Page 13 - TTMNSummer2025

STEM
Teaching Today Minnesota | Summer/Back to School 2025 Page 13

Labor and Industry Announces 2025 Youth Skills Training Grant Recipients

• meaningful industry exposure for  Minneapolis Public Schools - Career
diverse students, and Technical Education
• an offering of at least one industry-  Monticello High School
related course for high school credit,  Princeton Public Schools
• a pathway to industry-recognized certi-  Robbinsdale Area Schools
fication/credentialing, and  Rochester Public Schools
• paid work experiences in one or more  Roseau School District
of the following industries: advanced
manufacturing, agriculture, automotive,  Shakopee High School
health care and information technology.  TrekNorth Jr. and Sr. High School
Seventeen partnerships across Min- expand YST programs throughout Minnesota.  West Central Area School District
nesota will receive funding to develop and Successful applicants will demonstrate the Employers must be approved for YST
expand programs to offer meaningful career ability to achieve program objectives through paid work experiences prior to student learn-  West St. Paul, Mendota Heights, Eagan
exposure and paid work experience for stu- various means including outreach, education, ers being placed at employer sites. Download Area School District
dents 16 years of age and older. training, and supportive services for students. employer approval forms. Programs are Grants can be used to create programs,
The goal of the YST program is to create path- not required to be a YST grant recipient to recruit students and employers, provide
Objective ways for students to high-growth in-demand become an approved YST program. training, transport students and pay for
The Youth Skills Training (YST) program occupations and support industry with future YST grants will be awarded to the fol- industry-related student certifications. A
encourages, promotes and supports the devel- talent. lowing 17 partnerships, which will receive ninth round of grant applications will open
opment of local partnerships between schools, and split $1.5 million in funding to be used in winter 2025.
employers and community organizations. Eligibility for programs operating from July 1, 2025, to
These local partnerships provide students with YST programs are composed of a June 30, 2027. Alexandria Area High School More information
related classroom instruction, safety training, minimum of one school partner and one  Alexandria Area High School For more information about Youth
industry-recognized credentials and paid work employer partner. They may include mul-  Cass Lake-Bena High School Skills Training contact Jo Daggett, program
experience in the high-growth, in-demand tiple schools, employers and community  createMPLS manager, at 651-284-5354 or jo.daggett@
occupations of advanced manufacturing, organizations.  Dawson-Boyd Public Schools state.mn.us; Nimo Samatar, program con-
agriculture, automotive, health care, and infor- School partners do not need to go sultant, at 651-284-5184 or nimo.samatar@
mation technology. The Minnesota Department through a formal approval process, but  Edina Public Schools state.mn.us; or Faye Blough, program spe-
of Labor and Industry (DLI) awards grants to should meet with YST staff to demonstrate a  Faribault Public Schools cialist, at 651-284-5341 or faye.blough@
local partnerships to create, implement and plan to provide the following:  Marshall Public Schools state.mn.us.

From Theme Parks to Survivor Island Continued from Page 12
matter, this isn’t a writing class.’ Now, foam tubing, tape, various sized boxes and
everything is writing class,” says Shelley. stands and marbles. They raise and lower
“They’re seeing a little bit more how this their tubing and shift angles to observe the
skill I’m developing in math has an applica- effects on the marble — and their future roll-
tion in science. This skill I’m developing in ercoaster.
language arts has this application over here.” As Lindsay works her way around the
This way of learning — for teachers room, she asks each group questions. “Why
and students — is amazing. It also takes a did making the loop shorter help? Did it
lot of teacher time work better when
and effort. you started higher or
“I don’t ever lower? Why is that?”
want to not team “We have been so amazed After they have
teach or integrated by the number of students their designs, they
teach, and it is time wanting to come in at lunch, will write their claim,
consuming,” says working at home, or giving up evidence and reason-
Shelley. “We just ing. Then, they’ll
have to acknowledge outside play time to work on go through the steps
that.” this project. We are loving it!” of making a model.
The benefits They’ll draw and label
of interdisciplinary Lindsay Leet, each component, note
learning and team science teacher the relationships and
teaching are worth it. create descriptions.
“I just love the One group
stuff we’ve come up with together,” says cheers as their marble lofts a break in the
Lindsay. “It is so much better than what I track, lands on the other side and continues
would have ever come up with on my own.” to the track’s end. In the corner, the horror approaches and discoveries.
On this day, the Inquiry class is splitting themed team is working on a severe loop. This energy around the learning has
into two rooms. Some groups stay to work Across the room the fantasy team (plenty of been one of the most rewarding things for www.springlakepark
on their park designs. Some groups head to wizards, unicorns, and dragons) has a large teachers — especially seeing students vol- schools.org
the science lab to work on their rollercoast- drop and curve going. There is a general unteer their time.
ers. In the lab, they quickly get to work with buzz in the room as teams discuss different