought of the "Dynamic Duo." / I told
him I thought Paul Molitor and Robin Yount were having a terrific
NEXIS season. ) / /
I am delighted to be back in the land of the free and the
home of the Brewers -- a State built on faith, family, and
freedom. Wisconsin is an example to America -- just as America
is to the world.
In the past three years, America has changed the world. In
Berlin, a Wall has crumbled. / From Kuwait to Panama, the
enslaved now are free. / Imperial Communism is a four-letter
word: D-E-A-D. Why? Because democracy stood fast so that
freedom could stand tall. //
Go anywhere God's children hate tyranny. They look to
America because liberty works. / Well, today I'm glad to be in a
place where things like learnfare -- workfare -- and the Parental
Responsibility Act -- all tell America: "Watch Wisconsin because
Wisconsin works." //
( (A writer was once asked what he would take if his house
were on fire and he could remove only one thing. He replied: "I
3
would take the fire. ") // He knew -- as Wisconsin's proved --
that what matters is results. /
Governor Thompson knows this. That's why he has joined my
crusade to reform our welfare system. / Let's face it. We know
our welfare system has failed. It doesn't lift families from
poverty - it traps them there. / Welfare also discourages
families from staying together. When a system rips families
apart -- it's time to rip apart that system. //
Visit LaCrosse or Superior. Travel Wisconsin's farmland --
a giant, rolling checkerboard. Here you'll see Americans who
yearn to keep families whole / give our kids learning skills /
and, yes, track down deadbeat dads who run out on their children.
They know if America's doesn't change the welfare system for the
better -- the welfare system will change America for the worst.
Americans want a welfare system that breaks the cycle of
dependency -- a welfare system that can only stem from new plans
-- new ideas -- a desire to try a new kind of reform. / That is
why in my State of the Union Address, I made a commitment to
favor personal responsibility over dependency. How? By making
it quicker and easier for States who choose to reform their
welfare systems to get the Federal waivers they need. /
I am proud to say that Wisconsin was the first State to ask
for such a waiver -- and that we quickly granted it. / [[Today,
Jayl.
I am honored to stand with Governor Thompson -- a true welfare
reform pioneer -- to sign this waiver which will allow Wisconsin
3
to begin its bold new strategy to reform the state's welfare
Jayl.
system //1]
Like all Americans, Wisconsinites want to help the needy.
But more important than having an America that helps people in
need -- is building an Ameria where fewer people need to be
helped. / It is wrong for able-bodied Americans to continue
drawing a welfare check without working for it. / I believe:
Either get off your duff or get off the dole. /// That is why we
need to prove that welfare recipients move from one State to
another to obtain higher AFDC benefits. If so, we must change
the rules so that people can't cheat the system. //
[[For the next three years, Wisconsin's demonstration
project will study our welfare system. So over the next six
months -- in six test counties -- welfare benefits for new
arrivals in this State will be paid at the same level where they
came from -- no more, no less. / I look forward to seeing the
results of this test -- so that we can meet government's
responsibility to see that welfare recipients do not cheat. Yet
we also have a responsibility to provide education and training
to help welfare recipients get a job. // ]]
Accordingly, I want to commend Governor Thompson for
Wisconsin's youth apprenticeship system, which begins today.
This historic initiative links workforce training with education
reform. It brings business, labor, education, and government
together to train students, create skills, and lift the American
Dream. //
4
I'm told, for instance, that about 30 students from West
Bend and the Fox Valley area will have the chance to learn the
River
printing trade. / Later today, I'll be going with the Governor
to a part of your State that's the largest paper-producing area
in the country. Paper produced there goes to make some of
America's finest books. / ((Millie wanted to thank you for
making her best-seller possible.) ) //
I am proud that the U.S. Department of Labor has awarded
a
$200,000 grant to Wisconsin to further its youth apprenticeship
program. I I especially want to thank companies like CDS
gov. will dothis!
International, the German Marshall Fund of America, and the
Printing Industries of America for their help.
Today, I want to challenge other States to follow
we
Wisconsin's lead. Last week, Secretary of HHS Louis Sullivan
approved New Jersey's Family Development Program -- whose reforms
in the state welfare program reward work and unite families. /
I'm confident other States will now do what Americans do best:
Bring local genius to local needs.
[[In coming months, we will "Watch Wisconsin" to see how
"Wisconsin Works." I know your new initiative will work. I
look forward to its triumph. In that spirit, I'm pleased to now
sign the waiver which will help change the welfare system -- and
in doing so, change America. ]]
#
#
#
#
JUL-24-'92 FRI 10:00 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P01
Tommy G. Thompson
Mailing Address:
Governor
Post Office Box 7868
Madison, WI 53707-7868
James R. Klauser
Secretary
State of Wisconsin
Department of Administration
101 South Webster Street a Madison, Wisconsin
July 24, 1992
TO:
Michelle Nix
FROM:
White Rick Wisconsin Berg House Rz
Administration
RE:
Background Information
I have attached a variety of documents which provide perspective
and background on the Wisconsin Youth Apprenticeship System and
our overall school-to-work initiative.
I have provided more information than what you may want and some
of what I have sent you may have, but I felt - in this case -
more is better.
I should also note that the paper entitled: "A Discussion Paper:
Wisconsin's Youth Apprenticeship Program" was accepted by the
Executive Cabinet for a Quality Workforce and is the official
framework for Wisconsin's Youth Apprenticeship System.
If I can assist in any other way with your efforts on behalf of
the President's anticipated visit to Wisconsin, please call me at
608-264-6181 or at home over the weekend at 608-277-0763.
JUL-24-'92 FRI 10:00 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P02
B
WISCONSIN YOUTH APPRENTICESHIP SYSTEM
1) In 1991, legislation was enacted and signed into law which
created Wisconsin's Youth Apprenticeship System.
The word "system" is important because this is not a
stand-alone, job training program (like Arkansas), but
is instead a key part of an ambitious education reform
movement, which links improvement in education to
improvement in workforce quality.
Wisconsin's Youth Apprenticeship System is part of
the state's overall School-to-Work Initiative, which
also includes Tech-Prep and college-prep. The thrust
is to broaden student options while still in high
school by identifying major pathways to success, i.e.
high skill, high wage jobs.
This system is designed to better link school work to
the world of work and, in the process, provide for a
higher skilled workforce.
The Youth Apprenticeship System is under the direct
supervision of the Department of Labor, Industry &
Human Relations, but operates with significant input
and involvement from the state's Vocational, Technical
and Adult Education system, the Department of Public
Instruction, local school districts, business and
labor.
2) on September 3, 1991, Governor Thompson signs Executive
Order #127 (copy attached) which creates the Executive
Cabinet for a Quality Workforce.
The Executive Cabinet brings together leaders from
government, business, education and labor. Executive
Cabinet is chaired by James Klauser.
The Executive Cabinet is charged with the responsibility
of implementing Wisconsin's school-to-work initiative,
notably the Youth Apprenticeship System.
