WEBVTT 00:01:36.000 --> 00:01:52.000 I hope everybody's doing well on this, uh, Thursday, uh, morning. Um, this is Integrated Education and Training 101, uh, building a WIOA-aligned program, and we are working towards, uh, building an integrated IET 00:01:52.000 --> 00:01:54.000 program. This is… 00:01:54.000 --> 00:01:57.000 really sort of a base, um… 00:01:57.000 --> 00:02:16.000 bucket of, um, information, um, so this is, uh, sort of like the beginning level of, uh, IET, um, instruction. Uh, but if you are, um, new to a program, this is a really good one. If you are, uh, an experienced IT provider, uh, 00:02:16.000 --> 00:02:23.000 Please stick around, uh, hopefully you'll pick up on something, and in the breakout rooms, you'll be able to share some insights as well. 00:02:23.000 --> 00:02:29.000 So, um, my name is Matthew Brown, I am the Career… Director of Career Pathways. 00:02:29.000 --> 00:02:35.000 And ESL instruction, and also, uh, I do the ILCE grant, so I am, uh… 00:02:35.000 --> 00:02:39.000 steeped in, um, IET, uh… 00:02:39.000 --> 00:02:43.000 involvement here. Alright? 00:02:43.000 --> 00:02:51.000 So, the, uh, Rebecca Loli is with me here today also, and so I am going to let her begin 00:02:51.000 --> 00:02:56.000 Um, any, uh, conversation on the IET playbook. 00:02:56.000 --> 00:02:57.000 project. 00:02:57.000 --> 00:02:58.000 Great. Can you all see me and hear me okay? 00:02:58.000 --> 00:03:01.000 Here we go. 00:03:01.000 --> 00:03:02.000 Looking good! 00:03:02.000 --> 00:03:10.000 Great. Awesome. I was, um, hopping from meeting to meeting, and didn't get on in time to check my tech today, so thanks for your patience. 00:03:10.000 --> 00:03:18.000 Um, so we realized we've been doing a lot of work with the integrated education and training, um, 00:03:18.000 --> 00:03:24.000 playbook kind of showcase events at some different colleges that have just been fantastic. 00:03:24.000 --> 00:03:33.000 Um, but also realize not everyone can get to everything, and it is valuable to, um, have a recording where we can go back and reference 00:03:33.000 --> 00:03:43.000 And, uh, staff that aren't able to make it to the showcase events still have an access point to hear what the current IET conversation is, and just 00:03:43.000 --> 00:03:50.000 develop a baseline understanding. So today's session, as Matthew probably said, is just 00:03:50.000 --> 00:03:57.000 covering the basics. Um, but I do want to let you know that there is an IET playbook project that is 00:03:57.000 --> 00:04:00.000 coming to a close here in June, um, 00:04:00.000 --> 00:04:07.000 Where four colleges received some additional funding from the system office, uh, through Title II funds. 00:04:07.000 --> 00:04:12.000 Um, to kind of become the regional, um, 00:04:12.000 --> 00:04:18.000 mentors or leaders, um, for IETs. So, to… 00:04:18.000 --> 00:04:35.000 grow the IETs that they have to build new IETs, um, and to serve as professional development leads for the other organizations that might want to reach out and come and visit or see what they have going on, or have someone to call and talk to. So, we are… 00:04:35.000 --> 00:04:41.000 working with those colleges, Blue Ridge is the last one to host a showcase event that'll be coming up. 00:04:41.000 --> 00:04:43.000 I think it's April 20th… 00:04:43.000 --> 00:04:46.000 First, is that right? 00:04:46.000 --> 00:04:49.000 I don't have it right in front of me, it's coming up this month, later this month. 00:04:49.000 --> 00:04:50.000 Matt? I'm good. 00:04:50.000 --> 00:04:51.000 Yes, that's correct, yep. April 10th. 00:04:51.000 --> 00:04:56.000 Okay. Um, so don't miss it, um, come if you can. 00:04:56.000 --> 00:05:03.000 we're also going to be publishing an IET playbook, and um… 00:05:03.000 --> 00:05:10.000 that's pushed a little bit later in the year than we had originally anticipated, um, because of some of the accessibility. 00:05:10.000 --> 00:05:13.000 requirements that are coming into play here this month. 00:05:13.000 --> 00:05:16.000 Um, so we just want to make sure that everything is… 00:05:16.000 --> 00:05:21.000 I'm going to be compliant before it's released. Um, so our goal is to hope 00:05:21.000 --> 00:05:23.000 to help, um… 00:05:23.000 --> 00:05:25.000 of course, all of our… 00:05:25.000 --> 00:05:28.000 students get family-sustaining wages, 00:05:28.000 --> 00:05:38.000 and access growing careers. Um, there's a lot of talk at the federal level and at the state level about being, you know, first in workforce development in North Carolina. 00:05:38.000 --> 00:05:43.000 Um, I think adult ed is a really important piece of that, and um… 00:05:43.000 --> 00:05:48.000 there's just so much conversation around it in terms of… 00:05:48.000 --> 00:05:51.000 Um, how we are assigning value, 00:05:51.000 --> 00:05:58.000 to things right now, or is very, um, workforce-focused. And so, I also want to just 00:05:58.000 --> 00:06:01.000 always give voice to the fact that 00:06:01.000 --> 00:06:03.000 Um, workforce… 00:06:03.000 --> 00:06:08.000 Participation is very important and can be life-changing, and the paycheck is fabulous, and… 00:06:08.000 --> 00:06:26.000 Um, that's not the only way that adult educators define value, or that our students are seeking value, so, um, I recognize that, and I just want to give space to that. But, um, also emphasize that, you know, we're highlighting this because this is, you know, where the federal and the state priority 00:06:26.000 --> 00:06:35.000 shifts are underlining… underscoring it, and it's great work. Um, it's very exciting, and for those of you who ever liked to go on field trips, 00:06:35.000 --> 00:06:38.000 And go to, um… 00:06:38.000 --> 00:06:59.000 you know, different… go to a farm, go to a factory, you know, this is that kind of work all day long, and it makes it really exciting because you're… you're taking students into new environments and teaching them new skills and helping them get into new careers. Um, so it's very exciting. I'm glad you're here with us today, and we'll jump right in and… 00:06:59.000 --> 00:07:03.000 feel free to ask questions as we go along. 00:07:03.000 --> 00:07:04.000 Alright, thank… thank you, Rebecca. 00:07:04.000 --> 00:07:08.000 The, uh, registration info. 00:07:08.000 --> 00:07:13.000 for the IET Showcase at Blue Ridge in the chat. 00:07:13.000 --> 00:07:17.000 That'll be great. 00:07:17.000 --> 00:07:25.000 Alright, so today's agenda. Um, we are going to look at why, uh, first, why North Carolina is investing in IETs. 00:07:25.000 --> 00:07:31.000 Um, second is, uh, what is an IT and what is not an IET? And I think it's always good to have that, 00:07:31.000 --> 00:07:38.000 Um, contrast. Third, uh, we're gonna look at what is a strong, um, program design looks like. 00:07:38.000 --> 00:07:41.000 Look at schedules, and how, how it… 00:07:41.000 --> 00:07:43.000 all the concurrent… 00:07:43.000 --> 00:07:54.000 pieces work together. And then fourth, we're going to, uh, look for some common, uh, problems in development and implementation, and then finally, we're going to look at the practical next steps. 