00:02:17.000 --> 00:02:22.000 Hello, everybody. Welcome to the Integrating Education and 00:02:22.000 --> 00:02:27.000 training, um, advancing outcomes, uh, IT webinar. 00:02:27.000 --> 00:02:31.000 We are, um, gonna go through a couple of things today, where we talk about 00:02:31.000 --> 00:02:34.000 what makes an IET, um… 00:02:34.000 --> 00:02:41.000 advanced. You know, we've gone through how to get it approved, and we've planned them, and now how can we take it to the next 00:02:41.000 --> 00:02:52.000 the next level. Um, my name is Matthew Brown, I'm the Director of Career Pathways for English language, and I also do ILCE and English Language Acquisition. 00:02:52.000 --> 00:02:57.000 Uh, today also is Rebecca Loli. She's the Assistant State Director. 00:02:57.000 --> 00:02:59.000 And the IET… 00:02:59.000 --> 00:03:04.000 Playbook partners that we have from Alamance, Community College, Blue Ridge Community College, Pitt, 00:03:04.000 --> 00:03:07.000 And we're a community college in Randolph. 00:03:07.000 --> 00:03:13.000 So, uh, welcome everybody. I'm excited to have this discussion today. 00:03:13.000 --> 00:03:21.000 Um, I'm gonna introduce Rebecca Loli, and she will talk about what the IET Playbook Project is. 00:03:21.000 --> 00:03:29.000 All right. Hello, everyone. Can you see and hear me okay? 00:03:29.000 --> 00:03:30.000 Mm-hmm. 00:03:30.000 --> 00:03:45.000 Everything good, Matthew? Yeah, all right. Great. I am working with Matthew and these 4 colleges, Blue Ridge, Pitt, Randolph, and Alamance on the Iet playbook project. We're finishing up a second year, and the projects. 00:03:45.000 --> 00:04:00.000 purpose is to make it easier to run IET programs and get better support for new programs coming online, you know, across the state. So peer support model. 00:04:00.000 --> 00:04:18.000 So these colleges are have been doing intensive work with IETs and are showcasing their work. We just finished our last showcase yesterday at Blue Ridge, and they are also your regional resource hubs for IET support. 00:04:18.000 --> 00:04:41.000 Feel free to reach out to these colleges and ask, you know, here's what we're trying, here's what we're thinking, what would you do? Here's a roadblock we've hit, that kind of thing. So we just want to encourage the conversation to continue there. And then it has been very rewarding to see the new IET applications coming into the system office. 00:04:41.000 --> 00:04:55.000 And also see the continued growth in IET enrollment and IET MSG outcomes. So programs are getting smart about kind of diversifying their MSG strategy and. 00:04:55.000 --> 00:05:10.000 understanding that pre-test and post-test works great for certain students, and other students maybe have a more immediate goal to get industry recognized credentials and enter careers. So this helps kind of round out your adult education offerings. 00:05:10.000 --> 00:05:20.000 So we're glad you're here today, and we'll dive in and hear some of the stories about what happens when you have an IET and you're a couple years in. 00:05:20.000 --> 00:05:26.000 or a couple cycles in, and you realize you need to make some changes. 00:05:26.000 --> 00:05:29.000 All right, thank you, Rebecca. 00:05:29.000 --> 00:05:38.000 So, why… why are we having this advanced IET? Um, we're moving away from that, does this IET count? 00:05:38.000 --> 00:05:40.000 to can we run this IET 00:05:40.000 --> 00:05:46.000 full term. And can we run it over and over again? And how can we document and improve it? 00:05:46.000 --> 00:05:52.000 And so that's today's focus. That's what we're hoping to get some, um… 00:05:52.000 --> 00:05:57.000 some advice on from our… from our very well-suited IT schools. 00:05:57.000 --> 00:05:59.000 So, um… 00:05:59.000 --> 00:06:04.000 I'm gonna go straight into the questions, because we've got our schools here, and we have… 00:06:04.000 --> 00:06:06.000 Um, a really, uh, 00:06:06.000 --> 00:06:10.000 good group. So, I would first like to go through and introduce 00:06:10.000 --> 00:06:15.000 the representatives from the schools, so if the… those from Randolph could introduce… 00:06:15.000 --> 00:06:18.000 come off mic and introduce yourself, and then we'll… 00:06:18.000 --> 00:06:22.000 go through each school. 00:06:22.000 --> 00:06:31.000 Hey, I'm Stephanie, I'm the Director of College and Career Readiness, and I have with me Cindy, if you'd like to introduce yourself, Cindy. 00:06:31.000 --> 00:06:36.000 Hi, everyone. I'm Cindy. I'm the Pathways Navigator for Randolph Community College. 00:06:36.000 --> 00:06:39.000 Great. And then also with us is, um, 00:06:39.000 --> 00:06:43.000 Blue Ridge Community College? 00:06:43.000 --> 00:06:49.000 Hi, I'm Haley McDaniel. I am director of adult education and literacy. 00:06:49.000 --> 00:06:52.000 Great, great. All right, um, Alamance? 00:06:52.000 --> 00:07:00.000 Hi, I'm Carrie Russell, I'm the Career Pathway and Transition Coordinator at Alamance. 00:07:00.000 --> 00:07:04.000 Thank you, Carrie. And Pitt. 00:07:04.000 --> 00:07:17.000 Hi, my name is Melissa Moorlach and I'm the Director of Transitional Studies, and I am here just a few minutes late because we finished our last interview for our own career pathway navigator, IET navigator, so I'm so excited. 00:07:17.000 --> 00:07:20.000 Oh, that's great. That is very exciting. 00:07:20.000 --> 00:07:23.000 Um, so we're gonna start off by talking about 00:07:23.000 --> 00:07:29.000 Um, the… the topic one is the pathway, the credential, and the delivery models. 00:07:29.000 --> 00:07:41.000 decisions. How do you go through and make sure that you've chosen the right pathway, but the credential is going to be an industry-recognized, and then the delivery model that will lead to that? 00:07:41.000 --> 00:07:44.000 those students' success. 00:07:44.000 --> 00:07:50.000 And so, uh, we'll start with Randolph. 00:07:50.000 --> 00:08:05.000 So, when it comes to choosing a IET, I would suggest that you look into into researching your local labor market data and trends. Also contact your school department of institutional effectiveness. 00:08:05.000 --> 00:08:09.000 They also have data that's available that you can use. 00:08:09.000 --> 00:08:24.000 Also, your local workforce development board, local industries in your community partners, and also check with your students, see what they're interested in, and then also use the Iet. 00:08:24.000 --> 00:08:27.000 sharing repository. 00:08:27.000 --> 00:08:47.000 Right. And I would like to add to that, you know, the the college. I think every college has something like an institutional effectiveness department. You know they are supposed to do research of their own before starting new classes and new programs. 00:08:47.000 --> 00:09:08.000 Um, to make sure that they do fit with with the the needs of the location in the first place. So one of the easiest things to do. I definitely don't think it's the only thing that colleges should do, but one of the easiest things you should do. 00:09:08.000 --> 00:09:25.000 is look at all the classes that the con ed offers that do not require a high school diploma. That is a really, really easy place to start to create some IETs. If if your college offers. 00:09:25.000 --> 00:09:46.000 welding, a MIG welding. It doesn't require a high school diploma. And hey, even if it did, you have some ESL students that would probably qualify. You have a welding program, and you know that there are some students interested in welding. That's a really, really easy place to start to create an IET. 00:09:46.000 --> 00:10:05.000 out of that. So so starting really simple is just going through your your list of con ed, meet with meet with someone in your con ed department to see what credentials they offer, what industry recognized credentials they offer that do not require a diploma. 