In January, 1992, the Executive Cabinet created
'Implementation Groups' which were to assist the Executive
Cabinet in developing recommendations for implementation
of the school-to-work initiative. One of these groups
was the Printing Implementation Group (list of members
is attached). This group was chaired by Jim Milslagle
of Banta Corporation,
JUL-24-'92 FRI 10:01 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P03
In April, 1992, the Printing Implementation Group came
back with a set of recommendations for developing a
printing youth apprenticeship program. These
recommendations were adopted by the cabinet and
implementation for the fall of 1992 was underway.
Six companies in the Menasha/Neenah/Appleton area
form a consortium to support the work-based training
component in the Fox River Valley Printing Youth
Apprenticeship System. Banta continues to lead the
way. Rather than attending their 'home' high schools,
enrolled students will receive on-site, work-based
training through one of these companies and will
receive classroom instruction through local VTAE
campus. At the end of the two-year program, they
will receive a high school degree along with a
certificate of occupational proficiency which will
have currency throughout the state.
At about the same time, John Torinus, President of
Serigraph Printing in West Bend and a member of the
Printing Implementation Group, was working on establishing
a similar program between Serigraph and the West Bend
School District. This program has also enrolled students
for this fall.
3) Why is this important.
Wisconsin is the first state in the nation to pass and
implement legislation creating a youth apprenticeship
credentials system (Arkansas legislation predated
Wisconsin by months, but allows only for demonstration
projects and is not as fully developed as our initiative).
This is an example of what can be accomplished when
business, government, education and labor work together on
behalf of children. Contrast this with a congress
unwilling to move on the Presidents federal initiative,
which more or less parallels the Wisconsin system.
Program provides, at the same time, high school diploma
and a certificate of occupational proficiency which opens
direct access to the world of work, advanced standing in
a traditional apprenticeship program, credits in a
technical college or admission to a four-year university.
This system allows Wisconsin to adapt to state's economic
and demographic conditions by targeting occupational
areas with great potential for career progression and
high wages.
Links 11th grade students into competency-based classroom
instruction with paid and structured work-based employment
JUL-24-'92 FRI 10:02 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P04
supervised by industry mentors.
* Offers the perfect blend of school, which provides
theoretical instruction, and the workplace, which supplies
the experience and technological literacy to better
prepare for high-skill demands of an increasingly
competitive workplace.
JUL-24-'92 FRI 10:02 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P05
Tommy G. Thompson
Mailing Address:
Governor
Post Office Box 7868
James R. Klauser
Madison, WI 53707-7868
Secretary
State of Wisconsin
Department of Administration
101 South Webster Street Madison. Wisconsin
July 22, 1992
TO:
Stephanie Smith
FROM:
Rick Berg
RE:
Issues Surrounding July 27 Presidential visit
A variety of issues have emerged - and will continue to emerge -
regarding the anticipated visit by President Bush on July 27 to
the Fox River Valley. I thought they should be passed along to
you.
1) The President - and the Governor - should use the opportunity
to praise business, education, labor and government for
working together to create hope and opportunity for young
people. This initiative should be showcased as an
example of what can be accomplished when differences are set
aside on behalf of children and parallels initiative that
the President is pushing at the federal level through his
Departments of Labor and Education.
2) I would suggest that the President avoid discussion of school
choice and instead focus on this effort as a positive step
toward reforming public education and bringing business into
a positive and meaningful relationship with education.
'Business is no longer just complaining, but is getting
involved' sort of thing.
3) This is a great opportunity for the President to be visionary
and talk about job security, preserving the American standard
of living, giving young people hope for the future, need to
upgrade the skills of new workers AND the existing workforce,
and ensuring that America will keep its competitive edge in
a very competitive global economy.
4) President should praise Governor Thompson for putting these
reforms and initiatives into motion and for keeping them
moving ahead. Wisconsin should be cited for leading the
nation in this area and for providing a model of success that
can be transported across America.
JUL-24-'92 FRI 10:03 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P06
2
5) The President has designated Wisconsin as one of six states
leading in this area and, as a result of this designation,
Wisconsin has recently received a $200,000 award from the
U.S. Department of Labor (which has not yet been publicly
announced) to further these efforts. The President can say
he is counting on Governor Thompson and Wisconsin to
continue this leadership position - as we have in so many
other areas.
These are a few of the topics which have arisen. I will keep you
informed as others develop.
JUL-24-'92 FRI 10:04 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P07
ATTACHMENT A
The State of Wisconsin
OFFICE OFTHE GOVERNOR
EXECUTIVE ORDER #127
Relating to Creating the Executive Cabinet
for 2 Quality Morkforce
KHEREAS. the National Governors' Association has found that
"changes in global economics and national demographics have heightened
demands for improvements in this country's workforce development:* and
WHEREAS. the Governor's Commission for & Quality Workforce and
other studies have determined that a new long-range strategy for the
preparation of Wisconsin's workforce 1s critical to the state's aconomic
future and to the well-baing or its citizens: and
WHEREAS. implementing the policy recommendations of the Commission
and other studies will require a coordinated effort of state. and local
educational, labor and social service agencies as well as private sector
business and labor; and
WHEREAS. state government has untque opportunities to foster the
coordination initiative: needed to establish & sustained workforce readiness
NON. THEREFORE. I. TOHNY G. THOMPSON. Governor of the State of
Wisconsin. by the authority vasted in me by the Constitution and the laws
hereby: of this State. and specifically by Hisconsin Statute section 14.019, do
1. Establish the Executive Cabinet for a Quality Workforce to oversee
implementation of & new workforce readiness initiative to ensure that
Wisconsin's workforce will be world class by the end of the century.
2. Appoint the following members to the Cabinet:
a. The Secretary of the Department of Administration. who shall
serve as chairman:
b. The State Superintandent or Public Instruction:
Relations: C. The Secretary of the Department Industry, Labor and Human
d. The Secretary of the Department of Health and Social Services;
Technical and Adult Education:
e. The State Director of the Wisconsin Board for Vocational,
f. A member of the University of Hisconsin Board of Regents:
Workfores: g. The chairman of the Governor's Commission for a Quality
h. The President of Wisconsin Manufacturers and Commerce: and
1. The President of the Wisconsin AFL-CIO.
JUL-24-'92 FRI 10:04 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P08
3. Direct that the Executive Cabinet for & Quality Workforce shall:
E. Identify and implement. in cooperation with the Department or
Public Instruction. the Hisconsin Scard of Vocational. Technical
and Adult Education. emaloyers and lagor, the education and
training policy cartons needed to prepare high school-age youth
for entry into A skilled workforce and other postsacendary career
options. These cotions should include programs to better prepare
these youth for entry into postsacondary education programs
(tech-prep and academic pres) and for direct entry into the
workforce or apprenticeship programs through work-based learning
(a.g. youth apprenticashis programs):
b. Identify barriers limiting minorities. vomen and disabled
persons access to high skill. high wage employment and dasign
strategies to overtome these barriers.