00:07:54.000 --> 00:07:56.000 For our programs. 00:07:56.000 --> 00:08:06.000 This is, like we've said, an overview session, but I hope that you leave here with a stronger shared understanding, and at least one practical next step moving forward. 00:17:29.000 --> 00:17:39.000 I'll go through and look at the chat and see, uh, especially this one challenge that we're working on. Um, those are the ones that I'm, uh, I really like to help with. 00:17:39.000 --> 00:18:03.000 Alright, so for today, uh, one of the things that we're going to discuss is why IETs matter, and they matter for several different reasons. One is that, for the learners. It shortens that distance between basic skills needs and that real work credential. If the student wakes for, uh, to finish one before beginning the other, uh, sometimes they'll take that gap year between and not make it where 00:18:03.000 --> 00:18:08.000 It is a consistent, uh, educational prog… progress. 00:18:08.000 --> 00:18:16.000 and progression. And so, instead of waiting to complete all their basic skills, we have them enter the training beforehand. 00:18:16.000 --> 00:18:22.000 And this creates a model where the student and support can happen for the student altogether. 00:18:22.000 --> 00:18:29.000 Now, it also helps for providers. It builds a clearer bridge between college, uh, 00:18:29.000 --> 00:18:34.000 college and career readiness, continuing education, and our workforce partners. 00:18:34.000 --> 00:18:43.000 Uh, in many places, all of those things are really strong programs, but getting them to work together is what our goal is here, is to help our students 00:18:43.000 --> 00:18:49.000 realize the full potential of… and the options available for them at the college. 00:18:49.000 --> 00:19:01.000 Um, for the state, IT strengthens the credential attainment across the board. Measurable skill gains increase, local workforce alignment increases, 00:19:01.000 --> 00:19:07.000 And it helps connect a dot education to the, uh, real labor market, uh, needs with… 00:19:07.000 --> 00:19:10.000 Which creates stronger outcomes. 00:19:10.000 --> 00:19:22.000 ITs are not just a program model, it's a way of organizing instruction and partnerships around a real outcome for the student. 00:19:22.000 --> 00:19:24.000 All right. 00:19:24.000 --> 00:19:29.000 So, IET's, um, work through a, uh, strong 00:19:29.000 --> 00:19:39.000 connection between 3 different components. And these components happen during a shared period of instruction. So, we're working at this, uh, near the same times, 00:19:39.000 --> 00:19:43.000 to build our students, uh, that, um… 00:19:43.000 --> 00:19:45.000 support that they need to be successful. 00:19:45.000 --> 00:19:51.000 basic skills instruction is contextualized to the work and training. 00:19:51.000 --> 00:19:53.000 um, assignments in the class. 00:19:53.000 --> 00:20:05.000 And that means the students are not just working on reading, writing, and math, and language instruction in isolation, they're working with the content of the IT programs that they're working in. That occupational content, 00:20:05.000 --> 00:20:10.000 And the expectations of the training. And so we're building those two things together. 00:20:10.000 --> 00:20:13.000 A single set of learning objection, 00:20:13.000 --> 00:20:15.000 objectives, uh… 00:20:15.000 --> 00:20:19.000 crossover, uh, these, and tie, uh, all these parts together. 00:20:19.000 --> 00:20:27.000 Um, this helps, uh, the team align instruction together and build, um, 00:20:27.000 --> 00:20:31.000 build it side-by-side, rather than separate. 00:20:31.000 --> 00:20:39.000 And so, that is built from the instructors working together, uh, to make sure that those programs align. 00:20:39.000 --> 00:20:42.000 Uh, they need to be able to, uh, 00:20:42.000 --> 00:20:49.000 identify assignments where they're helping build artifacts, and that weekly instructional 00:20:49.000 --> 00:20:53.000 connection that helps those students continue their growth. 00:20:53.000 --> 00:20:59.000 Um, this becomes visible in the IET, and it's not just these pieces exist 00:20:59.000 --> 00:21:04.000 in isolation, but they are… the student feels like they're connected across the whole board. 00:21:04.000 --> 00:21:12.000 Um, it's that concurrent, contextualized that… that helps the students see the meaning in their instruction. 00:21:12.000 --> 00:21:19.000 And want to push through and lead towards it. 00:21:19.000 --> 00:21:20.000 Sure. 00:21:20.000 --> 00:21:23.000 And Matthew, I'm just going to interrupt here and open it up to the field, because I see a variety of people on the call. 00:21:23.000 --> 00:21:28.000 Um, is there anyone who has an example? 00:21:28.000 --> 00:21:38.000 of an IET that they could just explain briefly to the whole group of, you know, what your IET is, and kind of how these components work together at your college. 00:21:38.000 --> 00:21:48.000 or community-based organization. 00:21:48.000 --> 00:21:55.000 Now, I want to remind you that I know what's going on at your programs for the most part, and I will cold call. 00:21:55.000 --> 00:22:00.000 Um, if I need to. So, volunteers would be great. 00:22:00.000 --> 00:22:02.000 I'll volunteer. 00:22:02.000 --> 00:22:03.000 Thank you, Tiffany. 00:22:03.000 --> 00:22:10.000 You're welcome. Um, so, hi, I'm Tiffany Salad, I'm at Central Piedmont Community College in Charlotte. 00:22:10.000 --> 00:22:17.000 And, um, I was brought on just to create IETs back in 2024 for the college. 00:22:17.000 --> 00:22:26.000 And then back in this past September, I was given IELCE underneath me, and as a matter of fact, my advisor is here on the call with us today, too. 00:22:26.000 --> 00:22:31.000 So, he can pop in if he hears me say something wrong. Um, but… 00:22:31.000 --> 00:22:33.000 We had… 00:22:33.000 --> 00:22:38.000 A couple of IELCEs running, but the IET that I was working on was HVAC. 00:22:38.000 --> 00:22:42.000 And we had our rollout just this spring. 00:22:42.000 --> 00:22:48.000 And one big thing that I was making absolutely sure of 00:22:48.000 --> 00:22:51.000 was that my students were not having to take 00:22:51.000 --> 00:22:58.000 a bunch of different classes all at the same time. I made sure that the support class I was building 00:22:58.000 --> 00:23:06.000 is going to have all of the components in it, on top of then the classes that they had to take through the HVAC program. Because at our college, 00:23:06.000 --> 00:23:13.000 to do EPA 608 certification, they had to take not just that course, which is an online asynchronous course, 00:23:13.000 --> 00:23:21.000 But they're also enrolled in AHR 110, which is the Introduction to Refrigeration. So the college was requiring them to take two content 00:23:21.000 --> 00:23:29.000 curriculum classes. So I wanted to make sure that our support class was having all of the other components of the IET all together. 