00:10:05.000 --> 00:10:22.000 And start simple. And then from there, really branching out and seeing what do they not offer that maybe our students are interested in that we could, you know, kind of create our own Iet and and you know, that's when we have to do a little bit more research with the. 00:10:22.000 --> 00:10:30.000 with with the and the. The labor market data and things like that. So. 00:10:30.000 --> 00:10:35.000 It doesn't always have to be as hard as it sounds. 00:10:35.000 --> 00:10:38.000 and make sure it ends in a credential. So look into the Nc works credential list. 00:10:38.000 --> 00:10:43.000 Yes. Mm-hmm. 00:10:43.000 --> 00:10:44.000 Thank you. 00:10:44.000 --> 00:11:08.000 And that was what I was going to mention is your local workforce NC works people, they have a list of approved programs at your school that they will help support. And so that's also really good touching point because if the student then qualifies for NextGen, then NC Works can go ahead and help support them as well. And so that's been something we've leaned into a couple of times. 00:11:08.000 --> 00:11:12.000 Excellent. Alright, Haley? 00:11:12.000 --> 00:11:16.000 Have you heard anything that you'd like to add? 00:11:16.000 --> 00:11:28.000 Yes, um, I mean, we're very similar to what Cindy said with the the labor market demand. That is a big one for us. Of course, student interest. 00:11:28.000 --> 00:11:36.000 Also, though, can we justify that it's going to make that they will be able to make a sustainable wage with that? 00:11:36.000 --> 00:11:53.000 for us currently, too, like now when we're trying to identify new pathways with IETs, we listen to our partners a lot of times, like, what is? What is their interest in? So, for example, we have a partnership with the detention center. Currently, we have some it's that are. 00:11:53.000 --> 00:12:08.000 going really well there, they're sustained. And they are telling us that there is a very male-heavy population, and we're not meeting their interests, and so they would like to add a maintenance Iet pathway. 00:12:08.000 --> 00:12:25.000 So that's fantastic. That that that's what the interest is in. And and if we can provide data that that there's jobs for that, and that they'll be able to get employment in that afterward. That's kind of the work that we're putting into it now to make sure that it is. 00:12:25.000 --> 00:12:35.000 that it would be a sustainable pathway for them, and that we can justify offering that. We don't want to offer things that just leave them nowhere to go. 00:12:35.000 --> 00:12:52.000 So we listen to our partners. We and then delivery models. Really, that's a lot of that's been a lot of trial and error for us right like based on the population, the delivery model is going to look a little bit different. 00:12:52.000 --> 00:13:12.000 Sometimes we run an IET like we run a hospitality and tourism Iet. And for our detention center population that delivery model is a little bit different. The courses run a shorter amount of hours. But then we have an Idd population that we run the same IET with, and it's. 00:13:12.000 --> 00:13:28.000 It's much the course is much longer and there's different aspects, more hands-on things involved with that. So I would say for delivery model decisions, that's going to have a lot to do with your population. What do they need? What are their working hours? 00:13:28.000 --> 00:13:37.000 Do they need some online flexibility? things like that. So that, for us, is definitely. 00:13:37.000 --> 00:13:46.000 You can plan the best you can for the population, but sometimes it's going to be a little bit of trial and error with finding out what works best for them. 00:13:46.000 --> 00:13:50.000 Thank you. And Alamance, Carrie. 00:13:50.000 --> 00:13:51.000 Do you have anything that you can add? 00:13:51.000 --> 00:14:00.000 Um, I think they covered all… all aspects. I would say, like Stephanie said, um, we have really tapped into our workforce development, or Con Ed, classes. 00:14:00.000 --> 00:14:05.000 Um, I try to attend their coordinator meetings weekly so that my, you know, 00:14:05.000 --> 00:14:07.000 I kind of know what's going on in that. 00:14:07.000 --> 00:14:15.000 area. Um, another thing that we have done is work… we've partnered with curriculum areas where maybe 00:14:15.000 --> 00:14:20.000 a course could count as a credential. So, for example, EDU119, the students can get their 00:14:20.000 --> 00:14:27.000 early childhood credential. Um, so we just kind of codelist that our attendant… our students attend a curriculum class, 00:14:27.000 --> 00:14:37.000 They get that credit, but they also get the industry-recognized credential, so they could continue on and take more classes, or they can go right out into the workforce. 00:14:37.000 --> 00:14:41.000 Um, so just finding those, those partners where maybe on curriculum side, 00:14:41.000 --> 00:14:44.000 they might need a boost in their enrollment. 00:14:44.000 --> 00:14:49.000 Um, but you can, you know, work out an industry-recognized credential. 00:14:49.000 --> 00:14:53.000 in that as well. 00:14:53.000 --> 00:15:08.000 And Matthew, I just want to jump in here as well because one thing as we've been working with colleges on their IET programs, once they've been in place for a little while, sometimes we see shifts in how they're. 00:15:08.000 --> 00:15:24.000 setting up the classes or the delivery model decision based off of student needs or partner needs. So I can give some examples, like in some cases they might start out with the workforce preparation component being a. 00:15:24.000 --> 00:15:41.000 in HRD class that's separate from the CCR component. And then, for a variety of reasons that workforce preparation content might wind up being rolled into the CCR course itself in future iterations. 00:15:41.000 --> 00:15:48.000 I've also seen programs start with their workforce training component being in curriculum. 00:15:48.000 --> 00:16:06.000 and then because of student accessibility concerns and the difficulty of the registration process. I've seen it move from curriculum over to Con Ed because that just seemed to be a better fit for the student needs. So. 00:16:06.000 --> 00:16:22.000 That is something that when you've you've got that IET up and running, and you've got your partners, and you've got your schedule. You definitely it's it's common to see tweaks to the schedule and the delivery model decision. And then. 00:16:22.000 --> 00:16:34.000 you know, some schools also run into overlap issues for students, and so they might choose to move a portion of it to online, or they might change, um. 00:16:34.000 --> 00:16:46.000 and open up, like, an evening. lab or an evening section, or kind of adjust accordingly based off of their partner needs to help avoid student overlap. 00:16:46.000 --> 00:16:50.000 That's great, that's great. And Melissa, um… 00:16:50.000 --> 00:16:54.000 Do you mind talking a little bit about staffing? I know that getting, um… 00:16:54.000 --> 00:17:01.000 your, um, coordinator has been really a focus of yours over the last couple of months. 00:17:01.000 --> 00:17:22.000 Um, yes. So I listen to Miss Cindy for a really long time, and about all the amazing things she was doing, and there is a lot of opportunity here at Pitt to do some of those things. But I just could not keep doing them all, and everybody else had a big workload. So what I really needed was somebody who could focus just on that. 00:17:22.000 --> 00:17:39.000 I was lucky that I had a… well, not lucky, but I did have a coordinator retire last year, and so they let me rewrite the job description. So it's not a new position, it's just a replacement position, but it is somebody who is just going to focus on those relationships with the students. 