C. Facilitate the effort to implament in statute, by 1995-96,
requirements for a Certificate of Initial Mastary 48 recomended
by the Commission for B Quality Horkforce as a prerequisite for
participation in job-training opportunities for high school-age
youth:
d. Identify and implement. in cooperation with the Hisconsin
Department or Industry. Labor and Human Relations. employers and
Tabor. the training policies and programs needed to reskill the
existing workforce and the unemmloyed:
e. Hork with the Vecational. Technical and Adult Education system
and amployers across the state to improve access to training:
f. Contribute to the development of educational and training
programs responsive to changing employer SKITT needs:
g. Report annually to the Governor and Legislature on the
progress of Hisconsia's workforce readiness initiative: and
h. Advise the Governor on Legislative initiatives needed to
tmprove this.
4. Direct the state agencies represented on the Cabinet to provide staff
support for the Cabines.
5. Direct the Secretary of the Department of Administration to provide
the Cabinet with sums of money that are necessary and proper for the
legitimate travel and operating expenses of the Cabinet under Section
20.505(3)(a) of the Hisconsin Statures.
IN TESTIMONY WHEREOF. I have
hereunts set my hand and
caused the Great Seal of the
State of Hisconsin to be
affixed. Done at the Capital
in the City of Madison this
third day of September 1a the
year one thousand nine hundred
and ninety-one.
TCHRY G. THOMPSON
Governor
By the Governor:
Darls. 1.701/ette
DOUGLAS LA FOLLETTE
Secretary of State
JUL-24-'92 FRI 10:05 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P09
Tommy G. Thompson
Governor
Mailing Address:
Post Office Box 7868
James R. Klauser
Madison, WI 53707-7868
Secretary
State of Wisconsin
Department of Administration
101 South Webster Street Madison, Wisconsin
BACKGROUND PAPER
EXECUTIVE CABINET FOR A QUALITY WORKFORCE
FEBRUARY 1992
In recent years, a remarkable consensus has emerged on the
urgent need to improve the training of American workers. A
steady stream of task forces and commissions have painted a
bleak picture of a workforce unequipped for the high-tech
future and not fully prepared for the needs of today's
employers. Without immediate and drastic changes in our
educational and job training systems, they warn, America
will continue to lose high-wage, high-skill jobs to overseas
competitors. The situation was summed up by the title of
the influential report of the Commission on the Skills of
the American Workforce: "America's Choice: High Skills or
Low Wages."
A number of forces have combined to produce this situation.
Low-skill, high-wage jobs of past decades have fled to
cheaper foreign labor markets. High paying jobs have become
more and more demanding, requiring higher levels of
technical competency and often postsecondary training. The
nation's economy has become increasingly globalized, with
even firms. small companies facing fierce competition from foreign
While the world is becoming smaller, more competitive, and
more complex, American young people emerge from school
equipped with the skills needed thirty years ago. They
receive little job training and career education and are
competent only in the most basic academic skills. While
other nations have sophisticated job training systems and
hold all their students to high achievement standards, we
ignore our non-college bound students and rank at the bottom
of international academic achievement tests. Since
expanding access to higher education has been a principle
goal, we have provided the non-college bound with a weak
curriculum and almost no preparation for life after high
school. We have failed to articulate clear performance
JUL-24-'92 FRI 10:05 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P10
standards for either the college bound or non-college bound
and have avoided establishing methods of assessing their
performance.
As a result of these trends, employers have found it
increasingly difficult to find enough skilled workers to
meet their needs. While their international competitors can
draw on a pool of highly trained workers, American firms
lack the personnel to remain competitive or expand. Already
the economy is showing the effects: high trade deficits,
low productivity growth, and flat earnings.
Two recent state commissions, the "Governor's Commission for
a Quality Workforce,' chaired by Carl Weigell of Motor
Castings Co., and the "Joint Task Force on Implementing
Occupational Options in Wisconsin," chaired by James Haney,
president of Wisconsin Manufacturers and Commerce, concluded
that Wisconsin faces similar problems. Among their findings
were:
A 60 percent of employers face rising skill
requirements in the next five years;
* 90 percent find it difficult to find skilled workers;
72 percent say a shortage of skilled workers has hurt
their productivity;
25 percent rate the basic skills of their front-line
workers as poor, citing problems with writing,
reading, and using fractions;
70 percent of Wisconsin students do not obtain a
college degree;
* Only 11 percent of high school graduates enroll in a
technical college after graduation.
Another troubling sign for Wisconsin's economy is the amount
of remedial instruction and training the state's businesses
and postsecondary institutions must provide. Approximately
19 percent of the VTAE system's 409,000 students are
enrolled in some type of remedial course, at a cost of about
$51 million. Of freshman entering the University of
Wisconsin System in the fall of 1990, 10 percent needed
remedial instruction in English; 20 percent required
remediation in mathematics. In addition, roughly one third
of workers entering the carpentry apprenticeship program
perform unsatisfactorily on a test of basic math skills.
Along with consensus about the problem, there is also wide
agreement in the state on how to solve it. Following the
recommendations of national reports, the Weigell and Haney
commissions, and State Superintendent of Public Instruction
JUL-24-'92 FRI 10:06 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P11
Dr. Herbert J. Grover's School-to-Work Initiative, the state
will introduce three options, college prep, tech prep, youth
apprenticeship, at the high school level. The Youth
Apprenticeship Program is patterned after the highly-touted
German system of worker training. All students will also
take a tenth grade "gateway assessment", the results of
which will help them plan future education and training
options. For their last two years of high school, students
will be able to choose either a college prep program, a tech
prep program or a youth apprenticeship program. The latter
will involve a combination of technical training, either at
the high school or a technical college, and actual work-
based experience. Students will earn not only a high school
diploma but also a youth apprenticeship certificate of
competency in specific technical areas. Both the Weigell
and Haney commissions also recommended that technical
colleges upgrade the quality and accessibility of their
programs to improve the training of the current workforce.
The state's policymakers, educators, and business and labor
leaders have been hard at work implementing reforms to
improve workforce quality. In fact, the state leads the
nation in the development of school-to-work initiatives.
Wisconsin is the first state to pass legislation enabling
the development of a statewide youth apprenticeship program.
In addition, the state will allow high school students to
enroll in courses for high school credit in the state's
public and private colleges and VTAE system starting in the
1992-93 school year. A tenth grade Gateway Assessment
package is currently under development.
To oversee the implementation of these programs, Governor
Thompson formed the Executive Cabinet for a Quality
Workforce through an executive order on September 3, 1991.
The members of the Executive Cabinet are:
James Klauser
Secretary, Department of
Administration, Chairman
Herbert Grover
State Superintendent of Public
Instruction
Carol Skornika
Secretary, Industry, Labor & Human
Resources
Gerald Whitburn
Secretary, Health & Social Services
Dwight York
Director, Vocational, Technical &
Adult Education
Erroll Davis
Member, University of Wisconsin
Board of Regents
Carl Weigell
Chairman, Governor's Commission
for a Quality Workforce
James Haney
President, Wisconsin Manufacturers
and Commerce
Jack Riehl
President, Wisconsin AFL-CIO
JUL-24-'92 FRI 10:07 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P12
The Executive Cabinet is not a study group, but an
implementation team. Close cooperation between several
state agencies and input from the state's business, labor
and education communities are crucial to the success of the
workforce initiatives. The cabinet was created to
coordinate the efforts of these groups.