00:23:29.000 --> 00:23:37.000 So, one thing that I started working on was with the HVAC curriculum, was seeing how I could 00:23:37.000 --> 00:23:41.000 wrap in their asynchronous course into what we were doing. 00:23:41.000 --> 00:23:48.000 And using the materials that that partner gave me, and then adding in our workplace preparation. 00:23:48.000 --> 00:23:54.000 So, I knew we were already running digital literacy courses in CCR, 00:23:54.000 --> 00:23:59.000 So I pulled North Star, started looking at what was in it, 00:23:59.000 --> 00:24:04.000 And contextualizing some of those lessons directly to HVAC. 00:24:04.000 --> 00:24:10.000 So instead of using this program here, this program, this program here, I'm trying to build it all within the one course. 00:24:10.000 --> 00:24:13.000 course. And… 00:24:13.000 --> 00:24:15.000 That has taken time. 00:24:15.000 --> 00:24:21.000 But I think it's coming out beautifully. All three of my students passed their EPA 608 exam, 00:24:21.000 --> 00:24:26.000 And in talking with their instructor for their course that lasts the whole semester, they're doing really well. 00:24:26.000 --> 00:24:29.000 And they're getting ready to prep. 00:24:29.000 --> 00:24:34.000 resumes, we're getting ready to start some soft mock interviews with them. 00:24:34.000 --> 00:24:39.000 And I think it has really helped them having everything in one place. 00:24:39.000 --> 00:24:42.000 to give them a goal of what they wanted for their career. 00:24:42.000 --> 00:24:51.000 Thank you, Tiffany. I love that. And for the students, it's so helpful when you can really consolidate it, and it has a much more, kind of, 00:24:51.000 --> 00:24:56.000 unified, that integrated feel, um, so they're not… 00:24:56.000 --> 00:25:04.000 feeling like they're bouncing all over the place to a bunch of different, um, disjointed pieces, so that was a great description. Thank you. 00:25:04.000 --> 00:25:07.000 And I see in the chat, um, challenge being… 00:25:07.000 --> 00:25:17.000 Um, someone to kind of help coordinate it. And, um, I'm glad you're… you're voicing that. It is a real challenge, um, and… 00:25:17.000 --> 00:25:27.000 something that different organizations approach from different ways, um, so definitely continue networking with your peers about, um, 00:25:27.000 --> 00:25:37.000 different approaches that they're taking to that. Um, and I don't want to just dismiss it and say it's not a challenge, because it is a huge challenge, it's very helpful to have, um, 00:25:37.000 --> 00:25:44.000 a coordinator or somebody who can help put some of these pieces together, at least at the beginning when you're building it. 00:25:44.000 --> 00:25:47.000 Um, alright, I'm gonna hand it back to Matthew. 00:25:47.000 --> 00:25:51.000 Oh, well, thank you. That was, uh… 00:25:51.000 --> 00:25:54.000 Thank you for that. I think it's good to, uh… 00:25:54.000 --> 00:26:01.000 to hear from a program and see what's happening on the ground. We are, um… 00:26:01.000 --> 00:26:12.000 definitely, uh, that is a consistent challenge, is organizing these three pieces together, and making sure that they are happening in a consistent fashion is definitely a piece. 00:26:12.000 --> 00:26:15.000 of the puzzle. 00:26:15.000 --> 00:26:17.000 So, so what is an IET? Um… 00:26:17.000 --> 00:26:21.000 We know that they're structured in this concurrent, 00:26:21.000 --> 00:26:24.000 Um, manner. 00:26:24.000 --> 00:26:34.000 That means that these pieces are working in the same time period, um, going, and so those 3 pieces that we discussed, the workplace, um, literacy, the, uh, 00:26:34.000 --> 00:26:42.000 Occupational training, and the basic skills instruction in ESL and Civics all have to happen in the same time. 00:26:42.000 --> 00:26:45.000 And it all needs to be tied back to the 00:26:45.000 --> 00:26:53.000 course that they are taking, so that HVAC course that Tiffany was talking about, all the instruction, the reading, writing, and math, uh, instruction, 00:26:53.000 --> 00:27:01.000 goes towards, uh, building their comfort level and being able to interact with the, um, 00:27:01.000 --> 00:27:04.000 occupational training side. 00:27:04.000 --> 00:27:13.000 And so an IT has to be tied to a specific occupation. There are very… there are so many great programs out there that are, um… 00:27:13.000 --> 00:27:17.000 add-ons for, uh, across multiple 00:27:17.000 --> 00:27:21.000 for, um, that are good for multiple careers. Uh, this… 00:27:21.000 --> 00:27:32.000 ITs have to be specific to a career. It has to be for HVAC, or for welding, or nursing. You have to be very specific towards it. 00:27:32.000 --> 00:27:35.000 Um, and it needs to be all connected through that single… 00:27:35.000 --> 00:27:37.000 set of learning objectives. 00:27:37.000 --> 00:27:44.000 And it has to be a part of a broader pathway. We're not dealing in terminal degrees. We're working with students that are… 00:27:44.000 --> 00:27:50.000 on that beginning path. And so they are… they need to be able to see that path, uh, at least a couple of… 00:27:50.000 --> 00:27:54.000 Uh, turns ahead of him. 00:27:54.000 --> 00:27:57.000 Alright. 00:27:57.000 --> 00:28:03.000 So, how does this look like? What does this look like in real life? Well, this is an example of, um, a Randolph 00:28:03.000 --> 00:28:07.000 Um, manufacturing IT bootcamp that they had. 00:28:07.000 --> 00:28:11.000 they, um… they scheduled it through the cohort model. 00:28:11.000 --> 00:28:15.000 And so this… this is a group of students moving 00:28:15.000 --> 00:28:17.000 together through this, uh, 00:28:17.000 --> 00:28:20.000 through this, uh, manufacturing boot camp. 00:28:20.000 --> 00:28:28.000 And we can see that they've factored in, uh, the adult education and literacy pieces, the workforce preparation pieces, uh, all week long, 00:28:28.000 --> 00:28:34.000 Um, and along with a civics piece for the ILCE students. 00:28:34.000 --> 00:28:46.000 And then, um, on Saturday, the forklift training takes place. And so we can see that, uh, they've met the needs because it's within the week, um, and, um, 00:28:46.000 --> 00:28:51.000 on Saturday, the students also have the opportunity to do HSC and ESL online. 00:28:51.000 --> 00:28:58.000 Um, and so, a completion student would earn the forklift license, the OSHA 10 certification, 00:28:58.000 --> 00:29:01.000 And we're better prepared for that, uh… 00:29:01.000 --> 00:29:06.000 manufacturing class before the manufacturing class began. So this is a prelim… 00:29:06.000 --> 00:29:12.000 Uh, class that starts before. And, um, I see Cindy's on, uh, from Randolph. 00:29:12.000 --> 00:29:21.000 And if, uh, I'm calling her, uh, cold calling her out, um, because I'm using her example, and if you have anything you'd like to add about this process, 00:29:21.000 --> 00:29:23.000 Um, you are, uh… 00:29:23.000 --> 00:29:27.000 You're welcome to. 00:29:27.000 --> 00:29:33.000 Sorry, I was helping a student. So do you just want me to go over the schedule for our manufacturing boot camp? 00:29:33.000 --> 00:29:42.000 Well, you talk about having that… this concurrent schedule and developing it for this, uh, for this boot camp that led into the manufacturing course. 