00:00:42.000 --> 00:00:49.000 Good afternoon, and welcome to our annual Title II End of Year Closeout presentation. 00:00:49.000 --> 00:00:54.000 Everyone should have received a memo a couple weeks ago, um, 00:00:54.000 --> 00:00:58.000 I think we sent it… 00:00:58.000 --> 00:01:02.000 Mmm… 00:01:02.000 --> 00:01:10.000 around the 16th or 17th, um, if you did not get it, I sent it out to the CBOs. 00:01:10.000 --> 00:01:15.000 The basic skills listserv, as well as the CCLEIS lists, 00:01:15.000 --> 00:01:21.000 listserv, um, but if you did not get that, uh, let us know, and we're happy to send you a copy. 00:01:21.000 --> 00:01:28.000 Um, this presentation, as well as a recording of today's presentation, will be available 00:01:28.000 --> 00:01:33.000 On the NC Title II website, as soon as possible. 00:01:33.000 --> 00:01:43.000 Um, and in the chat, you will see a Word document that you'll want to download. That's the personnel survey to update your Table 7s. 00:01:43.000 --> 00:01:51.000 With your faculty and staff, which we will touch on again, um, a little later in the presentation. 00:01:51.000 --> 00:01:56.000 But with that, let's go ahead and get started. So… 00:01:56.000 --> 00:02:04.000 Again, we will give you a copy of this presentation, as well as a copy of the recording of today's session. 00:02:04.000 --> 00:02:10.000 Um, the 2526 program year will officially close in advances. 00:02:10.000 --> 00:02:13.000 At noon on Wednesday, July 29th. 00:02:13.000 --> 00:02:24.000 If you are a CCR director or a data coordinator, this is a very, very, very important date. Please be so mindful, put this on a calendar, on your wall, 00:02:24.000 --> 00:02:33.000 Um, a reminder on your e-calendar, whatever works best for you, um, but please know that we will officially close the 00:02:33.000 --> 00:02:38.000 25-26 program year at noon on Wednesday, July 29th. 00:02:38.000 --> 00:02:46.000 That means that it is imperative that you enter and approve all of your state and federal data that needs to be entered into advances. 00:02:46.000 --> 00:02:51.000 From July 1 of 25 through June 30th of 26, 00:02:51.000 --> 00:03:05.000 Before that deadline of noon on the 29th of July. Um, once it is 12.01 on Wednesday, July 29th, advances will close the 25-26 program year. 00:03:05.000 --> 00:03:12.000 And we cannot make any changes to data, um, that is dated July 1 of 25 through June 00:03:12.000 --> 00:03:14.000 30th of 26th. 00:03:14.000 --> 00:03:16.000 So what all does that include? 00:03:16.000 --> 00:03:24.000 That means any NRS registrations that fell between July 1 and June 30th of this year, 00:03:24.000 --> 00:03:31.000 Any NRS assessments from July 1 of 25 through June 30th of 26? 00:03:31.000 --> 00:03:34.000 Any NRS profile changes, any outcomes? 00:03:34.000 --> 00:03:41.000 And that also, and this is important for the colleges, that includes attendance. 00:03:41.000 --> 00:03:43.000 through June 30th. 00:03:43.000 --> 00:03:45.000 If you are running classes, 00:03:45.000 --> 00:03:48.000 On the summer load period, 00:03:48.000 --> 00:03:54.000 So this is a… more of a reminder for our colleges, but also our CBOs to be aware as well. 00:03:54.000 --> 00:03:56.000 But, especially colleges, 00:03:56.000 --> 00:04:03.000 Um, summer classes can run on that standard term of May 16th through August 14th. 00:04:03.000 --> 00:04:09.000 But that does mean that all of your attendance for July 1 through June 30th of 2026 00:04:09.000 --> 00:04:13.000 has to be entered and approved by that deadline. 00:04:13.000 --> 00:04:20.000 What happens every year is that around or after August 14th, 00:04:20.000 --> 00:04:27.000 Colleges start putting in ServiceNow tickets to make adjustments to registrations and attendance. 00:04:27.000 --> 00:04:33.000 that occurred before July 1 of 2026. 00:04:33.000 --> 00:04:40.000 Once we close the program year, which we are again doing at noon on July 29th, 00:04:40.000 --> 00:04:44.000 You cannot make any edits to anything that happened 00:04:44.000 --> 00:04:48.000 before July 1st of 2026. 