Careers in Construction Colorado

Surveys have shown the labor shortage is the number one issue affecting the construction industry.  In Colorado, it is estimated that the construction industry will grow by 15% over the next decade. Taking retirements into account, the industry needs to add 30,000 employees to the workforce within the next three years. 

Careers in Construction Colorado helps address this issue by providing construction vocational training in high schools and by encouraging our allies in the industry to aid in creating a pipeline of well-paying career opportunities. Students receive instruction in various pre-apprenticeship trades as well as the professional skills needed to obtain employment. They are also provided with connections to fast-track their move from high school into employment.

CICC's programming re-envisions the workforce by educating about meaningful careers that have been overlooked in recent years and shining focus on the benefits of entering the trades.

CICC looks to increase access to high-quality affordable education and skill-building while matching the needs of the construction industry and educational providers. 

Over the next decade, it is estimated that the Colorado Construction industry will grow by 15% (2018 Talent Pipeline Report). According to a 2018 study conducted by Colorado State University and Association of General Contractors, there are currently 175,000 individuals in the construction workforce in Colorado. By 2023, the workforce needs to grow to 189,000 workers. Taking retirements into account, the industry needs to add 30,000 employees to the workforce within three years. 

Of the students that graduate from college, many come out carrying a debt load. In 2016, on average, a college graduate had $37,000 in debt (USDOL, Task Force Apprenticeship Expansion Report). Additionally, a National Skills Coalition (NSC) study stated only 43% of the current labor force are suitable for the 53% of job openings that are “middle-skill” and require less
than a four-year degree but more than a high school education (NSC, Work-Based-Learning Policy).

CICC aims to address these issues by providing vocational training, matching students with future employment opportunities, and showing students and families the value of learning a trade for career and educational opportunities. 

The program utilizes a competency-based curriculum developed by the Home Builders Institute. The program grants flexibility to instructors to set the pace based on each student’s abilities. The curriculum is recognized by the Colorado Department of Education as a credit-bearing Career Technical Education class. Students can earn up to eight stackable, trade-specific certificates following the Pre-Apprenticeship Construction Training (PACT) Core including Electrical, Plumbing, Carpentry, Masonry, and HVAC. The five units required by HBI for the first certification can be completed in 210 hours or two consecutive semesters. A Skill Achievement Record is used by instructors to document student progress in the PACT curriculum, classroom academics, hands-on competencies, and life skills. Schools are incorporating OSHA 10 safety training into the curriculum, which allows students to step directly onto a jobsite with their OSHA 10 card.

CICC staff make monthly visits to the classroom to provide employability training and build student relationships. Staff members work with instructors to coordinate industry speakers to help expose students to numerous career pathways. Staff work with students to determine their areas of interest in the industry, set up job shadows and internship opportunities, and connect them to employers through hiring events and one-on-one assistance.

CICC is offered in 17 school districts and 108 high schools. The courses are offered to 9th through 12th graders with the option for the program to be taken yearly so students may earn additional certificates each year. 

In terms of students served, the schools partnering with CICC are in communities that represent all socioeconomic levels. In Colorado Springs, six locations are considered to be serving economically distressed and underserved populations. During the past year, CICC worked with the Department of Human Services (DHS) and was able to determine that 48% of the enrolled students had received some kind of support from DHS. Due to the districts the program recently added in Denver, CICC is seeing similar populations. Across the schools being served, 60.19% of the students received free or reduced lunch. 

Surveys are given to aid with understanding student needs.  Recent surveys state that 57% of the participants are now interested in seeking a career in the trades. Eighty-nine percent of the students stated they were excited to attend classes, 91% expressed they gained significant knowledge, and 78% felt they were ready to enter employment. The surveys help indicate the program is addressing the needs of the students.

CICC's solution directly relates to increasing access to high-quality, affordable learning, skill-building, and training opportunities for those entering the workforce. It prevents students from needing to transitioning between jobs or having to face unemployment. CICC classes are free to the high school students enrolled in the classes. These trainings directly allow students to gain the skills they need while still in high school and be capable of walking on to a job site without additional learning. The program offers workforce development for a field that does not require a college education nor the need to take on student loan debt.