00:29:42.000 --> 00:29:43.000 And I'm cold calling you, so I appreciate your… 00:29:43.000 --> 00:30:01.000 Yeah. Yeah, of course. Hello, everyone. My name is Cindy on the pathways navigator for Randolph Community College. This is what a regular schedule will look like for a student, whether the student is in Hsc. Or in ESOL. 00:30:01.000 --> 00:30:16.000 So their classes can be online or they may take morning classes. So they can take classes either Monday, Tuesday, Wednesday, Thursday. Also, you know, Friday and Saturday as well. Then with the workforce preparation. 00:30:16.000 --> 00:30:21.000 That would be the OSHA TAN, so 530 to 830. 00:30:21.000 --> 00:30:31.000 Monday to Thursday, and then on Friday they will have a manufacturing 101, where there they will go over, you know, the basics about manufacturing. 00:30:31.000 --> 00:30:37.000 And to get them to think about taking certified manufacturing associate. 00:30:37.000 --> 00:30:46.000 Then the workforce training aspect will be the forklift training. So that will be from that will be on it on a Saturday from 9 a.m. To one. 00:30:46.000 --> 00:30:55.000 And if they are a. If they are a Ielce student, then they will also have Burlington English online. 00:30:55.000 --> 00:31:06.000 And they can do that at any time as they, you know, have the time to do it. And if they are part of the citizenship class. 00:31:06.000 --> 00:31:11.000 Alright. Thank you. And do you find that the cohort model 00:31:11.000 --> 00:31:14.000 The cohort models were one group of students 00:31:14.000 --> 00:31:17.000 How many are usually in a cohort? 00:31:17.000 --> 00:31:22.000 So normally about like 8 to 10 students. 00:31:22.000 --> 00:31:28.000 Okay, so that's… that's a solid group of students that stay together, uh, support each other as they go through these 00:31:28.000 --> 00:31:41.000 classes together. Um, cohort models are tough to get together, but usually our, uh, successful, uh, have, have a higher success rate than a student working through something individually because of that community aspect. 00:31:41.000 --> 00:31:46.000 Um, and so that's, uh, that's good. Thank you, Cindy. 00:31:46.000 --> 00:31:52.000 How long is the bait camp last? So normally this is about one week. 00:31:52.000 --> 00:31:57.000 How does this compare to the schedule that you have when they get into the manufacturing class? 00:31:57.000 --> 00:32:15.000 So for manufacturing. So let's say if a student is in ESL and their classes are Tuesdays and Thursdays evening. So then they will have their workforce training aspect on Mondays and Wednesdays for certified manufacturing associate, and that will be in the evening time as well, 5:30. 00:32:15.000 --> 00:32:22.000 to 8.30, and then further. Cervics, they will have Burlington English. 00:32:22.000 --> 00:32:25.000 Great. Great. The boot camp… 00:32:25.000 --> 00:32:33.000 helps students prepare for the IET in official, but it counts as an IET because of the forklift training at the end. 00:32:33.000 --> 00:32:38.000 Great. Thank you, Cindy. 00:32:38.000 --> 00:32:46.000 So, here's an example of what we mean when we say a healthcare pathway, um, where the student, uh, finishes the IET, 00:32:46.000 --> 00:32:55.000 They know where they're gonna go next and what they can do. Is it more training? Are they gonna go into work? Are they gonna go get the next credential in the path? 00:32:55.000 --> 00:32:58.000 So, uh, student, um, begins at… 00:32:58.000 --> 00:33:05.000 education and support, the CNA, recognized credential, and then moving, moving on. But we want them to continue along 00:33:05.000 --> 00:33:10.000 that pathway. And here is a picture of a… 00:33:10.000 --> 00:33:14.000 phlebotomy student, from Pitt. 00:33:14.000 --> 00:33:15.000 Alright. Are we doing okay with any questions, um, or any comments? 00:33:15.000 --> 00:33:21.000 Uh, look out! 00:33:21.000 --> 00:33:23.000 So far. 00:33:23.000 --> 00:33:36.000 Matthew, I do see the Karen Hill had a question, I think it was for Cindy, about how long that, uh, boot camp, uh, lasted at Randolph Community College, like, how many weeks, it sounds like, that lasted, the duration of the class. 00:33:36.000 --> 00:33:39.000 Mm-hmm. I think, um, I think I… 00:33:39.000 --> 00:33:40.000 Go ahead, Cindy. 00:33:40.000 --> 00:33:43.000 It's one week. 00:33:43.000 --> 00:33:48.000 A one-week boot camp, and then… but it leads into a longer… 00:33:48.000 --> 00:33:50.000 certified manufacturing. 00:33:50.000 --> 00:33:56.000 How… what's the timeframe between the end of the bootcamp and the beginning of the manufacturing? 00:33:56.000 --> 00:34:04.000 So normally… so we hosted the pre-IET boot camp over the summer, and then in the fall is when we started the Cmfga. 00:34:04.000 --> 00:34:10.000 Great. Thank you. 00:34:10.000 --> 00:34:11.000 Rebecca? 00:34:11.000 --> 00:34:16.000 Another question was, what was offered on Monday and Wednesday, Cindy? 00:34:16.000 --> 00:34:21.000 Once they're in the manufacturing IET? 00:34:21.000 --> 00:34:24.000 It's, um, the manufacturing course on Mondays and Wednesdays. 00:34:24.000 --> 00:34:27.000 And then they do their, um… 00:34:27.000 --> 00:34:28.000 adult head courses. 00:34:28.000 --> 00:34:31.000 And then if they're a yes, adult Ed, either on Tuesdays and Thursdays. 00:34:31.000 --> 00:34:33.000 Great. 00:34:33.000 --> 00:34:35.000 in the work. 00:34:35.000 --> 00:34:36.000 Okay. 00:34:36.000 --> 00:34:38.000 or if they do morning classes. 00:34:38.000 --> 00:34:44.000 And see, I like this model because it mixes online instruction with the 00:34:44.000 --> 00:34:49.000 Of course, uh, courses, because that gives the student options to, uh, 00:34:49.000 --> 00:34:53.000 participate, um, away from school, and it also… 00:34:53.000 --> 00:35:00.000 Uh, that concurrent schedule can be difficult, and so it allows that flexibility to allow the student to participate. 00:35:00.000 --> 00:35:01.000 All right. 00:35:01.000 --> 00:35:09.000 So, I also want to go back to one of the questions that Tracy brought up about how does this work for people who are already working, who have a very tight schedule. 00:35:09.000 --> 00:35:14.000 Um, so there's a couple of different ways to… 00:35:14.000 --> 00:35:19.000 you know, it's gonna be different depending on your context, but… 00:35:19.000 --> 00:35:21.000 Um, it's one thing to look at a student 00:35:21.000 --> 00:35:26.000 in your adult ed program, and then try to, like, level them up. 00:35:26.000 --> 00:35:29.000 and add more to their schedule. Um… 00:35:29.000 --> 00:35:37.000 And sometimes it's wise to get to know the student first and kind of see how ready they are to take on that additional coursework. 00:35:37.000 --> 00:35:43.000 Um, another thing you can do is look for students who are already in the phlebotomy course. 