In January 1992, the Executive Cabinet created four
"implementation groups. Two of the groups are charged with
creating apprenticeship programs in printing and
metalworking, to be ready for the 1992-93 school year. The
third group will overhaul counseling services for students
and workers, and the fourth will develop a Milwaukee
Initiative. Preliminary reports from these groups are
expected in mid to late April.
JUL-24-'92 FRI 10:07 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P13
Fact Sheet
In a recent 15 nation assessment of student
achievement, the United States ranked second to last in
mathematics and third from the bottom in science.
American productivity growth is only one third of what
it was in the 1960s.
Real average weekly earnings have dropped 12 percent
since 1969.
Over the past 15 years, the earnings gap between white
collar professionals and skilled tradespeople has
increased from two to 37 percent.
25 million workers will need to upgrade their skills in
the 1990s if the nation's employment needs are to be
met and productivity gains made.
A recent survey of Wisconsin employers reveals that
-- 60 percent face rising skill requirements in the
next five years
-- 90 percent find it difficult to find skilled workers
-- 70 percent say a shortage of skilled workers has
hurt their productivity
-- 25 percent rate the basic skills of their front-line
workers as poor, citing problems with writing,
reading, and using fractions.
A University of Wisconsin study predicts the state's
economy will add 30,000 new jobs in the 1990s, an
increase of 12 percent, while the population will grow
by only 3.2 percent.
70 percent of the state's workforce in the year 2000 is
already working.
70 percent of jobs in the state require significant
specialized preparation and training beyond high
school, and 60 percent of new jobs will be in high
wage/high skill occupations.
Only 11 percent of Wisconsin high school graduates go
on to technical colleges, compared with 22 percent
nationwide.
Many executives cite a lack of skilled people as the
Milwaukee area's biggest economic problem.
19 percent of VTAE students take remedial courses, at a
cost of 51,000,000. Ten percent of freshman entering
the UW System need remediation in English, 20 percent
do in math.
JUL-24-'92 FRI 10:08 ID:WIS DIV BLDG & GRNDS TEL N0:608/267-0200
#707 P14
A Discussion Paper:
Wisconsin's
Youth Apprenticeship
Program
February 1992
JUL-24-'92 FRI 10:09 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P15
EXECUTIVE SUMMARY
The Youth Apprenticeship Program is one part of a broader effort to improve the
transition from high school to work, a registered apprenticeship, and/or where appropriate
to two or four year colleges. Youth apprenticeship is explicitly intended to link high school
students with business and industry through an integrated education and work-based
learning program leading to a statewide credential of proficiency.
Wisconsin Statute sec. 101.265 (created by 1991 Wis. Act 39) creates a Youth
Apprenticeship Program in the Department of Industry, Labor and Human Relations
(DILHR) and requires the agency to cooperate with the Department of Public Instruction
(DPI) and the Wisconsin Board of Vocational, Technical and Adult Education
(WBVTAE) to develop the program and maintain it statewide. A twelve member Youth
Apprenticeship Advisory Council is also created to advise and assist in the design and
development of the program.
Wisconsin's apprenticeship program has a long (80 years) and well respected history.
Apprenticeship, as a learning model, has been used for over 2,000 years. The basic premise
of traditional adult apprenticeship programs is that effective learning occurs through doing
it. The teaching is done by a skilled crafts person (journey worker) in an actual work
situation. Wisconsin's Youth Apprenticeship Program is designed to include important
features of it's registered apprenticeship program.
Local youth apprenticeship programs will be designed by a consortium of local
partners- the schools, the technical colleges, employers, labor organizations, the state's
apprenticeship agency and parents and students. The consortium must build on and
integrate with other ongoing or developing curricula in the schools which meet district and
state high school graduation standards. At the same time, all programs must include the
following core elements:
Prerequisite completion of career awareness/exploration and/or Education for
Employment with a career counseling component and satisfactory performance
on the 10th Grade Gateway Assessment.
Structured, sequenced classroom instruction linking academic and work-based
learning.
Work-based learning (on-the-job training) that follows a systematic schedule of
identified work activities.
Classroom instruction and work-based learning are competency-based.
Classroom instruction and work-based learning are integrated.
On-the-job training (work-based learning) is provided by a skilled mentor.
On-the-job training (work-based learning) is in a skilled occupational area.
proficiency. Program completers receive a state certificate of academic and occupational
Completers receive a high school diploma.
The certificate of proficiency translates into eligibility for work experience
credit in a traditional apprenticeship, advanced standing or credit in a technical
college program and/or facilitated entry into a four year college program.
JUL-24-'92 FRI 10:09 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P16
TABLE OF CONTENTS
I.
INTRODUCTION
Page
A.
Program Objectives
1
B.
The Program's Policy Approach
2
C.
Apprenticeship as a Model for the Transition From School to Work
3
D.
Other Features of the Youth Apprenticeship Program
4
II.
A YOUTH APPRENTICESHIP MODEL FOR WISCONSIN
A.
The Youth Apprenticeship Model Coordinated with Tech-Prep
5
B.
Governance and Operation of the Youth Apprenticeship Program
7
III. ROLES AND RESPONSIBILITIES OF THE PARTNERS
A.
Youth Apprenticeship Advisory Council
8
B.
DILHR'S Bureau of Apprenticeship Standards (BAS)
9
C.
Department of Public Instruction
10
D.
Local Public Schools
11
E.
Wisconsin Board of Vocational, Technical, and Adult Education
12
F.
Technical Colleges
12
G.
Employers in the Program
13
H.
Industry Trade Groups, Labor Associations
14
I.
Labor Organizations (when present) in Participating Employers
14
J.
Students in the Program
15
IV. EXPECTED OUTCOMES AND PROGRAM BENEFITS
A.
For Employers
16
B.
For Students
16
JWL-24-'92 FRI 10:10 ID:WIS DIV BLDG & GRNDS TEL N0:608/267-0200
#707 P17
WISCONSIN'S YOUTH APPRENTICESHIP PROGRAM
I.
Introduction
The Youth Apprenticeship Program is one part of a broader effort to improve the
transition from high school to work, a registered apprenticeship, and/or where appropriate
to two or four year colleges. Youth apprenticeship is explicitly intended to link high school
students with business and industry through an integrated education and work-based
learning program leading to a statewide credential of proficiency.
Wisconsin Statute sec. 101.265 (created by 1991 Wis. Act 39) creates a Youth
Apprenticeship Program in the Department of Industry, Labor and Human Relations
(DILHR) and requires the agency to cooperate with the Department of Public Instruction
(DPI) and the Wisconsin Board of Vocational, Technical and Adult Education
(WBVTAE) to develop the program and maintain it statewide. A twelve member Youth
Apprenticeship Advisory Council is also created to advise and assist in the design and
development of the program.