00:17:39.000 --> 00:17:54.000 on getting the surveys with the students and doing that advising piece so that they understand what the students need, what they want, and then helping me develop those IETs and then recruiting to get the students into those IETs. 00:17:54.000 --> 00:18:17.000 Just running, like, we've got three going right now, and it's… it's a lot to try and, you know, get all of the pieces, and by the time you get all of the pieces, then one thing has already gotten out of alignment. Um, and so trying to make sure that you keep your checklist has everybody in this IET applied for the scholarships? And if not, why not? And then I've got to follow up with the students. And that's just one. 00:18:17.000 --> 00:18:35.000 One of the IETs for one semester or one, you know, rotation. And so it becomes a lot of tracking information and tracking data. And so it's, uh, it's really important to have all of that sort of housed with at least one person who can then sort of. 00:18:35.000 --> 00:19:00.000 you know, if she needs help, obviously, we're all working together, but at least all of the information is right there with one person. And so that, I think, is going to be very, very helpful in allowing us to expand our IETs. I will say that this year we have expanded, and that's what I was saying in the interviews. We went from 0 IETs 3 years ago to having at least 50 people so far this year. 00:19:00.000 --> 00:19:13.000 who have completed an IET, and that's just, you know, over the course of two years, and I'm just incredibly grateful for that growth and the better understanding. And I'm looking forward to hopefully continuing that trend. 00:19:13.000 --> 00:19:16.000 Oh, that's… that's wonderful. It is wonderful. 00:19:16.000 --> 00:19:21.000 Thank you for… thank you for sharing. Um, so at this point, um, 00:19:21.000 --> 00:19:27.000 if you have any questions, you can raise your hand, or if you would like to put a question in the chat, 00:19:27.000 --> 00:19:36.000 Um, Shelly Workman has a hand up, and so I'm gonna give, uh, just a, uh, one or two questions, and then the rest will have to go to the chat. 00:19:36.000 --> 00:20:01.000 So, sorry, I was delayed in getting in, and I don't know if this is even where we're at right now, but I just… I wanted to kind of talk briefly about something that I changed, um, over the past couple of months, and really starting to build a relationship with the instructors and making sure that they're informed of upcoming IETs. 00:20:01.000 --> 00:20:19.000 Um, making sure that they're informed of what the procedure is to get the students streamlined into the IELCE, and really bringing them into the equation, and it's been amazing. 00:20:19.000 --> 00:20:41.000 Yes, it's been so helpful. I also, um, you know, created a spreadsheet and, um, and I shared it with, um, some of the directors, um, so if they are actually talking to the student, my IELC… I'm the IELC coordinator, so if they're talking to the student that they can like just maybe. 00:20:41.000 --> 00:21:01.000 put a brief note inside of there so we're not duplicating efforts and, um, yeah, just the coordination within the department and the key players and the marketing and everything, um, finding that, that way to streamline things to reduce the time and energy to just, um, you know. 00:21:01.000 --> 00:21:26.000 the connect with the students, and it's given me more time to follow up with them, to counsel them, to make sure that they, um, you know, get from A to B successfully, and giving… really giving them the time that they truly deserve when they're in the course or prior to the course to prep for it and and then even following up with them and making sure. 00:21:26.000 --> 00:21:32.000 that they know how to advocate for themselves, you know, in their existing job or looking for something new. 00:21:32.000 --> 00:21:47.000 Yeah, I think that's a great point, is to have your whole team. It's all hands on deck, not everyone has to be an expert, but everyone has to know what's going on so we can move our students to where they want. So when they come to them, ask a question, they'll at least, you know, have some information to be able to 00:21:47.000 --> 00:21:51.000 steer them in the right direction. And I think that's a… that is… 00:21:51.000 --> 00:21:54.000 very, very key to this, uh, this endeavor. 00:21:54.000 --> 00:21:57.000 Thank you. I think you… it's great. 00:21:57.000 --> 00:22:03.000 Alright, so if you have any questions as we move along, please put them in the chat, and we'll have time for one or two at the end of each. 00:22:03.000 --> 00:22:07.000 topic. Alright? So… 00:22:07.000 --> 00:22:10.000 the, um, concurrency, 00:22:10.000 --> 00:22:20.000 Um, single set of learning objectives, and the real instruction integrated. How does that, um, how do you maintain that, and how do you work at your colleges to 00:22:20.000 --> 00:22:24.000 to go with that. And we're gonna start with Blue Ridge on this one. 00:22:24.000 --> 00:22:26.000 That's an issue you get. 00:22:26.000 --> 00:22:49.000 Okay, sure. So single set of learning objectives. The biggest thing with this is communication. So at Blue Ridge we we have a couple of Iutes that we run totally in-house as a cohort model integrated. And with those, when we're doing all of that. 00:22:49.000 --> 00:23:01.000 in our department in Ccr. It's much easier for us to ensure that we're meeting that single set of learning objectives. So, for example, we run a Google project management Iet. 00:23:01.000 --> 00:23:19.000 And that is a very lengthy course. It's like 2 70 h cohort sessions to complete the certificate. And in that model all pieces of the Iet are being integrated. So they are doing digital literacy for the workforce prep piece. 00:23:19.000 --> 00:23:37.000 They are doing basic skills instruction that is specifically related to Google project management. It's contextualized for that. And then, of course, they're doing the training piece of it, which is working toward their Google project management certification. 00:23:37.000 --> 00:23:43.000 With that integrated model, that's one instructor. It's our bridge coordinator. She's. 00:23:43.000 --> 00:24:03.000 She has a background in entrepreneurship, so. we were able to use her kind of as an expert on that topic and use her as the instructor for that course. So she's able to do all parts of that, integrate it all together. So that one is a little easier. You don't have to worry about communicating with different partners across the college or that kind of thing. 00:24:03.000 --> 00:24:17.000 But they're not all that easy. You can't do them all that way. So if you want to really serve students well, you've got to have a lot more offerings than that, more pathways. So that's one way that we do it. 00:24:17.000 --> 00:24:28.000 and and it's easier for us to ensure we're meeting that single set of learning objectives. But we also partner with curriculum, with continuing education. And when we're doing that. 00:24:28.000 --> 00:24:43.000 that is just realistically, it's just a lot more conversation meetings. If we want to start an Iet with with something in curriculum that looks like somebody from our department, our bridge coordinator. 00:24:43.000 --> 00:24:49.000 Going to whoever, whatever instructor is going to teach that class. 00:24:49.000 --> 00:25:04.000 you know, aligning on the curriculum, on the content of what is going to be taught, so that when we are doing the Ccr piece here and the workforce preparation piece here in Ccr. We're able to contextualize it to what is being taught. 00:25:04.000 --> 00:25:10.000 with that instructor on the curriculum or the con ed side. So realistically, that just looks like. 00:25:10.000 --> 00:25:20.000 conversations, meetings, a lot of planning. What else? What else am I missing? 00:25:20.000 --> 00:25:24.000 We can come back around, um, if you… if you come to it. 00:25:24.000 --> 00:25:25.000 And, uh, thank you. Uh, uh, Carrie, uh, do you have, um… 00:25:25.000 --> 00:25:29.000 Okay. Sure. 00:25:29.000 --> 00:25:31.000 Any thoughts on the single set of… 00:25:31.000 --> 00:25:32.000 learning objectives and concurrency. 