00:35:43.000 --> 00:35:53.000 or the nurse aide course, and might be struggling and not realize that Adult Ed has resources that can help them through that course successfully. 00:35:53.000 --> 00:36:02.000 So, um, partnering with a program that sometimes is finding students that need that additional English language support, 00:36:02.000 --> 00:36:09.000 or the additional math refresher, that can be a good strategy, because then it seems like 00:36:09.000 --> 00:36:16.000 Um, it's a student retention strategy, um, and you're serving that student with adult ed through their, um, 00:36:16.000 --> 00:36:25.000 workforce training, and that student doesn't necessarily think of themselves as an adult ed student, they think of themselves as a welding student, or… 00:36:25.000 --> 00:36:29.000 you know, an electric… electrician student, um, 00:36:29.000 --> 00:36:39.000 And they may not even really realize that they are also receiving HRD courses, or digital literacy support, or adult ed support in other ways. 00:36:39.000 --> 00:36:41.000 Um… 00:36:41.000 --> 00:36:48.000 And then the other thing I just want to kind of speak to is that community-based organizations have 00:36:48.000 --> 00:36:50.000 Um, a… 00:36:50.000 --> 00:36:52.000 a lot of one-on-one tutoring taking place. 00:36:52.000 --> 00:36:55.000 And so, they do have… 00:36:55.000 --> 00:37:04.000 you know, the benefit of being able to really, in many cases, kind of tailor their support to that student's schedule and needs. 00:37:04.000 --> 00:37:07.000 Um, by matching them with a volunteer that can 00:37:07.000 --> 00:37:10.000 fit that schedule. Um, so… 00:37:10.000 --> 00:37:14.000 That is a real strength that they can bring to the IET. 00:37:14.000 --> 00:37:20.000 Uh, conversation. 00:37:20.000 --> 00:37:23.000 And… 00:37:23.000 --> 00:37:27.000 one piece that I'm seeing also is that that, um… 00:37:27.000 --> 00:37:36.000 that the cohort model isn't necessarily for everyone, and that is… it is difficult to get a cohort together sometimes. And you can develop IETs for one… 00:37:36.000 --> 00:37:39.000 one student, uh, 00:37:39.000 --> 00:37:48.000 at a time, um, it is a lot of work, um, to get it done, and you still have to make sure that you built in that single set of learning objectives. 00:37:48.000 --> 00:37:57.000 But what's nice is once you have that, you have that one-shot student for the rest. So, anytime a student wants to come into that, you're approved and ready to move. 00:37:57.000 --> 00:38:00.000 That, uh, that forward. And so you can keep that… 00:38:00.000 --> 00:38:15.000 Um, that IT. So, doing… if one student comes to you and says that they want to do something that you don't have an IET developed for, you don't have any other student interest, it's still worth going through the process and getting that student approved and into it. 00:38:15.000 --> 00:38:19.000 those courses that they want to take, because you can reuse it. 00:38:19.000 --> 00:38:21.000 Um, alright. 00:38:21.000 --> 00:38:33.000 And Tracy mentioned the student can have a high school diploma. So, yes, as long as the student is needing support with transitioning into post-secondary successfully, 00:38:33.000 --> 00:38:45.000 Um, and is, you know, needing some basic skills support, um, you can still serve them, even if they do have a high school diploma or equivalent. 00:38:45.000 --> 00:38:49.000 Yes, IETs can be reused. 00:38:49.000 --> 00:38:50.000 Mm-hmm. Please. 00:38:50.000 --> 00:38:57.000 It's a lot of work. So once you have it, so once you've developed a good relationship with a training partner, a workforce training partner, 00:38:57.000 --> 00:39:13.000 Um, you know, ideally, they're going to see all this value that you bring, and how the students are really getting a much more well-rounded experience because of what you're bringing to the table, and they're, um, hopefully their persistence and completion rates improve. 00:39:13.000 --> 00:39:20.000 And they're gonna be your biggest fan. They'll want to refer students to you, they're going to want to save seats for students coming from your program. 00:39:20.000 --> 00:39:29.000 Um, and that communication is going to stay in place, so even if you have a period of time with no students in your IET, when you do have one, 00:39:29.000 --> 00:39:37.000 Um, you know, definitely reuse that same IET and continue building on that relationship and that groundwork that you've already 00:39:37.000 --> 00:39:41.000 laid. 00:39:41.000 --> 00:39:54.000 Thank you. So, what does… what does a strong IET design look like, and what are we, uh, when we say it's designed well, uh, doesn't… you know, a well-designed IET 00:39:54.000 --> 00:39:56.000 still has a lot of, um… 00:39:56.000 --> 00:40:04.000 factors in it that can make it a challenge, but what we really need to do is make sure that when we're designing them, we design them strong 00:40:04.000 --> 00:40:11.000 So when challenges arise, we know how to address them. And so, one… 00:40:11.000 --> 00:40:19.000 piece is that there needs to be a local demand. It's, uh, supported by labor market, uh, local labor market, uh, 00:40:19.000 --> 00:40:29.000 that there's… the program is on… on your, um, you know, available, uh, in a way that is, um, you know, 00:40:29.000 --> 00:40:35.000 supporting the employment needs of the community. Um, and so, um… 00:40:35.000 --> 00:40:37.000 You know, if, uh… 00:40:37.000 --> 00:40:43.000 A student comes to you and, um, I can't think of one off the top of my head right now, but there's some 00:40:43.000 --> 00:40:47.000 jobs that aren't necessarily, uh, in your area. And, um, 00:40:47.000 --> 00:40:53.000 So you wouldn't want to necessarily, uh, support that student through those because of 00:40:53.000 --> 00:40:58.000 the need to support the labor market in your area. I, uh, the clear credential, 00:40:58.000 --> 00:41:04.000 Um, these must end in an industry-recognized credential. We should not, um… 00:41:04.000 --> 00:41:15.000 Um, we have to have it end in one, even if it's a program that is good for the student, if it doesn't end in an industry-recognized credential, not just a 00:41:15.000 --> 00:41:22.000 program-recognized credential, uh, it, it won't count. It needs to be from industry. 00:41:22.000 --> 00:41:26.000 And the employees, employers recognize. 00:41:26.000 --> 00:41:34.000 Uh, it needs to have that single set of learning objectives, uh, that helps the instructors, uh, go through that planning process. 00:41:34.000 --> 00:41:38.000 Um, it needs to be, uh… 00:41:38.000 --> 00:41:50.000 worked… you need to work together with your training partners to get the syllabus, um, vocabulary, and those things to help those students, uh, be successful in those classes. 00:41:50.000 --> 00:41:57.000 Uh, and he… we need to see that it's concurrent. Uh, we don't ask when you're turning it in for the complete schedule. 00:41:57.000 --> 00:42:06.000 But we need to see that the hours will over… overlap, um, together, um, that they… that they work, uh, that there's a, uh, 00:42:06.000 --> 00:42:12.000 adult ed piece, and there is a, uh, workforce prep piece, and then a work 00:42:12.000 --> 00:42:16.000 workplace prep piece and a workforce training piece. 