CICC employs four full-time staff positions, and one part-time staff position. The Board of Directors is made up of twelve community leaders, and there are over 50 program volunteers.

In terms of racial equity of the participants, the organization is only able to serve the students who are enrolled at each participating high school.

Therefore, CICC is selective in who the partnering schools are. During the 2018-2019 school year, CICC worked with the Department of Human Services (DHS) in Colorado Springs and was able to determine that 48% of the then enrolled students had received some kind of support from DHS. Due to the districts the program added in Denver during the 2019-2020 school year (Denver Public Schools, Aurora, and Adams County), CICC is saw similar populations. In 2019-2020, 49.71% of the individuals served received free or reduced lunch. The schools newly added in 2020-2021 have a 70.67% free or reduced lunch population. 

CICC is also cognizant of addressing poverty issues as a career in construction allows individuals to earn a meaningful living without the debt of attending college.

One of the most unique aspects of CICC Is that it was started by industry leaders in response to a critical issue they saw approaching. From the start, CICC has known that there were employers looking to increase the number of new hires. There are no competitors because those working to achieve their long-term objectives were always working together.

The problem was clearly defined first, the program started second while hosted under another organization, and then the non-profit was formed to best be able to grow and expand.

Often workforce centers across the United States work to address the solutions of placing low-income individuals of youth and adult populations into meaningful employment without causing additional undue hardship to them (example: the cost of college loans). CICC instead works to allow students to know their options while still in high school and prevent unemployment, low-income status, and/or homelessness. CICC staff even assist students in placements for part-time year-round and full-time summer jobs while they are still in high school. 

Through job shadowing, job fairs, and interactions with professionals, students learn about opportunities within the trades where they could be earning as much as $70,000 a year within two years post high school graduation.

What makes CICC successful is that schools partnering with the organization already know that industry employers are willing and ready to hire their students.

In some ways, CICC is the opposite of new technology.  It is a reminder of the importance of knowing how to hold a hammer, which nails you should use, how to do simple math in your head while measuring etc. The program is in many ways proof that courses that have been omitted from what was once considered standard high school education have caused a void in society and that void is now threatening the basic infrastructure needs of all communities.

Our solution is the use of an industry curriculum being brought into high schools. The main goals and objectives are of the program are: (1) To offer instruction to students providing real-life skills and the opportunity to learn a building trade as well as the professional skills needed to obtain employment; (2) To demonstrate to students across the state of Colorado, – as well as their families, educators and community leaders – the depth and the breadth of the construction industry and value of learning a trade for career and educational opportunities; (3) To provide career pathways to employment via internships and apprenticeships leading to permanent employment for students who want careers in the industry; (4) To engage fellow businesses to support this valuable program that addresses the shortage of skilled tradespeople in Colorado, and will enable the construction industry to grow in the long run.

Note: To aid with distance learning during the pandemic, some schools are utilizing the HBI's virtual reality tools. Click here for more information.

Since the start of the program in 2015, CICC has had 2,331 students take courses, 1,007 PACT certificates have been earned, and 504 individuals have been OSHA 10 certified (OSHA 10 has only been added in the most recent school year). With several years of the program now complete, CICC is seeing students with an interest in entering the construction industry post-high school. Taking into consideration the program is offered to 9th through 12th-grade students, since 2017, more than 250 students have found employment in the industry.

As to links for effectiveness, here is an informative link showcasing the voice of industry leaders, teachers, and students.  This video shows how all three of these groups feel this program is helping to change the perspective of students for the workforce choices that have available to them.

As stated by the Center for the Theory of Change, "Theory of Change is essentially a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. It is focused in particular on mapping out or “filling in” what has been described as the “missing middle” between what a program or change initiative does (its activities or interventions) and how these lead to desired goals being achieved."

The industry leaders who helped start CICC in 2015 saw the need to fill the workforce void as the desired long-term goal. They then worked backwards to figure out what they could do to find a solution to the impending industry and societal challenges that a lack of a construction workforce would have. As they knew their industry was already aging and the bulk of the trade expects were middle-aged, they could visually see that the younger population was hardly represented in their current workforce. They recognized they were lacking better connections to education and younger generations. By utilizing the curriculum established by the HBI, they knew if they helped to fund schools that were willing to initiate these programs that their workforce training needs would be met. By hiring individuals to work for the program and with the schools, they would be able to offer a pipeline of trained students to employers. By ensuring students knew they would be placed into a job, students would be more willing to consider a career they would not have originally thought of on their own. By pairing student education with parent and societal education, there would be an opportunity for the trades to gain popularity again.