00:25:32.000 --> 00:25:38.000 Um, I'll kind of echo what Haley said. It is easier when you can run an IET 00:25:38.000 --> 00:25:43.000 within-house, as far as, like, ServSafe, Guest Service Gold, 00:25:43.000 --> 00:25:55.000 Um, yes, that's easier. Um, but like Kaylee also said, that doesn't always meet the needs of all of our students. So, it is a lot of conversations with those partners. 00:25:55.000 --> 00:25:57.000 Um, it's conversations with 00:25:57.000 --> 00:26:01.000 the classroom teachers, making sure they understand 00:26:01.000 --> 00:26:08.000 what class the students are going to, and making sure that those, um, that concurrency is happening. 00:26:08.000 --> 00:26:12.000 So, communication is key, and organization. 00:26:12.000 --> 00:26:17.000 You can't expect it, you can't develop an IT and expect it to happen. 00:26:17.000 --> 00:26:23.000 Overnight. It takes some planning. 00:26:23.000 --> 00:26:29.000 Excellent, excellent. All right, uh, Cindy? 00:26:29.000 --> 00:26:44.000 So with single set learning objective, you know you're combining your workforce prep and the basic skills, and it has to align with the career pathway. So for an example, let's say we have a vet assisting student. 00:26:44.000 --> 00:27:03.000 who's in the IT and in their adult education classes. They're learning basic science, you know, applying measurement and conversion. So then they'll use that in their vet assisting class when they're trying to measure the weight of a animal, or like medication dosage. 00:27:03.000 --> 00:27:08.000 or even understanding their vital signs. And then with their workforce prep. 00:27:08.000 --> 00:27:26.000 you know, it just depends on what they're in. So if they're in digital literacy, so they're building the computer skills, or if they're learning how to communicate more effectively. You know, that will be useful when applying it when they're in their vet assisting it, because. 00:27:26.000 --> 00:27:37.000 They have to manage patient records and communicate effectively with the veterinarian and coworkers and even like the pet owners. 00:27:37.000 --> 00:27:54.000 And so I want to kind of add to this. This is this is a big part where Cindy comes into play is making sure that these students are meeting all 3 parts of the all 3 components, and that they are all that single set of learning objectives, because. 00:27:54.000 --> 00:28:12.000 You know, just like the other… the others have mentioned, it's really easy when you do an IET in-house. It's more expensive to do it that way. But it's easier to manage everything when it's in-house. 00:28:12.000 --> 00:28:33.000 But if we are outsourcing the workforce training to our con ed partners or a curriculum, or even an external, you know, an external company or something, if we're outsourcing that workforce training, we have to make sure that our workforce prep and the adult education piece that we're providing. 00:28:33.000 --> 00:28:51.000 is contextualized with that, and now that might not all be in a cohort. We might not have a whole group of 10 students who are taking vet assisting that can take the same basic skills class and the same workforce prep piece all together that can be really easily contextualized. 00:28:51.000 --> 00:29:06.000 So what we have to do is make sure that, well, this is what Cindy does, I say we, but she's the rock star. What Cindy does is she has to say, okay, what what class, what adult ed class is is Susie Q in? 00:29:06.000 --> 00:29:25.000 And, uh, you know, I know she's taking vet assisting, so what adult ed class is she in? I'm going to make sure her teacher knows that she's in vet assisting so that her teacher can kind of contextualize that as much as possible. Make sure that the workforce prep piece also is meeting the needs of vet assisting. So I might add her. 00:29:25.000 --> 00:29:43.000 to Burlington English so that she's getting some of that workforce language that she needs. I might add her to a customized Odyssey wear course that's going to pull in the basic skills and workforce prep pieces together. That's all going to tie into workforce training. 00:29:43.000 --> 00:30:01.000 So Cindy really does a good job of individualizing that with our students. And so it is more work, which is why you need a rock star like Cindy that's going to be able to look at each individual student because, you know, if you're not doing it in a cohort. 00:30:01.000 --> 00:30:09.000 you know, then… then you're gonna have to make sure these students are still receiving these pieces, um, in some way. 00:30:09.000 --> 00:30:16.000 Matthew, one thing I would add to that, what we found, is when we have students, let's say, for example, in phlebotomy, 00:30:16.000 --> 00:30:30.000 We try to… to have all of our phlebotomy ESL students in one class, so that makes it, number one, easier on the teacher, but also it builds community with the students, and they can have a small group time. 00:30:30.000 --> 00:30:38.000 just within their ESL class, focusing on phlebotomy, or whatever skills they're working on. 00:30:38.000 --> 00:30:41.000 Yep, great. Great. 00:30:41.000 --> 00:30:43.000 Mmm… Melissa? 00:30:43.000 --> 00:30:50.000 Do you have, uh, anything that you would like to add, uh, to this part of the discussion? 00:30:50.000 --> 00:31:07.000 Um, the only thing I would add is, uh, I was recently at a training. Oh, it was the one at Beaufort, so Lee was there. And one of the things that she had talked about, the presenter had talked about was getting artifacts, and it made us at our table start thinking about artifacts from the actual companies. 00:31:07.000 --> 00:31:32.000 And so one of the… we're running a CNA cohort right now, and so I've reached out to the talent pipeline specialists, the recruiter for it, to see about CNA notes, like how the they write their notes at the hospital. And so she sent me some of that so that we can start embedding that into our cohort. Not that all of our students will work at the hospital, but the hospital is a main employer. Ecu Health in general is just a main. 00:31:32.000 --> 00:31:52.000 employer of the CNAs in this area. And so having like an official document or artifact or whatever you want to call it from from that place, I think is going to be extra exciting for the students and a little bit more serious, rather than me just generating something, or the instructor just generating something from online. 00:31:52.000 --> 00:31:55.000 That's great. That's a great point. 00:31:55.000 --> 00:31:58.000 Any questions, um, from the… 00:31:58.000 --> 00:32:03.000 from the… just a… 00:32:03.000 --> 00:32:15.000 you know, uh, one thing I will say is that Cindy is a rock star, but, you know, we… most rock stars started as a garage band, you know, and built themselves up, and so if you're… if you're not quite to rock star status, know that you're 00:32:15.000 --> 00:32:17.000 Uh, you know, you keep working at it, and… 00:32:17.000 --> 00:32:22.000 You'll get there. Uh, but, um, we have to keep, you know, 00:32:22.000 --> 00:32:24.000 Keep… keep plugging away there. 00:32:24.000 --> 00:32:25.000 Um, 00:32:25.000 --> 00:32:33.000 Matthew, one thing I'll just add, and most schools probably already do this. But. 00:32:33.000 --> 00:32:40.000 to the artifact piece, you know, if you are working with a training partner, get a copy of their syllabus. 00:32:40.000 --> 00:32:45.000 See if you can be added to their LMS for the course. 00:32:45.000 --> 00:33:02.000 if you have an opportunity to pay for your instructor to audit the course or take the course, you know, in wow, wouldn't this be amazing if they could do it? You know, if you're preparing to launch an it in the future. 00:33:02.000 --> 00:33:22.000 Maybe you could pay for a staff member or an instructor to audit the course one semester, and then they launch it the next semester. That would be fantastic, but it's not, you know, that's kind of that pie in the sky. You might hire an instructor who has experience in the industry. 