00:42:16.000 --> 00:42:20.000 And then, uh, we… advising's built in. 00:42:20.000 --> 00:42:23.000 Uh, we need to make sure that advising 00:42:23.000 --> 00:42:31.000 gives our students, um, you know, the supports they need. Uh, really, this advising and your wraparound services 00:42:31.000 --> 00:42:38.000 We need to be thinking about those as we're planning, not when students come to us with needs. 00:42:38.000 --> 00:42:43.000 Um, and then in the end, we need an evidence plan. How are you going to… 00:42:43.000 --> 00:42:48.000 Uh, collect the evidence, uh, are you going to put it in the, um… 00:42:48.000 --> 00:42:56.000 Uh, you know, how are… who's gonna store it? Who's gonna be responsible for those pieces, so you know beforehand 00:42:56.000 --> 00:43:02.000 who needs to be doing what, and what needs to be known before launch. 00:43:02.000 --> 00:43:07.000 Alright. 00:43:07.000 --> 00:43:08.000 Mm-hmm. 00:43:08.000 --> 00:43:11.000 So let me just address Sherri's question about credentials and the NC Workforce Credentials list. So, that list is… 00:43:11.000 --> 00:43:13.000 Um, under revision, 00:43:13.000 --> 00:43:30.000 It's… I don't think anyone would say, you know, it's 100% representative of every industry-recognized credential of value in our state. Um, but I will say that our state is working very hard on updating the list and making sure to validate it with industry feedback. 00:43:30.000 --> 00:43:34.000 And make sure that credentials that are not presently 00:43:34.000 --> 00:43:40.000 on the list that should be on the list, get on the list quickly. Um, and this is partly… 00:43:40.000 --> 00:43:42.000 Because of Workforce Pell coming, 00:43:42.000 --> 00:43:48.000 Um, at the national level, and some of the federal 00:43:48.000 --> 00:43:51.000 work with, um, 00:43:51.000 --> 00:43:58.000 you know, delegating, or really encouraging states to do everything that they can to… 00:43:58.000 --> 00:44:17.000 ramp up the attainment of credentials of value, and the definition of a credential of value falls to the state to determine, and so that's why our state is working very hard on that. So, our state's work kind of culminates in that list, so that's why it's a great place to 00:44:17.000 --> 00:44:19.000 reference, um, because 00:44:19.000 --> 00:44:22.000 if it's on the list, it's guaranteed to be safe. 00:44:22.000 --> 00:44:46.000 Um, but if you have something that is not on the list, um, and you can make a great case for, you know, why industry in your local region really needs a particular credential that's not represented on the list, um, I would say, you know, write up your case and include it in your IET application, and then there is also a way on the list that you can 00:44:46.000 --> 00:44:53.000 recommend credentials for consideration to be added to the list. 00:44:53.000 --> 00:44:59.000 Um, yeah, it should be the same list that's in the IET repository, yes. 00:44:59.000 --> 00:45:05.000 And that, um, NC Workforce Credentials list is organized into four different categories. 00:45:05.000 --> 00:45:12.000 Um, there's kind of a foundational category, and those are very sort of, like, general… 00:45:12.000 --> 00:45:20.000 soft skills, um, they're not really tied to a particular industry, so it's hard to say that they're industry-recognized. 00:45:20.000 --> 00:45:26.000 Um, so the foundational credentials are, you know, they're interesting, good to look at, but not 00:45:26.000 --> 00:45:29.000 where I would focus for an IET. 00:45:29.000 --> 00:45:35.000 Um, then your essential credentials kind of open the door to getting into a career pathway. 00:45:35.000 --> 00:45:38.000 Um, it's your… your low… 00:45:38.000 --> 00:45:46.000 low-level, entry-level kind of credential for that career pathway. Then there's a career-level credential that helps you 00:45:46.000 --> 00:45:50.000 Um, kind of advance or get in at a… 00:45:50.000 --> 00:45:54.000 that next step in the career, and then… 00:45:54.000 --> 00:45:57.000 advanced credential. And advanced credentials 00:45:57.000 --> 00:46:05.000 usually our credentials that someone would obtain if they also have a college degree in that particular field. 00:46:05.000 --> 00:46:16.000 Um, so it's kind of that additional sort of professional-level certification. 00:46:16.000 --> 00:46:19.000 Alright. Um… 00:46:19.000 --> 00:46:23.000 when you're looking at your local labor market needs, um, 00:46:23.000 --> 00:46:26.000 working with your local, uh, regional 00:46:26.000 --> 00:46:31.000 Uh, Workforce Board, uh, is very important to make sure that your, you're, you're 00:46:31.000 --> 00:46:36.000 tapping into the resources that they have, and that they are a part of your… 00:46:36.000 --> 00:46:42.000 conversation, uh, and meeting the needs of the area. 00:46:42.000 --> 00:46:52.000 And then we must talk about, also, uh, MSGs, um, and keeping the evidence, uh, and making sure that it is, uh, appropriate for what, um, each 00:46:52.000 --> 00:46:54.000 Uh, IT, um… 00:46:54.000 --> 00:47:02.000 has. So, MSG3 is meant for if the student is taking curriculum classes, and you, uh, 00:47:02.000 --> 00:47:07.000 The artifact for this one would be a post-secondary transcript. 00:47:07.000 --> 00:47:13.000 So, you know, um, that would be the satisfactory progress towards the credential. 00:47:13.000 --> 00:47:15.000 And so, when they finish the 00:47:15.000 --> 00:47:18.000 curriculum course, uh, use their, um, 00:47:18.000 --> 00:47:23.000 transcript as part of the, um… 00:47:23.000 --> 00:47:25.000 As part of the MSG. 00:47:25.000 --> 00:47:29.000 For MSG4, this one's, uh, done for 00:47:29.000 --> 00:47:39.000 Um… work, uh, place literacy, and so if the, the, uh, if you're working with a employer, and 00:47:39.000 --> 00:47:44.000 working with their employees on their property, or in their, uh, 00:47:44.000 --> 00:47:57.000 supplied space. MSG4 is an agreement you have with the employer that they will, after the student meets certain milestones, that they decide on, that you've negotiated with them. 00:47:57.000 --> 00:48:00.000 Um, you get a, um… 00:48:00.000 --> 00:48:04.000 a letter from them stating those milestones, and that they… 00:48:04.000 --> 00:48:08.000 Uh, upon completion, we'll have a… 00:48:08.000 --> 00:48:16.000 opportunity for either a, uh, raise or a promotion. And so, that opportunity, uh, where it is 00:48:16.000 --> 00:48:23.000 important because it's not a guarantee, uh, that they get the… and so sometimes, uh, employers get hung up on that language. 00:48:23.000 --> 00:48:28.000 Um, you know, because at certain times it's hard to guarantee a raise, but 00:48:28.000 --> 00:48:33.000 it does give them that opportunity, too, and so that's what we're looking for there. 