A.
Program Objectives
1.
Improve high school student's transition from school to high skill employment
through work-based learning in skilled trade occupations.
2.
Provide students with the integrated academic and technical background necessary to
qualify them for entry into a registered apprenticeship or other high skill training
opportunities.
3.
Expand the range of skilled training career options for youth: through
apprenticeships, technical programs in the Technical colleges (VTAEs) or
technologically oriented programs at colleges and universities.
4.
Improve student's qualifications/eligibilit for a registered apprenticeship and the
opportunity to obtain credit for their program experience.
5.
Improve student's ability to apply academic skills in work-based learning situations.
6.
Facilitate the entry of minorities and women into apprenticeships and other high skill
training opportunities or college.
7.
Increase the number of young people preparing for entry into high skill occupations.
Employers will have improved access to qualified young people.
8.
Involve business, industry and labor in planning, developing, and evaluating the
program. Business/industry/labor assistance in curriculum design is particularly
important.
9.
Enable employers to assess student's skills and potential prior to acceptance into an
apprenticeship or employment.
10. Expand employer's interest in and willingness to invest in skills training for their
current and potential future workforce.
11. Create a school program that is interesting, enjoyable and challenging.
-1-
JUL-24-'92 FRI 10:11 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P18
B.
The Program's Policy Approach
A large variety of school based or work-related activities are currently used on a
limited basis to facilitate the school-to-work transition of young people. In school
exploratory activities include career exploration classes, career days and classroom
presentations by workers in different occupations. Exploratory activities at work sites
include job shadowing, short term work experiences, mentoring, and community service.
Some schools also sponsor school-based work activities such as cooperative education and
participation in youth managed businesses through vocational education programs.
The above exploratory and school-based activities must continue in schools and in
fact are the fundamental basis for effective youth apprenticeship programs. Students must
have knowledge of career options and some experience with occupations if they are to
make intelligent choices about their occupational future. All of the above
occupationally-oriented activities, including youth apprenticeship, are part of a career
education program. Youth apprenticeship programs have a sharper focus. They include a
structured academic component integrated with a structured work-based learning
experience in a skilled occupational area. Youth apprenticeship programs must be
preceded by career exploration and experience with occupational options.
Hamilton, in his book Apprenticeship for Adulthood, distinguishes the above
exploratory and school-based activities from an apprenticeship. They are described as
"apprentice-like" and contain four essential elements. Hamilton identifies five additional
required elements for traditional (registered) apprenticeships.
Wisconsin's Youth Apprenticeship Program is aimed at developing what Hamilton
calls a school-based apprenticeship program. In order to facilitate discussion about the
program and its objectives, the following terminology will be used:
a.
Career or work awareness/exploration. School curriculum and work- based
exploration of career options in an industry or occupational cluster or
orientation to a specific occupation(s) which should precede application to
youth apprenticeship program.
b.
Youth apprenticeship. A program, certified by DILHR, that coordinates and
integrates classroom instruction (preceded by career awareness/exploration)
with a work-based employment experience in which the young person remains a
student (i.e. is not a registered apprentice), and receives training in a skilled
occupational area and/or an occupational cluster. Training is shorter and less
intensively focused than in a registered apprenticeship.
C.
School-to-work skill training program. All career/vocational exploration,
whether in school or a work setting, and school related work-based learning
(apprentice-like) activities, including youth apprenticeship.
d.
Apprenticeship. A federal/state registered program in which the person enters
into a contract of service where he/she receives instruction in a trade, craft or
business from an employer in consideration for his/her services. The person
receives specific occupational preparation as an employee as part of the
program.
-2-
JUL-24-'92 FRI 10:11 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P19
C.
Apprenticeship as a Model for the Transition From School to Work
Wisconsin's apprenticeship program has a long (80 years) and well respected history.
Apprenticeship, as ad learning model, has been used for over 2,000 years. The basic premise
of traditional adult apprenticeship programs is that effective learning occurs through doing
it. The teaching is done by a skilled crafts person (journey worker) in an actual work
situation. Wisconsin's Youth Apprenticeship Program is designed to include important
features of it's registered apprenticeship program.
How Ch. 101 (youth) and Ch. 106 (traditional) apprenticeships are similar:
1.
Classroom training and related academic instruction is integrated with on-the-job
training for an occupation.
2.
Positions are cooperatively developed by an employer, labor representatives, (where
appropriate) local schools and technical colleges operating as a consortium and
DILHR's Bureau of Apprenticeship Standards (BAS).
3.
On-the-job training follows a systematic schedule of identified work activities. A
skilled worker serves as the student's mentor on the job.
4,
The student receives a salary in payment for limited employment.
5.
There is a written agreement for each position. In youth apprenticeship programs,
the agreement (called an Employment Training Agreement) is between the employer
and the student's school, the student and parents and identifies employer and school
program responsibilities.
6.
Job performance and related classroom progress integrating academic and technical
knowledge are systematically evaluated.
7.
DILHR/BAS registers employers and participants in both the adult and youth
programs.
8.
Successful program completers receive a certificate of achievement. In the case of
youth apprentices, the certificate attests to both the academic and occupational
proficiency attained in the program.
How Ch. 101 (youth) and Ch. 106 (traditional) apprenticeships are different:
1.
Although Ch 106 allows those as young as 16 to become registered apprentices,
program standards generally require high school completion. In fact, most current
apprentices are much older- the average age is 27 years old.
2.
In youth apprenticeships, classroom training is focused both on applied academics as
well as the knowledge and skills needed for a segment of an industry, an occupational
cluster, or a job. In registered apprenticeships, related instruction is intensively
focused on the skills needed by a specific skilled occupation.
3.
Work-based training is broader in youth apprenticeships, may be directed at an
occupational cluster and is less intensive in scope than in an apprenticeship.
4.
Training on the job is limited to 15-20 hours a week during the school year.
-3-
JUL-24-'92 FRI 10:12 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P20
5.
The youth is in a student learner status (Ind 72.10(10)). The employer does not have
an obligation to hire the student at the completion of his/her youth apprenticeship.
6.
in the Employment Training Agreement.
Wages are at stipend for participation. A multistep wage progression is not required
7.
The Employment and Training Agreement is between the employer, the school as
well as the youth and parents because the youth remains a student in school. Student
and parents will also sign a program participation agreement with the school.
8.
The youth apprenticeship classroom instruction curriculum is competency based.
The student's progress, both in the classroom and on the job, is proficiency based
rather than solely time based.
D.
Other Features of the Youth Apprenticeship Program
Wisconsin's Youth Apprenticeship Program must also be based on these features:
a.
Prerequisites:
1.
The youth apprenticeship experience must be preceded by (and/or will
begin with) 2 strong career development program. The program includes
both career awareness and then a career exploration sequence in the
middle and early high school years, including Education for Employment
and career counseling.
2.