00:33:22.000 --> 00:33:28.000 You might at the beginning of your Iet, set up regular check-ins. 00:33:28.000 --> 00:33:52.000 with a co-teacher, or you might have a co-teaching model. But just looking at that documentation piece, I think is very important, making sure that you understand like you have a copy of the syllabus. You're added to the Lms. And if you can't be added to the Lms, have your student log into the Lms and look at what they're working on and talk with them about. 00:33:52.000 --> 00:34:08.000 um, you know, what they've already covered and what's coming up, and what the assessment pieces look like. And so, um, the better your communication there, the easier it's going to be to get what you need for documenting your student outcomes. 00:34:08.000 --> 00:34:14.000 in, you know, later on in the Iet. 00:34:14.000 --> 00:34:17.000 Great. Thank you. 00:34:17.000 --> 00:34:22.000 Alright, well, if you have any other… if something pops in your head, please put it in the chat. 00:34:22.000 --> 00:34:29.000 All right, recruitment, intake, and persistent supports. How are we bringing our students in, and how are we helping them persist? 00:34:29.000 --> 00:34:32.000 And so let's start with Alamance. 00:34:32.000 --> 00:34:37.000 Um, so recruitment, um, I would say that 00:34:37.000 --> 00:34:43.000 is pro- well, marketing, um, if you can work with your marketing, uh, department, number one. 00:34:43.000 --> 00:34:50.000 Um, I tend to try to go around to all of our classes when we have upcoming IETs. 00:34:50.000 --> 00:34:56.000 Usually at least once a semester, I will preview what's coming up the next semester, and so that's just gathering the students in. 00:34:56.000 --> 00:35:02.000 Um, going through PowerPoint presentation, talking about, you know, what are some opportunities that they have. 00:35:02.000 --> 00:35:08.000 Um, individual advising appointments with students that are then interested in specific IETs. 00:35:08.000 --> 00:35:13.000 Um, once that is done, we… we tend to have students 00:35:13.000 --> 00:35:18.000 participate more in-house than we do having students come in. 00:35:18.000 --> 00:35:23.000 Um, from the public, you know, from outside. We tend to get students who are more already 00:35:23.000 --> 00:35:25.000 within our CCR department. 00:35:25.000 --> 00:35:27.000 Um, and then… 00:35:27.000 --> 00:35:33.000 it seems like if you run it one time, then word of mouth helps, um, spread, you know, spread. 00:35:33.000 --> 00:35:38.000 Um, and usually the second time that you run it, you might have more momentum. 00:35:38.000 --> 00:35:43.000 And then it's just continuing to make the tweaks that you need. 00:35:43.000 --> 00:35:56.000 after you've run an IET a couple times, you might see it kind of fall, um, but then changing what you need to continue that momentum. 00:35:56.000 --> 00:35:59.000 Excellent. Alright, let's go to, uh… 00:35:59.000 --> 00:36:03.000 Randolph and Citi. 00:36:03.000 --> 00:36:18.000 So during orientation, as soon as the student enters into our program, we have. We've broken down orientation to 2 parts. So part one they'll do the registration, learn about the program, and then they're assigned. 00:36:18.000 --> 00:36:39.000 to a class, and then we'll talk… we will briefly talk about pathways, and then we'll give the students the opportunity to sign up for orientation part two, where I'll go in depth about pathways, and that's where they can, you know, get their student ID card, sign up for alerts from our college, and set up, you know, their school email. 00:36:39.000 --> 00:36:55.000 And to talk about digital literacy. But as soon as they enter into the program, they are aware of Pathway. And I'm usually the first person that they will see and I'm the last person that they will see as well, because I also do graduation meetings as well. 00:36:55.000 --> 00:36:56.000 Excellent. 00:36:56.000 --> 00:37:17.000 and when it comes to recruiting for upcoming coming Iites, I will go into the classrooms, as Carrie has stated, and what is really helpful is informing the instructors, as Shelly has talked about. Definitely letting the instructors know about pathways and Iet so that they're aware and that they can communicate with their students. 00:37:17.000 --> 00:37:29.000 And we also have our workforce bulletin board where we'll post all of our flyers about upcoming pathways and all approved IATs. 00:37:29.000 --> 00:37:35.000 Alright, um, Melissa? 00:37:35.000 --> 00:37:53.000 I really don't have anything to add that way. The only thing that I would say one of the I don't know barrier is the right word, but one of the obstacles that we've had to navigate as a team is that several of my team members feel very strongly that a student should be in their. 00:37:53.000 --> 00:38:12.000 Bsp classes, you know, and be doing their BSP classes for a certain length of time before we move them into a career pathway. And so sort of shifting some of that into the idea that some students are here because they want both, and they want them both right now, and that that's okay, as long as we've got those supports in place. 00:38:12.000 --> 00:38:28.000 has been just one of those conversations that we've had to navigate multiple times, and we'll probably have to continue to navigate that, you know, a student doesn't have to be here for 40 hours before we, you know, put them into a career pathway, that it's okay that if they do them both at the same time. 00:38:28.000 --> 00:38:32.000 Um, so that's been an interesting conversation. 00:38:32.000 --> 00:38:38.000 Thank you for mentioning that. That's a great point, is that our students can come straight in and begin working in IT from… 00:38:38.000 --> 00:38:48.000 From the beginning. And if that's what they want, we surely don't want to tell them not yet. You know, we want to help them go ahead and start realizing their goals as soon as we can. 00:38:48.000 --> 00:38:52.000 And then, um, Blue Ridge. 00:38:52.000 --> 00:39:08.000 Yes, I think they've covered a lot of it. Recruitment's very similar for us. Current students visiting classes, as Cindy talked about. I will add something that we had success with with our Google project management course. 00:39:08.000 --> 00:39:28.000 our bridge coordinator has talked a lot about how a lot of people don't know what a project manager is. They don't understand that there's such a wide field for that. So she did a lot of, you know, advertising to our current students or putting flyers around, and they see it, and they don't really know what that is or understand. So she had a lot of success. She was able to get. 00:39:28.000 --> 00:39:47.000 the email list of our Ccr students from the past 5 years, and she went through and emailed out information about the opportunity of Google project management, and she had a lot of success that way. A lot of people came in and joined the program who were looking for better jobs, and they came and joined. 00:39:47.000 --> 00:40:00.000 Um, and they were able to get better jobs from taking that class. Um… And then another piece of the on the recruitment piece that I will speak to, um. 00:40:00.000 --> 00:40:18.000 is really just attending like if you're if you're trying to recruit, you know, within your college. Try to get in and attend, you know, other department meetings and curriculum or con ed or or meet with those deans. Make them aware of your services and what you can provide. That piece takes a lot of time. 00:40:18.000 --> 00:40:41.000 Because they don't always know what we do. And you want to build a relationship with them in curriculum or in con ed so that when they have a student who is struggling in that class, they're automatically thinking of you and, oh, I'm referring them to CCR for support with the skills and to help get them through this. 00:40:41.000 --> 00:40:42.000 Excellent. Excellent. 