00:48:33.000 --> 00:48:36.000 Uh, and that's also, um, 00:48:36.000 --> 00:48:40.000 you know, you're collecting the evidence for that and uploading it in advances as well. 00:48:40.000 --> 00:48:49.000 And then MSG5 is the pass record or credential evidence from a recognized occupational exam or industry benchmark. 00:48:49.000 --> 00:48:55.000 And so if the student is working towards a certain credential, the benchmarks that are set in that, uh, earning that credential 00:48:55.000 --> 00:48:58.000 And then leading up into that credential. 00:48:58.000 --> 00:49:01.000 count as MSG5. 00:49:01.000 --> 00:49:09.000 And so, um, examples, uh, that's transcripts, um, module check-offs, employer milestone letters, 00:49:09.000 --> 00:49:18.000 exams, uh, pass records, and credential certifications. Credential certifications are the ones that we really are… I mean, that's the goal. 00:49:18.000 --> 00:49:27.000 Uh, we don't, uh, want to hit the first milestone and feel like we've got the MSG for the student and we're done. We really want to make sure that we're supporting them 00:49:27.000 --> 00:49:34.000 All the way through that credential certificate. 00:49:34.000 --> 00:49:37.000 Right. Any questions or… 00:49:37.000 --> 00:49:39.000 going… 00:49:39.000 --> 00:49:42.000 All right. 00:49:42.000 --> 00:49:45.000 So if we're… if we're working on developing an IET, 00:49:45.000 --> 00:49:50.000 Um, you know, defining the labor market, 00:49:50.000 --> 00:49:56.000 Choosing the credential, and confirm its entry requirements, making sure that our students are going to be eligible, 00:49:56.000 --> 00:49:59.000 for reaching those, um… 00:49:59.000 --> 00:50:02.000 When it comes time to take the exams. 00:50:02.000 --> 00:50:05.000 Um, you need a cross-functional 00:50:05.000 --> 00:50:13.000 team, so that you need a team that is not just within your department, you need to work also within the departments of the, um, 00:50:13.000 --> 00:50:16.000 CE or CU. 00:50:16.000 --> 00:50:19.000 To make sure that this worked, and for your training partners. 00:50:19.000 --> 00:50:23.000 And in that team, you begin to develop that. 00:50:23.000 --> 00:50:25.000 Single set of learning objectives. 00:50:25.000 --> 00:50:29.000 And I contextualized instructional plan. 00:50:29.000 --> 00:50:33.000 You want to map out that concurrent schedule. Schedules change. 00:50:33.000 --> 00:50:46.000 Uh, and the last minute, classes don't run, classes don't, you know, uh, instructor falls off, and you might have to make a change, so you really want to make sure you're ready for, uh, contingency plans as well. 00:50:46.000 --> 00:50:52.000 Um, name intake, support, and evidence, and those routines is to… 00:50:52.000 --> 00:50:54.000 gathering the students and making sure 00:50:54.000 --> 00:50:59.000 I'm sorry, uh, developing the support 00:50:59.000 --> 00:51:04.000 Um, staff and the people that are gonna be, uh, developing those routines to… 00:51:04.000 --> 00:51:11.000 take in the student to have the student evidence, um… 00:51:11.000 --> 00:51:14.000 you know, documented. 00:51:14.000 --> 00:51:17.000 And then you'll submit the, um… 00:51:17.000 --> 00:51:24.000 the IT templates, uh, to the IT submission team at the system office to get it approved. 00:51:24.000 --> 00:51:27.000 Um, we try to meet every… 00:51:27.000 --> 00:51:33.000 other Thursday, uh, scheduling conflicts are, uh, sometimes it's a month out. 00:51:33.000 --> 00:51:38.000 Uh, before we were able to meet, but we, um, if something is a, um… 00:51:38.000 --> 00:51:44.000 time crunch, if you need something that is starting sooner and need it approved, uh, 00:51:44.000 --> 00:51:47.000 let me know, and I'll see what I'm able to… 00:51:47.000 --> 00:51:51.000 to do. Um… 00:51:51.000 --> 00:51:52.000 Mm-hmm. 00:51:52.000 --> 00:51:55.000 Um, Matthew, I know we're running short on time, but I do want to just briefly address the cross-functional team. 00:51:55.000 --> 00:51:56.000 Sure. 00:51:56.000 --> 00:51:59.000 aspect. So, uh, if you are working with a… 00:51:59.000 --> 00:52:01.000 training partner, 00:52:01.000 --> 00:52:09.000 Um, that, let's say it's electrical or welding, or, you know, something like that. And it turns out your training partner is 00:52:09.000 --> 00:52:13.000 a great welder, which is why they got the position they have. 00:52:13.000 --> 00:52:25.000 Um, but when you start saying things like single set of learning objectives and how are we tying our assessment together, and what sort of, you know, adult education supports, you're talking educator speak? 00:52:25.000 --> 00:52:40.000 not welder speak, and they might glaze over and avoid meeting with you, because they're not sure what you're talking about. And so, if you are in that sort of a situation where your training partner is just all about getting people certified for their particular industry, 00:52:40.000 --> 00:52:49.000 And they don't have time to get into the weeds with you on building a beautiful single set of learning objectives and a concurrent schedule. 00:52:49.000 --> 00:52:59.000 that's okay. So you have, like, your ideal is that they co-plan these lessons with you, and they're all in. Um, if you can't make the ideal, 00:52:59.000 --> 00:53:11.000 That's okay, because we're adult ed. Adult Ed understands our students, we understand education, we understand content standards. So, you know, just ask, can I get a copy of your course syllabus? 00:53:11.000 --> 00:53:17.000 Can I get a copy of your textbook? Can I come audit your class? Can I come sit in on your class? 00:53:17.000 --> 00:53:22.000 Um, can I talk to somebody who recently graduated from your class? Um… 00:53:22.000 --> 00:53:31.000 get some of those artifacts, and then work backwards. And you'd… you can build that single set of learning objectives, um, without… 00:53:31.000 --> 00:53:44.000 having to overwhelm that partner, and unfortunately, that shifts a lot of the responsibility to your shoulders, so it's not, like, the ideal situation, um, but obviously we not all working in an ideal situation, and so… 00:53:44.000 --> 00:53:48.000 I would say if you don't have that cross-functional team, 00:53:48.000 --> 00:53:50.000 It's fully operational, 00:53:50.000 --> 00:53:56.000 in that ideal format. Don't let it stop you from building an IET to help your students. 00:53:56.000 --> 00:53:58.000 Um, you can do this. 00:53:58.000 --> 00:54:00.000 You can go to, like, Plan B. 00:54:00.000 --> 00:54:09.000 Um, so I just want to put that out there. 00:54:09.000 --> 00:54:12.000 Thank you, Rebecca. I, um… 00:54:12.000 --> 00:54:22.000 I, you know, meeting people where they're at is what we're the best at, and so if an instructor doesn't have our language down pat, uh, we can help them 00:54:22.000 --> 00:54:26.000 Uh, along. Uh, and so that's… that's one of our skills in adult ed. 00:54:26.000 --> 00:54:44.000 Uh, in CCI that I'm real proud of. So, what should we be looking at next? Um, if you're, if you're a director, I say, uh, go back, review your current, uh, IETs, and make sure that they're clear and there's, uh, demand, and there's 00:54:44.000 --> 00:54:51.000 the evidence that you… that you have from the past, uh, and make sure that it's, uh, 00:54:51.000 --> 00:54:55.000 And I would identify one to, um, to strengthen this month. 