Satisfactory performance on the 10th Grade Gateway Assessment exam
(or a proxy until it is available) is required for program entry.
b.
The program curriculum includes employability skills development (including
work related skills such as problem solving, critical thinking and team work) in
the classroom and/or at work that can be measured in either a vocational or
academic assessment.
C.
Employers are encouraged to continue summer employment (and wages) which
training). expands and reinforces the student's prior work-based learning (on-the-job
d.
Special emphasis is given to recruiting the participation of employers with high
performance work organizations, those who already train apprentices, and/or
those who participate in other public job training program efforts (such as
JTPA, JOBS and school-based programs).
e.
Encourages the development of and works with industry training consortia,
associations and labor organizations.
f.
Technical college and BAS registered sponsor recognition and credentialing of
youth experience). apprenticeship curriculum (e.g. dual credit, credit for program
g.
Youth apprenticeship curricula (work-related and integrated academics) may
be delivered at either secondary or technical college district facilities or a
combination of both assuring satisfaction of high school graduation
requirements and, where appropriate, dual credit.
-4-
JUL-24-'92 FRI 10:13 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
#707 P21
II.
A Youth Apprenticeship Model for Wisconsin
A model is described below. The local youth apprenticeship program consortium
must build on and integrate with other ongoing or developing curricula in the schools which
meet district and state high school graduation standards. At the same time, all programs
must include the following core elements:
Prerequisite completion of career awareness/exploration and/or Education for
Employment with a career counseling component and satisfactory performance
on the 10th Grade Gateway Assessment.
Structured, sequenced classroom instruction linking academic and work-based
learning.
Work-based learning (on-the-job training) that follows a systematic schedule of
identified work activities.
Classroom instruction and work-based learning are competency-based.
Classroom instruction and work-based learning are integrated.
On-the-job training (work-based learning) is provided by a skilled mentor.
On-the-job training (work-based learning) is in a skilled occupational area.
Program completers receive a state certificate of academic and occupational
proficiency.
Completers receive a high school diploma.
The certificate of proficiency translates into eligibility for work experience
credit in a traditional apprenticeship, advanced standing or credit in a technical
college program and/or facilitated entry into a four year college program.
A.
The Youth Apprenticeship Model Coordinated with Tech-Prep
Wisconsin's 1991 legislative package includes a new school-to-work initiative which
requires every school district to implement a tech-prep program. Given the objectives of
the tech-prep concept and the universal implementation requirements, it is logical to
incorporate some aspects of a youth apprenticeship program as part of the tech-prep
curriculum design, particularly applied academics.
Preparation for both a youth apprenticeship program and tech-prep curriculum
would start in the junior year of high school. It would necessarily build upon career
awareriess activities in middle school and career exploration activities in the beginning high
school years. Young people will not be able to make intelligent (even if preliminary)
career choices without exposure to a variety of business and industry settings and
occupations to be found in them.
Program entry would be determined by interest, passage of the 10th grade gateway
assessment (DPI) (or a proxy) and the availability of an approved job (Local School with
DILHR/BAS assistance). Prior to program entry, students would complete all of their
regular 9th and 10th grade academic subjects- English, math, social studies and science.
Upon entry, students could participate in the tech-prep curriculum and take applied
academic courses to assure completion of high school graduation requirements. During the
-5-
JUL-24-'92 FRI 10:14 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P22
junior year, related courses could be technical courses in math, science and
communications arts.
As a prerequisite to formally entering a Youth Apprenticeship Education and
Training Agreement in the fall of their junior year, students must have completed an
approved industry-specific survey course (at either the work site and/or in a school setting)
which includes an overview of the technology requirements, occupational options, wage
and employment expectations. This course will be developed cooperatively with business,
local schools, technical colleges and, where appropriate labor. This course and/or its
equivalent can be taken as part of the regular academic year during 10th grade or as a
Program. summer program immediately preceding fall enrollment in the Youth Apprenticeship
Note: The components of this course could be incorporated into the first
semester of the student's junior year until the Youth Apprenticeship Program is
fully implemented. This course does not substitute for the prerequisite career
and guidance activities which must precede participation in the Youth
Apprenticeship Program.
Once youth apprentices enroll as juniors, their time would be appropriately divided
between school and work-based learning as specified by the curriculum that meets industry
standards for the Youth Apprenticeship Program. Students would take appropriate
tech-prep courses and industry-specific courses developed by the local school district,
employers, technical college and approved by BAS. Students would also schedule any
other academic instruction to assure high school graduation. Work-based learning would
generally be paid employment under the terms specified by the Agreement. The amount of
time employed for payment will vary according to 1) industry training standards 2) the
amount of related instruction appropriate to skill development and 3) recognized by the
high school to meet graduation standards. Students, involved with work-based learning and
related instruction, would receive high school credit. Upon successful program completion,
students would receive high school diplomas, certificates of academic and occupational
proficiency to be used for direct employment or assistance in obtaining registered
apprenticeships, and/or entry and advanced placement into technical college, Vocational
or Associate of Arts programs.
The training agreement, involving students, employers, instructors, parents, and
school authorities, sanctioned by BAS, would provide for appropriate exit points generally
associated with the school semester or summer employment. Employers would be
encouraged to hire youth apprentices either as part of the industry-specific course in the
summer prior to their junior year or in the summer preceding their senior year. The length
of the training agreement may exceed the two years of high school-related time as
cooperatively developed with either the technical college and/or, where appropriate,
registered apprenticeships.
Four industries have been targeted for initial consideration: printing, health, finance
and metals. Other industries and specific businesses or firms would also be encouraged to
participate. DILHR resources would primarily be used to support the statewide
administration of the program and the establishment of standards. The curriculum for high
school integrated and applied academics and agreements on related technical college
coursework will be developed by DPI under an interagency agreement with DILHR.
-6-
JUL-24-'92 FRI 10:15 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P23
B.