Through this process, industry gave birth to Careers in Construction Colorado and, at the same time, empowered the students of various socioeconomic levels to have options for meaningful career pathways.

The CICC Board, staff, and community stakeholders have recently been meeting to start the strategic planning process. We are dedicated to our mission and are in the process of helping to finalize a new Vision Statement as we set goals for the immediate future and the next five years. 

The current Vision Statement draft is: We believe all students should learn valuable life skills and be exposed to career pathways. In everything we do, we build confidence and competence while changing the perceptions about the construction industry so that students are empowered to make educated decisions on their future, while feeling validated in their choices and without incurring debilitating debt. We do these things so that barriers to skilled industry are reduced and our young members of the community have more opportunities to directly impact their careers.

In the current year we are working hard to mitigate COVID-19 restrictions as they involve classrooms. We aim to sustain the number of students served last school year, and continue to build partnerships in order to expand to additional school districts.

In terms of the next five years, initial conversations from strategic planning have identified being able to triple the number of schools actively participating in the program as priority. Additionally, we want to be able to expand the number of staff members connecting students to employers. As more students will have taken the program for consecutive school years, we want to be ready to support the sustained growth into the workforce.

The largest current barrier for continued success over the next five years is funding. The program was initially created through private and industry donations. The initial grant that helped to start the program came from the Colorado Department of Labor and Employment (CDLE). CDLE then renewed support for an additional grant cycle; this allows for short-term financial stability. CDLE funding will end in August 2021. 

Awareness is a barrier; a greater public understanding that skilled trades are among Colorado’s top jobs – particularly electricians, construction equipment operators, plumbers, pipefitters and steamfitters, and carpenters (2016 Talent Pipeline Report).  Fourteen percent of all job openings in Colorado are in the construction trades industry (2016 Talent Pipeline Report).  Students, parents, school counselors, and policy influencers having a better understanding of the merit and value of pursuing a career in the construction industry is still a barrier.

An understanding and open debate for each individual student on the benefits of entering a trade vs. a college program is still a barrier. Both should be viewed in society as meaningful options. Many students who graduate from college are not equipped with skills required in the economy. An National Skills Coalition (NSC) study stated that only about 43% of the current labor force are suitable for the 53% of job openings that are “middle-skill” requiring less than a four-year degree but more than a high school education (NSC, Work-Based Learning Policy).

In terms of funding, when it was decided that the program would become its own non-profit, to address long-term financial stability, the CSHBA and the start-up CICC started investing efforts to diversify funding.

CICC introduced a new Home Build program as part of the curriculum. Through industry donations, this program provides each school with the materials needed for students to build a small house. This is new in 2020. The proceeds from the sale of the house will go towards sustaining the program in each school.

Construction industry partners have also provided significant support to CICC in the Pikes Peak Region through a voluntary permit fee, which is self-assessed by commercial and residential builders and the building trades. In 2019, this fund raised over $340,000. Work is being done to start this fund in other areas of the state.

CICC staff is also investing considerable time to grow foundation and corporate support. 

Additional awareness would allow for the potential of new partners and school districts to be added more swiftly. Prior grant support from the state had focused partially on marketing efforts and had been a major factor to the early expansion of CICC.  

The media aspect of being awarded or named a finalist for a MIT Solve Initiative would allow a significant number of potential stakeholders, partners, students, etc. to become aware of Careers in Construction Colorado.  Media coverage would aid in political understanding of the construction industry and how CICC address to the needs of so many individuals.

With testing required to earn PACT and OSHA credentials, training achievement metrics are always known. Unfortunately, students need to relay if they gained employment on their own without the assistance of a CICC staff member. We are therefore positive more job placements have been achieved but are unknown to CICC. 

While CICC has tracked the number of students who enter into the construction field, we would like to know more about the students who enter other fields due to benefits from CICC instruction. As basic employment skills are taught as part of the curriculum, we are certain that students may enter into a variety of positions even if they do not choose a career in construction.