00:54:55.000 --> 00:54:58.000 try to strengthen an IET. 00:54:58.000 --> 00:55:07.000 If you're an instructional staff member, uh, I say revisit the single set of learning objectives, so locate where it appears in a weekly plans, and 00:55:07.000 --> 00:55:10.000 shared assessments. Make sure that you're, you're… 00:55:10.000 --> 00:55:17.000 teaching, uh, in, in your IETs what, um, what needs to be taught for your students to be successful. 00:55:17.000 --> 00:55:19.000 And if you're in a partner, um, 00:55:19.000 --> 00:55:24.000 Just to clarify that front door, uh, touch points, the referrals, routines, 00:55:24.000 --> 00:55:28.000 And who, uh, who follows up when a risk appears. 00:55:28.000 --> 00:55:32.000 Um, and that's, uh, the, uh, I think one of the main, 00:55:32.000 --> 00:55:38.000 things that we need to… to do is… is our fall-off for our students, uh, they happen in 00:55:38.000 --> 00:55:44.000 certain spots. And so, if we can be ready to catch them in those spots, uh, we'll be, uh… 00:55:44.000 --> 00:55:50.000 ready. And usually it's in those transition points from orientation to the beginning of class. 00:55:50.000 --> 00:56:01.000 Usually about the second week of class, they begin getting nervous. So if we're able to support them, uh, through those times, and let them know that they have, um, 00:56:01.000 --> 00:56:04.000 There are supports for the students. 00:56:04.000 --> 00:56:07.000 Um, so I had, uh, we have… 00:56:07.000 --> 00:56:15.000 4 minutes left in our time here. I was gonna do another breakout or group discussion, but I think I'm just gonna open it up. Are there any questions? 00:56:15.000 --> 00:56:24.000 comments, um, that you… that you may have. Uh, you can either throw them in the chat, and we can talk for the rest. 00:56:24.000 --> 00:56:31.000 Or if you have an IET question for something that's going well at your college, or… 00:56:31.000 --> 00:56:33.000 program. 00:56:33.000 --> 00:56:36.000 Something you would like to share. 00:56:36.000 --> 00:56:39.000 I'll put this in the chat earlier, um, 00:56:39.000 --> 00:56:42.000 Can CCR start with a struggling… 00:56:42.000 --> 00:56:47.000 Um, I guess, I mean, CE or CU student. 00:56:47.000 --> 00:56:52.000 during the CE class? Like, can we start a CCR IET 00:56:52.000 --> 00:56:58.000 with a student that's already struggling in the class? Or do we have to wait and enroll the IET in the IET? 00:56:58.000 --> 00:57:02.000 Prior to starting the class. 00:57:02.000 --> 00:57:03.000 Does that make any sense? Sorry. 00:57:03.000 --> 00:57:07.000 It does. Um, so you're trying to, to… 00:57:07.000 --> 00:57:09.000 to have a… 00:57:09.000 --> 00:57:11.000 help a student who's struggling in a class, 00:57:11.000 --> 00:57:15.000 create the IT, uh, from that point on, moving forward. 00:57:15.000 --> 00:57:25.000 As you mentioned, it would be a good opportunity if you… the struggling students. Were you saying that we could enroll them in the IET during their current class, or do we need to wait until they 00:57:25.000 --> 00:57:30.000 you know, potentially aren't successful and start at the beginning of the next. 00:57:30.000 --> 00:57:37.000 You know, we haven't… I haven't been approached with this question yet, so I'm hesitant to give you a full-fledged answer. My, um… 00:57:37.000 --> 00:57:40.000 My thoughts are that, um… 00:57:40.000 --> 00:57:48.000 you know, you're gonna have to tape the student, you're gonna have to do a lot of things that are probably gonna raise that student's anxiety, so that might be an issue. 00:57:48.000 --> 00:57:50.000 But, um, 00:57:50.000 --> 00:57:51.000 That's true. 00:57:51.000 --> 00:57:53.000 Well, they said they could use Auburn in placement, or IETs, and so that would be a good way to start. 00:57:53.000 --> 00:57:54.000 That would be… 00:57:54.000 --> 00:57:55.000 Now, I don't know how to do that, I'm going to investigate that. 00:57:55.000 --> 00:57:56.000 Okay, Rebecca… 00:57:56.000 --> 00:57:57.000 But I like that idea. 00:57:57.000 --> 00:58:03.000 So, I'm gonna just jump in and say, Sherry, I love that you're thinking about, let's get help to the student now, and that's student first. 00:58:03.000 --> 00:58:06.000 thinking, and that's exactly what we should be doing. 00:58:06.000 --> 00:58:23.000 And so, um, that might not be an IET the first time around, but if you're helping them and you're thinking, you know what, I bet there's gonna be another student in this situation, we're gonna use this as a learning experience, gather the information, we're gonna build out our single set of learning objectives, 00:58:23.000 --> 00:58:37.000 We think in the future, we would want to do alternate placement. Then, you know, while working with that student, be kind of building it, and then submit it, so then it's ready for that next time you have a student who's going through there. 00:58:37.000 --> 00:58:38.000 Kristen and Lee said we… 00:58:38.000 --> 00:58:50.000 Um, and, you know, no matter what, you're going to be supporting the student, you're supporting your training partner, you gathering useful information, and hopefully that student will wind up, you know, with a credential attainment, um, 00:58:50.000 --> 00:58:57.000 outcome at some point, and, you know, if you pre-test, you know, hopefully you're able to get a post-test there for that student. 00:58:57.000 --> 00:59:10.000 Um, or at least a post-secondary enrollment gain for that student, you know, something like that. Um, but alternate placement does have to be approved in advance, and your IET does have to be approved in advance, but once that's approved, 00:59:10.000 --> 00:59:20.000 Um, then if you find a student, you know, who's kind of partway through that course and needs a referral to you, you can absolutely put them in that IET once you have it. 00:59:20.000 --> 00:59:30.000 Oh, I thought I might have misunderstood him, because I was like, that is a great place to find students to enroll, so thank you. 00:59:30.000 --> 00:59:32.000 Alright. Well, we are… 00:59:32.000 --> 00:59:37.000 Right here at 12 o'clock, and um… 00:59:37.000 --> 00:59:43.000 If you have any other questions, I'm gonna go through the chat, so if we missed any questions, please let us 00:59:43.000 --> 00:59:49.000 I'll reach out, but if you have any other questions, please email myself or Rebecca, and we'll, um… 00:59:49.000 --> 00:59:52.000 be able to get back with you, and uh… 00:59:52.000 --> 00:59:53.000 Thank you for your time. 01:00:13.000 --> 01:00:27.000 And please do reach out to Matthew and to me if you need help and just kind of want to kick an idea around, um, or your grant rep as well. We're always happy to be thought partners with you in this work, and just, um, 01:00:27.000 --> 01:00:29.000 I know IETs are a heavy lift, 01:00:29.000 --> 01:00:38.000 So, anything we can do to help support you, uh, we're excited to do that.