00:40:42.000 --> 00:40:43.000 class. 00:40:43.000 --> 00:40:44.000 Thank you. 00:40:44.000 --> 00:40:59.000 I also wanted to add another recruitment that we had was creating a pre-IT boot camp. So we focused on manufacturing because Randolph County is huge on manufacturing. So we created a pre-IT manufacturing boot camp where they can earn the OSHA 10. 00:40:59.000 --> 00:41:23.000 So those micro credentials, so OSHATAN, Fort Lift and one whole week while they're still in their adult ed and in their workforce prep. So this just helps prepare them to for our IET CMFGA, so certified manufacturing associate. But you can do something similar for like healthcare as well. So if you want to do a pre-IT boot camp for health care. 00:41:23.000 --> 00:41:30.000 Your micro credential can be like a CPR class because that is required for CNA. 00:41:30.000 --> 00:41:31.000 Excellent. 00:41:31.000 --> 00:41:47.000 And also you need continuous advising, so to help support the students to make sure that you know they're on track. If there's if they're attending their IET classes and to offer any assistance. 00:41:47.000 --> 00:41:48.000 Great. 00:41:48.000 --> 00:42:03.000 Yeah, I want to talk about that persistent supports. One thing Cindy does is she she tracks the students progress through watermark, and she stays in constant communication with those instructors, and she makes sure that these students are completing. 00:42:03.000 --> 00:42:18.000 their courses as they need to, and if they're not, she says, okay, hey, Caleb, meet me in the lab today. We're going to work through this. We're going to make sure you got to get this assignment done, this assignment done, this assignment done. So, you know, she. 00:42:18.000 --> 00:42:36.000 it's a lot on Cindy, but, um, you know, we've we've talked about opening up like an IET lab that we could have someone else do something that like that, too, that is helping those students persist in their other courses as well. 00:42:36.000 --> 00:43:00.000 Um, and… and so that is a really important thing. And then… and then another recruitment part was, um, anytime our college is hosting any kind of open house, Cindy gets a whole list of students and says, hey, let's go to the healthcare open house tonight, or, you know, on such and such date where they recently had a healthcare open house. So she brought a, I think, like. 00:43:00.000 --> 00:43:23.000 7 or 8 students to that open house. You know, and it just gets that conversation started. And then she's like, Hey, you know, in in healthcare, we offer this, this, this, and this. So you know, you can sign up. So getting them. She's bringing students to those open houses and getting them interested in other parts of the college, too. 00:43:23.000 --> 00:43:26.000 Awesome, thank you very much. 00:43:26.000 --> 00:43:43.000 And I'll just jump in with… a comment towards your partners. So just remember your K-12 system. Every year, you have students finishing in K-12. 00:43:43.000 --> 00:44:02.000 And some of them are English language learners who don't think college is for them. They're thinking workforce. I got to go get a job. But they may not really have a great understanding of all the jobs that could be out there, and they may not realize that they could get an industry recognized credential. 00:44:02.000 --> 00:44:22.000 For free, in many cases, um, by coming to the community college. So partnering and also students coming through with disabilities, maybe in the in the same situation where they're kind of finishing up at the high school, but not really looking at that next step. 00:44:22.000 --> 00:44:31.000 So I know there's pre-ETS. There's your ESL teams, you know, your. 00:44:31.000 --> 00:44:51.000 out of school youth provider, your next gen, you know. But that that group, the way you can can reach them if they are in school, you can build a relationship with the school system or that that team, you know, and then you can send that flyer out to all the ESL teachers working with graduating seniors. 00:44:51.000 --> 00:45:17.000 or all of the, um… you know, particular team of specialists that's working with a particular demographic you're trying to recruit, and maybe you can go to the high schools, make presentations, get people enrolled, you know, before they leave high school, or, like, make that connection before they leave high school, so that as soon as they're done with high school, you can begin your kind of summer boot camp with them, and then get them involved in the Iet in the fall. 00:45:17.000 --> 00:45:21.000 And that group is not going to come to you because they want a GED. 00:45:21.000 --> 00:45:35.000 and they're probably not going to come to you because they want ESL either because they are probably English language learners that are able to to converse well enough to just go get a job. 00:45:35.000 --> 00:45:44.000 But they may not realize, you know, all the additional support that you can still provide them. 00:45:44.000 --> 00:45:47.000 Great. Great, thank you very much. 00:45:47.000 --> 00:45:54.000 All right. If you have any questions, let's, uh, we'll go to the chat for that. We're gonna move on to Topic 4. 00:45:54.000 --> 00:45:58.000 And so, uh, employer engagement, um, how do we, um, 00:45:58.000 --> 00:46:05.000 continue to push along through employer engagement, and I want to start with Melissa. 00:46:05.000 --> 00:46:06.000 Um, if you talk about that. 00:46:06.000 --> 00:46:29.000 Um, so for the the ECU Health Hospital, one of the most important parts was having that single point person, and she's over, I think, several things. But one of them is employee education. And so when we established the class, it was with the idea that we would be communicating directly with her about the students and about their progress. 00:46:29.000 --> 00:46:46.000 And she would be asking us to add the students to the class. So, you know, letting us know she's got three students that need to come to the class so we could be prepared to enroll them. And so that that partnership has worked really well because it is a workplace literacy class on site. 00:46:46.000 --> 00:47:02.000 We have to have the employer to be involved in letting us know what the expectations are, what, you know, their thoughts are about, you know, the timeline for that, what they're willing to contribute, so they are willing to pay for all four of the GED assessments. 00:47:02.000 --> 00:47:27.000 For the students who are participating. They're also willing to do interviews with those students who want to move up once they complete their GED. And so we've had, you know, two students who are able to move into a different position, and then we had another student who graduated and was eligible for, um, they have another program with ECU where the student can go back to school and get a scholarship to go back to school. And so all of these things are available. 00:47:27.000 --> 00:47:40.000 That's important for us to be able to communicate continuously with the students. So having that employer on board and being able to contact them and knowing who they are, that's really very helpful. 00:47:40.000 --> 00:47:47.000 Excellent, excellent, thank you. Alright, let's go to, uh, Blue Ridge. 00:47:47.000 --> 00:48:07.000 Okay. For the employer piece, I will say, again, for us, this comes down again to building relationships in the community, having those conversations. The most valuable thing for us has been being on local organizations in the community, your local workforce development board being involved with that. 00:48:07.000 --> 00:48:17.000 Specifically for our detention center students, we have a fantastic local reentry council. 00:48:17.000 --> 00:48:34.000 that I'm on, and that one of my coordinators serves on, I serve in a employment work group with them. So we're, you know, designing career pathways. We're reaching out to employers in the community to see who has openings, to see, you know, where these students can be connected. 