CICC would like to be able to collect addition DEI information.  Unfortunately, school districts are not always allowed to share personal student information with outside entities.

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Our leadership team is well-positioned to accomplish our program goals and we benefit from an active board who also understand the barriers we have and our needs to achieve success.

In terms of our board members, several are individuals who have careers in construction but have not attended college. The have worked hard to become pillars of the community and understand why construction and the trades would be seen as beneficial career pathways to many individuals.  They are people who are excited to see a younger generation become active in their industry and the promise that brings.

Our Executive Director has formerly been a high school principal. He helps to blend the knowledge of the education profession with the needs of students and industry.

Our Workforce Development Coordinator and our Workforce Liaison have career histories working with teens and industry. Additionally, all staff members who interact with students are bilingual to be able to help them in the language the student feels most comfortable in.

Our Development Specialist has been working on funding for CICC since the inception of the program. She is dedicated to seeing the program continue to flourish.

Overall, the diversity of career histories mixed with board members that represent commercial and residential building, plus industry trade associations, and education aids in ensuring the program has many voices participating to be able to define and achieve success.

As of 2020, CIC is offered in 17 districts and 108 schools from Westcliffe to Larimer County have access to the program. These partner districts use the same industry-approved curriculum and participate in quarterly meetings to share best practices. 

A list of school districts follows: Denver Metro – Denver Public Schools, Cherry Creek, Adams 5- Westminster, Adams 12- Five Star Schools, Aurora Public Schools, District 27J- Brighton, JeffCo School District, and Thompson School District R2-J; in Southern Colorado: Harrison, Widefield, District 11, Manitou Springs, District 20, Lewis Palmer School District 38, District 49, Pueblo County, Custer County, and Canon City School District. 

CICC has engaged the Colorado Associated Career Technical Educators, the Colorado Association of School Executives, and Colorado Association of School Boards to speak on the importance of this program on a statewide level.

CICC collaborates with schools to host Industry Nights to educate students and parents on the numerous careers pathways in the construction industry. CICC performs student and parent outreach through media campaigns. CICC continues to partner with teachers to provide outreach materials and collaborate on student recruitment. A Workforce Liaison in each area works with school counselors and CTE directors to continue awareness and pilot an internship program to offer work-based learning opportunities. CICC engages employers to teach them about the program and to hire students. Industry members volunteer as classroom speakers plus provide job site tours and employment opportunities to students. CICC also works with workforce centers to provide additional services to students as needed. 

The CICC business model is closely related to the lean canvas approach. This model, first created by Ash Mauraya, takes a problem-focused approach to create an actionable plan. As described in our Theory of Change, industry leaders defined a problem and then worked to define an actionable plan to address a workforce shortage and in turn created an educational non-profit.

Those being served directly are students, but indirectly industry, employers, and even the greater statewide community benefits through having infrastructure needs addressed.

Our product and services are an educational curriculum that we support in part financially for high schools. We provide the curriculum and then partner and train staff for them to deliver the instruction to students.

Schools need this curriculum to aid in serving their students' long-term needs. Additionally, technical schools earn funds from the state when their students enter into internships.  Through CICC programs schools actually are being provided with curriculum for free, CICC is providing some of the supplies needed in classrooms through industry donations, and the school has the opportunity to earn additional state funding.

Students need this curriculum to understand various career pathways they would not have previously been exposed to. This program offers advancement into a meaningful, well-paid profession that does not require a college education.

CICC has been working to diversify funding streams and previously stated this as a barrier to success.

In terms of earned revenue, CICC introduced a new Home Build program as part of the curriculum. Through industry donations, this program provides each school with the materials needed for students to build a small house. This is new in 2020. The proceeds from the sale of the house will go towards sustaining the program in each school.

All other revenue at this time is contributed. 