Governance and Operation of the Youth Apprenticeship Program
Wisconsin's Youth Apprenticeship Program will be designed and implemented by
three state agencies, DILHR, DPI and WBVTAE, with the assistance and advice of the
Youth Apprenticeship Advisory Council (created and defined in 1991 Wis. Act 39). The
Act also calls for DILHR to administer available program funds. The Council includes the
following membership:
One technical college administrator
Three vocational instructors
One high school administrator
Three high school teachers
Two representatives of business
Two representatives of labor
-7-
YOUTH APPRENTICESHIP PROGRAM
SUMMARY OF STATE PARTNER ROLES AND RESPONSIBILITIES
STATE LEVEL PARTNERS
Executive Cabinet Youth
Industry Trade
ROLES/
for A Quality
Apprenticeship
Groups, Labor
RESPONSIBILITIES
Workforce
Advisory Council DILHR/BAS DPI
WBVTAE Associations
Policy Development
*
$
Program Design
*
Evaluation/Monitoring
*
State-wide Administration
Technical Assistance
Registration/Progran Approval
Curriculum Design
Industry, Occupation Selection
Develop Gateway Assessment
Career Development Activities
JUL-24-'92 FRI 10:15 ID:WIS DIV BLDG & GRNDS TEL NO: :608/267-0200
Competency Certification
Design Work Requirements
*
$
Public Info/Progress Reports
*
-
Design Recordkeeping
Design School Staff Training
Design Employer Staff Training
Promotion
Employment Training Agreements
$
Credit for Program Participation
#707 P24
Employability Skills Development
Participant Assessment
YOUTH APPRENTICESHIP PROGRAM
SUMMARY OF PARTNER ROLES AND RESPONSIBILITIES
LOCAL PROGRAM PARTNERS
Labor
ROLES/
Local Education
Technical
Organizations
Parents/
RESPONSIBILITIES
Agencies
Colleges
Employers
(where applicable)
Students
Develop Local Training Consortiums
#
Program Administration
#
$
#
Monitering
*
*
Curriculum/Competency Development
B
*
Occupations in Program
#
Gateway Assessment
*
Career Development Activities
*
*
Select Participants
#
Employment Training Agreement
#
#
$
#
JUL-24-'92 FRI 10:16 ID:WIS DIV BLDG & GRNDS TEL NO:608/267-0200
Student Participation Agreement
*
Employment Skills Activities
$
$
Program Mentors
*
*
School Staff Training
#
Employer Staff Training
Recordkeeping
#
#
Promotion
#707 P25
JUL-24-'92 FRI 10:16 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P26
III. ROLES AND RESPONSIBILITIES OF THE PARTNERS
A.
Youth Apprenticeship Advisory Council:
1.
Assist in the identification of work-based learning requirements for the Wisconsin
Youth Apprenticeship Program. Review program development guidelines.
2.
Provide implementation advice on the program in such areas as:
**
criteria for selecting Industries and occupational areas for youth apprenticeships;
program location decisions;
a
curriculum design and content;
**
establishing standards for proficiency and student performance rating criteria;
**
ensuring equitable access and completion by members of special populations nd
minorities;
promotion strategies and program advocacy;
program evaluation;
the elements of Employment Training/Student Participation agreements.
3.
Review and rate industry applications to open Youth Apprenticeship Program
opportunities.
4.
Encourage the development of industry and association training consortia.
5.
Provide the policy framework for completing legislatively required reports, program
design and budget recommendations.
-8-
JUL-24-'92 FRI 10:17 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P27
B.
DILHR'S Bureau of Apprenticeship Standards (BAS):
1.
Take lead responsibility (with cooperation from the other program partners) in the
design, development and administration of the program funds.
2.
Staff the Youth Apprenticeship Advisory Council.
3.
Identify, review and approve (with the assistance of other program partners) potential
employers and solicit their involvement. Other agencies with expertise in job
development, such as the Job Service, Private Industry Councils and Job Centers will
also be encouraged to assist with this activity.
4.
Develop a plan and interagency agreement (with DPI and WBVTAE) on program
objectives, record keeping requirements, information sharing, school and employer
staff training, technical assistance availability and monitoring.
5.
Develop a training program for participating employers (DPI will lead in curriculum
development).
6.
Develop (in cooperation with DPI) Employment Training Agreements and structured
work schedule requirements for students.
7.
Certify youth apprenticeship program employers and youth apprentices.
8.
Develop (in cooperation with business/industry) and grant (in cooperation with local
education agencies and/or technical college districts) certificates of occupational
proficiency.
07/27
9.
Design and implement a youth apprenticeship program evaluation process. Regularly
review program performance and report results to the Council and cooperating
agencies.
10. Develop (in cooperation with the Council and other agencies) record keeping
requirements and monitor local employer compliance with program requirements.
11. Seek improved entry and credit for experience in Ch. 106 apprenticeships for Ch. 101
youth apprenticeship program completers.
12. Coordinate/share information on the youth apprenticeship program with the
Apprenticeship Advisory Council, the Wisconsin Jobs Council and the Executive
Cabinet for a Quality Workforce.
-9-
JUL-24-'92 FRI 10:17 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P28
C.
Department of Public Instruction:
1.
Take the lead responsibility, through an interagency memorandum of understanding,
in the development of competency based, integrated academic, technical and
work-based curriculum (in cooperation with WBVTAE, business, industry and labor)
based on industry or occupational standards.
2.
Provide leadership and assistance to the public schools in the development of
career/vocational exploration activities and other programs that provide students with
occupational experiences that support entry into youth apprentice programs.
3.
Provide program designs that include generic employability skills and knowledge (such
as problem solving, critical thinking and decision making) general enough to be
transferable to a broad range of work situations.
4.
Participate in the development a state management plan (with DILHR and
WBVTAE) which specifies program objectives, record keeping requirements,
information sharing, school and employer staff training. technical assistance
availability and monitoring responsibilities.
5.
Promote legislative standards that ensure that high school graduation credit for
work-based learning (OJT) is transferable within and between school districts for
participants in the program.
6.
Monitor local school program operations.
7.
Lead in the development of staff orientation and training materials for secondary
teachers, coordinators and counselors. Provide technical assistance on staff training
for local education agencies participating in the youth apprenticeship program.
8.
Develop a marketing and counseling strategy for getting parents and students
interested in participating in the program.
9.
Take lead responsibility for development (with the assistance of DILHR and
WBVTAE) of a Youth Apprenticeship Program curriculum resource guide.
10. Develop Gateway Assessment and (in cooperation with business, DILHR and
WBVTAE) recommend proficiency levels for application to the program.
11. Participate in other activities as noted above (B 6, B 8, B 10).
-10-
JUL-24-'92 FRI 10:18 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P29
D.
Local Public Schools:
1.
Administer 10th Grade Gateway Assessment as youth apprenticeship entry criteria.
2.
Develop and maintain career development curricula (career awareness and
exploration) that provide students with occupational experiences and preparation for
entry into the youth apprenticeship program.
3.
Develop or utilize/modify curriculum to support industry and DILHR approved
competency based program standards.
4.
Integrate applied academic courses and cooperative learning to support high school
diploma for work-based learning.
5.
Select (with employer assistance) youth apprenticeship program participants.
6.
apprentices. Notify and/or assist DILHR/BAS in finding potential employers for youth
7.
Complete, with parents and students, a Student Participation Employment Training
Agreement with each participant, including school and work-site outcomes, that
includes apprentice. a structured schedule of work/training to be provided to the youth
8.
learning job training site.
Assist students (in cooperation with other partners) in applying to a work-based
9.
Provide required supervision and liability indemnification where appropriate, for
student learners participating in the youth apprenticeship program.
10. Provide student academic and work-based support services including career counseling
(provide case managers).
11. Monitor student academic and on-the-job (work-based learning) progress and ensure
that students maintain good standing in both school and at the work site as a
requirement for continuation in the program.
12. Manage the local youth apprenticeship program and provide the DPI and DILHR with
required program and student information.
13. Provide and train staff coordinators, counselors and teachers for the youth
apprenticeship program.
14. Allow teachers, coordinators, and counselors who work with the youth apprenticeship
program, to participate in staff development and training on the program.