00:48:34.000 --> 00:48:44.000 So that that's a community thing, you know, reaching out and then we invite these employers to come and speak in our classes and. 00:48:44.000 --> 00:48:48.000 you know, talk about what they are looking for in applicants. 00:48:48.000 --> 00:49:12.000 Our bridge coordinator had. the… we have a local Dario restaurant, and that manager came recently and spoke to us a class of our hospitality and tourism students and just talked about what he would look for when you're applying. And then also we integrate as much as we can with the workforce preparation piece, or if we're doing an. 00:49:12.000 --> 00:49:28.000 an all-in-house IET, um, just interview skills. We leverage NC Works as much as we can. One of our Google project management classes just attended a resume writing workshop with NC Works to help with those skills. 00:49:28.000 --> 00:49:34.000 Partners. Partners are have been the most helpful thing for us there. 00:49:34.000 --> 00:49:38.000 Yesterday, we had our, uh, Boot Ridge, um, showcase, 00:49:38.000 --> 00:49:45.000 And, um, for the IT playbook, and one of the quotes that Haley shared was that the Dario manager said that 00:49:45.000 --> 00:49:57.000 Um, one of our… the certificates that she was helping her students get was better than, you know, 3 months mowing for your uncle's landscaping company. And so there is value. 00:49:57.000 --> 00:50:02.000 to those, uh, those credentials. And so that connection helps solidify those. 00:50:02.000 --> 00:50:07.000 Alright, thank you. Alright, let's go to, um… 00:50:07.000 --> 00:50:10.000 helmets. 00:50:10.000 --> 00:50:15.000 Um, we are an NC Works just moved on campus, um, 00:50:15.000 --> 00:50:20.000 back in… in the fall, and one thing that they have started is having career fairs. 00:50:20.000 --> 00:50:29.000 Um, on Wednesdays, and we want to make sure that our students are aware of that. So that helps to have that partnership on campus that our students can just walk right over. 00:50:29.000 --> 00:50:35.000 Um, and… and participate in those. We also, like Haley said, if you can have 00:50:35.000 --> 00:50:42.000 Um, speakers, we try, within the different IETs, they do have career fairs that are specifically for, 00:50:42.000 --> 00:50:51.000 Um, like, for HVAC, they have one that local employers come, and then our students can go around and talk to different employers, so that's very beneficial. 00:50:51.000 --> 00:50:59.000 And that, um, we also see that with biowork. Um, if… and they can go to a career fair together, um, and see 00:50:59.000 --> 00:51:06.000 meet with local employers that are meet… are hiring. 00:51:06.000 --> 00:51:08.000 Excellent, excellent. 00:51:08.000 --> 00:51:11.000 Alright, and then, uh, Randolph. 00:51:11.000 --> 00:51:15.000 What's your connection with employers? 00:51:15.000 --> 00:51:33.000 Oh, like Haley and Carrie said, NC works, and then also connecting with your director of customized training, which Stephanie did the connection with the director of customized training which led into the industrial Advisory committee. 00:51:33.000 --> 00:51:36.000 Great. 00:51:36.000 --> 00:51:37.000 All right. 00:51:37.000 --> 00:51:39.000 Hmm. 00:51:39.000 --> 00:51:43.000 And so, let's go on. Are there any questions? 00:51:43.000 --> 00:51:46.000 Comments… 00:51:46.000 --> 00:51:51.000 One last topic I do want to hit on is the MSG capturing. 00:51:51.000 --> 00:51:58.000 um, evidence routines, and continuous improvement. How are you ensuring your programs are continuously improving, and what are you doing to take 00:51:58.000 --> 00:52:02.000 make those steps happen. And so let's start with… 00:52:02.000 --> 00:52:04.000 Um… 00:52:04.000 --> 00:52:09.000 Let's go with Blue Ridge. 00:52:09.000 --> 00:52:27.000 So for MSG capture and routines. I mean, the biggest thing I would say here is internal processes. You just have to we have spent a lot of time, a lot of department meetings, you know, getting on the same page, making sure our processes are. 00:52:27.000 --> 00:52:34.000 aligned, that everybody's on the same page, that we have good internal policy and procedure. 00:52:34.000 --> 00:52:44.000 So when we have an IET that everyone knows the process. There's a dedicated person that's tracking these Iet's tracking the follow through. 00:52:44.000 --> 00:53:00.000 That could always be better. It's very time consuming if you don't have a dedicated person for that. It's really, really hard to track each individual student and make sure that they're meeting all parts of that, and to be aware of what certificate they're working toward. 00:53:00.000 --> 00:53:07.000 But but for documenting that at MSG and evidence of the routines. 00:53:07.000 --> 00:53:21.000 just having that automatic process where that person knows that they've met all parts of it, they've completed it, and then there's an automatic process where that certificate or whatever was earned is immediately documented. 00:53:21.000 --> 00:53:37.000 and the, you know, you have internal trackers, or however, whatever you need, whatever works for you to track those processes. That's been a lot of trial and error for us finding the best way to track that, because it can get super chaotic like managing all of the data and all the MSGs, and who has what. 00:53:37.000 --> 00:53:42.000 And then I put that in advances. And so you have to have very solid. 00:53:42.000 --> 00:53:56.000 spreadsheets and internal processes, and your team needs to be on the same page, or it's… it'll it will be chaos. Um… I feel good about our processes now, but it takes time to get there. 00:53:56.000 --> 00:54:02.000 Yeah. And I would say, with outcome. Is that part of this outcome improvement? 00:54:02.000 --> 00:54:03.000 Well, you can go ahead. 00:54:03.000 --> 00:54:22.000 I'll say, I don't know if… I don't know if this was part of it, but I… it maybe is more part of the employer part. But once an IET is completed, also, again, that dedicated person tracking these things would help the students have follow through with their outcomes, not just, you know, completing the IET, and then we never hear from them again. 00:54:22.000 --> 00:54:32.000 Um, just making a warm handoff to either an employer partner or leveraging NC Works to help them get referrals to a job of some sort. 00:54:32.000 --> 00:54:37.000 Great. Great. Thank you very much. All right, uh, Randolph? 00:54:37.000 --> 00:54:54.000 So, I'm in charge of tracking all the IET students and also the IELCE students. And I would track their IT and then their outcome, and then I will upload it onto advances deciding on their MS. 00:54:54.000 --> 00:55:00.000 So so for Iet, if they complete it, it's a MSG 5. 00:55:00.000 --> 00:55:12.000 And then I will also put it once I receive their certificate from completing their IET, I will upload it onto their student portfolio and then I'll just add the new document. 00:55:12.000 --> 00:55:14.000 Good. Good. 00:55:14.000 --> 00:55:16.000 And then, um… 00:55:16.000 --> 00:55:21.000 You can hear from Tit. 00:55:21.000 --> 00:55:25.000 Yes, Melissa. 00:55:25.000 --> 00:55:26.000 Oh, it's okay. 00:55:26.000 --> 00:55:41.000 I'm so sorry, I didn't hear that part. Um, I would say having that workflow has been very chaotic, and that is partly because I'm the only person, I'm the point person, and so I have to sort of clear part of my schedule and then go meet with the my my Lais. 00:55:41.000 --> 00:55:57.000 a data management person, and then we sit down, and we're trying to figure out, do we have all of the data for this one? What have we put in? What haven't I put in? And so, um, it is… it is sporadic, and that is not the ideal way of tracking these MSGs. 00:55:57.000 --> 00:56:15.000 We do, just like Miss Cindy said, we do put their certificates into advances. So we just scan them in and put them in their portfolio once or student documents, whatever that part is called, so that it stays there forever and ever. Well, as long as we have advances anyway. And so, but that way we know that it's there. 