The Building Futures Fund hosts the voluntary permit fees previously mentioned. Funds raised be used to supplement the needs of the school districts that directly support this program, including items such as tools, curriculum, and construction materials. These voluntary fees are for major companies, small businesses, and even individuals doing home remodels. Therefore, some are small donations and some major companies donate over $10,000 a year through this fund. Last year in the Pikes Peak Region, over $340,000 was raised. This fund is now being established in the Denver-Metro area as well. The current voluntary fees are as follows:

• Remodel/Alterations $6.00/permit
• New Residential $25.00/permit
• New Commercial $50.00/permit
• Commercial Remodel/Alterations (over $20k) $50.00/permit

CICC staff is also investing considerable time to grow foundation and corporate support. A grants calendar was developed in Spring 2020 that established over 50 funding opportunities in Colorado. Funders have been responding positively to new support asks.

CICC is also in the process of mailing our first annual fund ask.

These totals are for the current CICC fiscal year.

Current Grants: 

• Colorado Department of Labor and Employment- $772,863 
• El Paso County Community Investment Fund- $50,000 
• The Daniels Fund- $75,000
• The Nord Foundation - $20,000 
• Ent Credit Union - $10,000
• Myron Stratton Foundation - $10,000
• Griffis/Blessing Foundation - $2,500
• US Bank Foundation - $2,000 

Current Funders: 

• Building Futures Fund / Regional Building Permit Fees - $89,670 
• Pikes Peak Regional Building Department- $70,000 
• Norwood Foundation- $30,000 
• Mountain States Lumber Association- $25,000 
• GE Johnson Foundation- $12,500 
• Classic Homes- $12,000 
• Additional funders below this level and above the $2,500 level are list on CICC's website - www.CICColorado.org 

Requests submitted and pending results: 

• Ackerman Fund of El Pomar Foundation
• LexisNexis Cares Foundation 
• The Anschutz Family Foundation
• The Burt Family Foundation
• The Howe Foundation
• The Kettering Family Foundation
• The Madigan Charitable Trust
• Walmart Foundation

As a non-profit in need of annual support, we raise funds to support every school year. CICC's 2020 budget is just over $1.3 million dollars. While our team runs lean, funding is needed to sustain being able to provide curriculum to schools for free, being able to supplement supplies needed in classrooms, in addition to CICC staffing. Staffing is where CICC often has the largest impact on successful job placements of students into the workforce. Staff is needed to ensure quality student relations in addition to building awareness with employers to ensure a continuous pipeline.

While CICC has identified work towards diverse revenue streams above, contributions will always be essential as a non-profit entity.

The 2021 budget is currently being finalized by the CICC Finance Committee and Board.  The 2020 budget is $1,336,582 and the 2021 budget is expected to be approximately $1.4 million.

We are applying because we feel strongly that our organization is already a fantastic example of how individuals can reimage pathways to employment in the US. We have an active and growing program that is in need of support and greater visibility.

As we plan forward to continuing diversifying our funding streams, an award would be appreciated. An award from MIT, the Mortridge Family, New Profile, and other Challenge partners also brings with it prestige, recognition, and greater awareness of our non-profit. To assist in changing public perception on enter a trade vs. attending college, these partners would assist in validating the services CICC is working to provide to industry and the community as essential.

CICC would be prepared with a variety of regional and statewide press releases in addition to paid media opportunities to help promote a Challenge award. CICC board members would be stewards in the community aiding to publicize an award with additional industry leaders in addition to local, regional, and state political officials.  The construction industry has always provided meaningful work to those who choose it as profession and deserves to be recognized and considered by all students as a desirable career pathway.

As CICC continues diversify funding streams, connections to potential funders would be highly appreciated.

Again, assistance with marketing, media, and exposure will continue to help validate that not all careers require a college education and that the trades offer well-paid, meaningful careers.

As a goal is growth, CICC would like to continue to partner with additional school districts in Colorado. The goal would be to continue geographically closest to the established areas and continue expansion around them. 

Additional business partnerships are also key to be able to place students into job-shadowing opportunities, internships, and employment. CICC will continue to penetrate the areas they are most closely associated with and then also expand relationships as the number of schools increase in geographical areas.

A strong continued relationship with the Housing and Building Institute is desired as their curriculum is key for students' ability to earn PACT credentials. 

The National Endowment for Housing was a partner when the program was started and we would like to see their support continue and expand.

As various Colorado communities are experiencing an affordable housing shortage, CICC has also recently started conversations with Associations of Realtors. Their public support and financial contributions would aid in expanding awareness of this crucial industry void that CICC is helping to fill.