15. Provide course credit for the experiential learning (OJT) of program participants.
16. Cooperate with state agencies conducting on-site program reviews.
-11-
JUL-24-'92 FRI 10:19 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P30
E.
Wisconsin Board of Vocational, Technical, and Adult Education:
1.
Participate in the development of a state management plan (with DILHR and DPI)
which specifies program standards, record keeping requirements, information sharing,
responsibilities. school and employer staff training, technical assistance availability and monitoring
2.
Assist in the development of competency-based program curricula (including
identification of occupational core competencies youth apprentices must master to
enter Ch. 106 apprenticeships).
3.
Assist in the design of competency-based student assessment materials and
procedures.
4.
Assist in the design of the training program for participating employers.
5.
Promote technical college program access to high school students through post
secondary enrollment options.
6.
Promote technical college development of secondary/post-secondary education
articulation agreements that recognize and credential youth apprenticeship curricula
(e.g., dual credit).
7.
Assist DPI in the development of a Youth Apprenticeship Program curriculum
resource guide.
F.
Technical Colleges:
1.
Assist in identifying potential employers and solicit their involvement. Assist
WBVTAE employers. and DPI in the design of a local training program for participating
2.
Assist DPI in the design of secondary school curricula and identify occupational core
competencies students must master in different occupations.
3.
Assist in the assessment of youth apprenticeship occupational competencies.
4.
Develop articulation agreements with the CESAs and local education agencies that
recognize and credential youth apprenticeship curricula (e.g., dual credit).
5.
Make available district program access to high school students where local education
agency programming is unavailable.
-12-
JUL-24-'92 FRI 10:19 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P31
G.
Employers in the Program:
1.
Commit to hire and train youth apprentices for a minimum of the three school
semesters requiring work-based learning. There is no requirement that the employer
will hire the youth after high school graduation.
2.
Employers should agree to try to continue summer employment (when it can be
integrated into school instruction) for their youth apprentices.
3.
Select, employ and train youth apprentices on a non-discriminatory basis.
4.
Provide career exploration and job shadowing opportunities for those students in the
youth apprenticeship program as well as younger students trying to decide about
program participation.
5.
Organize the youth apprentice's work-based learning experience so that it supports
required high school attendance.
6.
Supervise youth apprentices through a structured mentoring relationship with a skilled
employee in the firm or organization.
7.
Evaluate and report on the youth apprentice's on-the-job performance to
DILHR/BAS and the high school.
8.
Specify, in Employment Training Agreements with high school students and their
apprentice. parents, the structured schedule of work/training to be provided to the youth
9.
Participate in orientation and staff development activities that prepare supervisors and
employees for participation in the program with attention to safety.
10. Advise DPI/local school curriculum committee on competency-based curriculum
design and development.
11. Assist in the identification of employee knowledge and entry skill requirements as well
as advanced job skill competencies in their business/industry.
12. When there is a collective bargaining agreement, labor and management must
cooperate in the design of the youth apprenticeship Employment Training Agreement.
13. Agree to non-displacement of existing workers by youth apprentices.
14. Provide Worker's Compensation coverage for youth apprentices when they become
part time employees.
15. Cooperate with the schools and state agencies in scheduling and participating in an
annual on-site visit.
-13-
JUL-24-'92 FRI 10:20 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P32
H.
Industry Trade Groups, Labor Associations:
1.
Develop a state-wide curriculum for high school student entry into the industry.
2.
Assist in identifying critical competency attainments necessary for achieving a
certificate of occupational proficiency.
3.
Assist in designing competency assessment standards and test procedures.
4.
Assist in designing an industry survey course.
5.
Obtain program participation commitments of employers in the industry.
6.
Assist in designing and implementing a job shadowing program for 7th through 10th
graders.
7.
Recommend instructor qualifications and certification requirements.
8.
Recommend model Employment Training Agreements (including a systematic
schedule of identified work activities):
9.
Assist in designing and implementing an industry internship for secondary and post
secondary teachers.
I.
Labor Organizations (when present) in Participating Employers:
1.
Assist in the identification of employee knowledge and entry skill requirements as well
as advanced job skill competencies in their business/industry.
2.
Advise on curriculum design and development.
3.
Provide recommendations on work site orientation and staff training for the youth
apprenticeship program.
4.
Participate in orientation and staff development activities that prepare supervisors and
employees for participation in the program.
5.
Agreements. Provide advice on the development of youth apprenticeship Employment Training
6.
Provide training and supervision (i.e. the mentor) for youth apprentices.
-14-
JUL-24-'92 FRI 10:21 ID:WIS DIV BLDG & GRNDS TEL NO: 608/267-0200
#707 P33
J.
Students in the Program:
1.
standards. Pass the 10th Grade Gateway Assessment exam or other entry related academic
2.
employer. Enter into a Student Participation Agreement with their high school, parents and
3.
Maintain good standing at both school and the job as a requirement for continuation
in the program.
4.
Participate in regular school discussions to review progress and resolve problems.
5.
Be accepted for employment with a participating employer and meet all work
requirements of the employer for a youth apprentice employee.
6.
Training Agreement.
Conform to the structured work/training schedule identified in their Employment
7.
Complete high school diploma requirements in a timely fashion through integrated
academic and technical curricula approved by the school board in cooperation with
the VTAE and employer.
-15-
JWL-24-'92 FRI 10:21 ID:WIS DIV BLDG & GRNDS TEL NO: :608/267-0200
#707 P34
IV.
Expected Outcomes and Program Benefits
A.
For Employers:
1.
Improve their ability to meet long term employee needs through contact with potential
apprentices/employees. Improve access to qualified young people before they leave
high school.
2.
Assist in the design of preparatory training of high school students who may enter their
apprenticeship program.
3.
Expand training in their business and industry.
4.
Be registered as a youth apprenticeship training site by the state.
5.
Have the opportunity to assess a student's skills and potential prior to the major
commitment of an apprenticeship salary and permanent employment.
6.
Have access to professional educators and apprenticeship representatives who are
supervising the youth apprentices.
B.
For Students:
1.
Be exposed to more extensive career development planning and smooth the transition
from school to work or other training.
2.
Be paid while receiving structured work-based training for high skill career options
(including apprenticeships).
3.
Have classroom instruction integrated with training received on-the-job.
4.
Receive training from a skilled professional(s) in an actual work situation.
5.
Upon successful completion of the program, receive both a high school diploma and a
certificate of academic and occupational proficiency.
6.
Meet high school graduation requirements by participating in the youth apprenticeship
program.
7.
Have available testing, evaluation, counseling and job placement services.
8.
Have expanded career options because they have the necessary knowledge and skills
to enter an apprenticeship, a technical college program, a baccalaureate program or
directly into work.
9.
Acquire critical thinking, problem solving, decision making, team work and technical
and communication skills that will improve their functioning in future employment.
10.
Participate in a school program that is interesting, enjoyable and challenging.
JG/yapprop-apprent/1/2s/g2
-16-