00:56:15.000 --> 00:56:32.000 Um, the last thing, and I don't think it belongs in this part, but I'm just going to say it anyway. We do, um, we do honor cords for our IET completers. And so during our graduation ceremony, students who have completed an IET get a different colored cord. 00:56:32.000 --> 00:56:48.000 Um, then, uh, some of the other students do. And that's just one more way that we're trying to recognize the importance and, uh, you know, the, well, just the importance of the IETs within our program. And we just started that last year. 00:56:48.000 --> 00:56:53.000 Great. I really like that idea. I think that's a wonderful way to recognize the hard work of the students. 00:56:53.000 --> 00:56:55.000 Great. 00:56:55.000 --> 00:57:07.000 I'm also just gonna hop in and say a lot of the Iet templates that have been approved across the state have not just one. 00:57:07.000 --> 00:57:21.000 student success metric. So it's not like, yay, they earned the credential. Now we can go put it in advances and report that measurable skills gain. A lot of our templates have things like. 00:57:21.000 --> 00:57:27.000 Um, they passed the midterm with a certain percentage. 00:57:27.000 --> 00:57:33.000 and that's like, you know, on the way towards that final credential. So. 00:57:33.000 --> 00:57:54.000 Be very familiar with what your IET template. says, what is the plan? Are we counting Msg. 3, Msg. 4, Msg. 5. If so, what are the benchmarks? And what is the soonest we're going to know if a student has hit that mark? Then put it on your calendar. 00:57:54.000 --> 00:58:05.000 to check in and get that documentation from the student and get it into advances, because if that student never finishes the program, you don't want to lose the Msg. 00:58:05.000 --> 00:58:21.000 You want to make sure that you document that as soon as they hit that first benchmark. But then also at program completion, getting the credential uploaded as well is fantastic. So I definitely encourage you to. 00:58:21.000 --> 00:58:37.000 do both. But I will say that sometimes tracking the credential at the end of the program, getting those final test results or that final certificate, whatever it may be, you know, after the class is over. Sometimes that's a little bit harder to track down. So. 00:58:37.000 --> 00:58:52.000 Do yourself a favor, check in at your midpoint, you know, your earliest possible MSG, and try to get that one at least in the system. But also try to get your culminating credential in the system as well. 00:58:52.000 --> 00:58:55.000 All right. Are there any, um… 00:58:55.000 --> 00:59:04.000 Thank you all for sharing and for, um, taking us through that walkthrough of your programs, and I appreciate all the hard work that you've put in over the last 00:59:04.000 --> 00:59:12.000 two years on developing a systematic system to help and support programs across the state, and I think we're, uh, 00:59:12.000 --> 00:59:14.000 You've done a great job. 00:59:14.000 --> 00:59:19.000 Um, are there any other questions or comments that… that… 00:59:19.000 --> 00:59:24.000 We have, we have about 2 minutes left. If anybody has anything that could be… 00:59:24.000 --> 00:59:27.000 Um, Amy? 00:59:27.000 --> 00:59:30.000 You, um, you're mute, I can't hear you. 00:59:30.000 --> 00:59:32.000 But I can kind of regen… 00:59:32.000 --> 00:59:36.000 Libs. Are you gonna ask the same question that's in the chat? 00:59:36.000 --> 00:59:44.000 Okay, different question. 00:59:44.000 --> 00:59:50.000 Alright, she's gonna put it in the chat. But while we're waiting, um, to see what Amy, um, question is, is there any other… 00:59:50.000 --> 00:59:57.000 Um, questions or comments that you would like to say? 00:59:57.000 --> 01:00:12.000 I'm just gonna jump in because it was a point of discussion yesterday about alternate placement. So, Amy asked, you know, is an IET MSG better than a level gain or a post test MSG? And. 01:00:12.000 --> 01:00:28.000 They are equal. However, your program is responsible for post-testing 65% of your students. And so if that student had a pre-test coming into the program, you also need to try to close the loop on a post-test if possible. 01:00:28.000 --> 01:00:44.000 If you would like your IET students to be exempt from pre-testing and post-testing requirements because your MSG plan is to get a certain workforce credential that is not necessarily a TABE test or a CASAS test, right? 01:00:44.000 --> 01:00:59.000 You can use alternate placement, and that bypasses the requirement of giving them a pretest, and then you also do not have to give them a post-test because you have a different plan for their MSG. 01:00:59.000 --> 01:01:21.000 And I will just say that is all explained in the assessment manual. People often don't know where to look for that detail, so it's in the assessment manual. You do have to submit your alternate placement plan with your IET template and then there's a process in the assessment manual. 01:01:21.000 --> 01:01:30.000 But if your program wants to use that as a strategy to help make intake and orientation for your IET easier. 01:01:30.000 --> 01:01:46.000 I encourage you to look at it. So back to Amy's question. An Iet Msg is excellent. You're going to report any and all MSGs a student ever earns. Always do that. Don't try to make a decision on your own. 01:01:46.000 --> 01:02:01.000 Like, should I report this or that? Put it all in the system. It's all great. It's all gonna show the evidence of what we're doing to support student progress. But in Amy's question, if you had pre-tested that student. 01:02:01.000 --> 01:02:13.000 A post-test and a level gain would help in two ways. It would help your post-test percentage rate as well as get you the MSG. 01:02:13.000 --> 01:02:19.000 But an MSD is an MSG. 01:02:19.000 --> 01:02:24.000 And Jim, thank you for putting in the page numbers for the, um, 01:02:24.000 --> 01:02:26.000 alternative placement policy. 01:02:26.000 --> 01:02:28.000 In the chat. 01:02:28.000 --> 01:02:43.000 Um, well, I would like to, again, thank everyone for attending today, and for those that shared. I appreciate all the hard work that we… that the IET Playbook schools have put in. I'd like to thank Arbany Cooper, uh, she's, um, 01:02:43.000 --> 01:02:50.000 a fearless leader, and I really appreciate her support, and Rebecca as well. And so we are, um, moving our, uh, 01:02:50.000 --> 01:02:58.000 program along. Um, Melissa, do you have… 01:02:58.000 --> 01:02:59.000 It was effective. 01:02:59.000 --> 01:03:10.000 Yes, I'm sorry. I didn't. I couldn't figure out how to raise my hand. So I'm doing it, you know, anyway. I have. I have that Excel spreadsheet bookmarked, so I don't even know how to tell somebody to get to it. But could you tell everybody how to get to the the the it spreadsheet? 01:03:10.000 --> 01:03:18.000 the IT spreadsheet is in the cord.learn.cord in the career pathways. 01:03:18.000 --> 01:03:20.000 course. 01:03:20.000 --> 01:03:24.000 And so it's on the front page, and you'll see IET spreading, sharing spreadsheet. 01:03:24.000 --> 01:03:27.000 But that's only for the directors, right? Only directors can get into that middle. 01:03:27.000 --> 01:03:37.000 If you have a Moodle account, all… anyone with a Moodle account can self-enroll into that. 01:03:37.000 --> 01:03:38.000 Great. 01:03:38.000 --> 01:03:39.000 Oh, okay. 01:03:39.000 --> 01:03:40.000 And I will pop into the chat as well. 01:03:40.000 --> 01:03:42.000 Thank you, Rebecca. 01:03:42.000 --> 01:03:50.000 If you all want to grab it and bookmark it. 01:03:50.000 --> 01:03:55.000 All right. Well, thank you all very much. Y'all have a wonderful rest of your Wednesday. 01:03:55.000 --> 01:04:02.000 Earth Day, I believe today is, and so, um, thank y'all very much for attending.