00:04:48.000 --> 00:04:53.000 So, if you're gonna run it on this standard summer term, that's fine. 00:04:53.000 --> 00:04:58.000 You just have to go ahead and put it into your workflow that you're going to do 00:04:58.000 --> 00:05:03.000 A final check of your student registrations. 00:05:03.000 --> 00:05:06.000 Um, and then attendance, 00:05:06.000 --> 00:05:12.000 through June 30th, before we close the program year. 00:05:12.000 --> 00:05:17.000 So, um, other things you want to do to start preparing now? 00:05:17.000 --> 00:05:21.000 Um, track your upcoming pop separations closely. 00:05:21.000 --> 00:05:25.000 Pops do end 90 days after the last activity. 00:05:25.000 --> 00:05:32.000 Activity, again, in advances is considered to be attendance and NRS assessments. 00:05:32.000 --> 00:05:38.000 So, you can run that separation report, um… 00:05:38.000 --> 00:05:48.000 Ahead of time, though, and if you know students are not returning, it's been more than 90 days, you can go ahead and manually separate them. 00:05:48.000 --> 00:05:54.000 As opposed to waiting on the system to auto-separate them after 105 days of inactivity. 00:05:54.000 --> 00:06:02.000 Um, please, again, I cannot stress to you how important it is that your whole team understands 00:06:02.000 --> 00:06:05.000 The noon on July 29th, 00:06:05.000 --> 00:06:11.000 Um, program year 25-26 is locked. We cannot make any entries, approvals, or edits. 00:06:11.000 --> 00:06:16.000 We will ask Benchmark to send us the final, final flat file. 00:06:16.000 --> 00:06:23.000 On July 30th, and once they do that, we start our, um, data… 00:06:23.000 --> 00:06:28.000 calculations, tabulations, and cleanup for our federal reports. 00:06:28.000 --> 00:06:39.000 And so if we let anybody make any changes to the data in Advance Us after that deadline, we would have to then pull a new report and start that whole process over. 00:06:39.000 --> 00:06:46.000 Which is not something that we want to do, because it involves our partner agencies of commerce, 00:06:46.000 --> 00:06:51.000 National Student Clearinghouse, Diploma Center, etc. So, it is not an easy task. 00:06:51.000 --> 00:06:56.000 Um, to put together the state's federal tables, so once that process starts, 00:06:56.000 --> 00:07:00.000 We do not make any changes to the, um… 00:07:00.000 --> 00:07:02.000 the previous program year date of. 00:07:02.000 --> 00:07:17.000 Um, run the NRS separation report weekly, go ahead and manually separate any students that you see that are greater than 106 days for, um, whatever reason, that means the system skipped over the auto-separation of them. 00:07:17.000 --> 00:07:27.000 Courtney does do a really great job of monitoring that and reaching out to providers when we see folks on there, though. Um, but we also want everybody to be in the habit of doing that as well. 00:07:27.000 --> 00:07:32.000 Um, the only time that you would leave them on there is if they do have a future service date. 00:07:32.000 --> 00:07:47.000 Um, and then remove students from secondary registrations when they're no longer active. So even if they're NRS registration is active, if they wanted to be in adult high school earlier in the program year, but now they're not, 00:07:47.000 --> 00:07:58.000 You can go ahead and end the adult high school secondary registration, same thing with multiple pathways, secondary registration, IET, IELCE, etc. 00:07:58.000 --> 00:08:06.000 Um, so you can keep a student in their active NRS registration, but if they're not doing that secondary registration anymore, 00:08:06.000 --> 00:08:13.000 go ahead and separate them from that for whatever the last day they were in that special program. 00:08:13.000 --> 00:08:18.000 Um, date was. 00:08:18.000 --> 00:08:25.000 All right. The other thing to understand is that, uh, for 2627, 00:08:25.000 --> 00:08:30.000 It… the 2627 program year, now that we are in advances, 00:08:30.000 --> 00:08:32.000 starts first thing, 00:08:32.000 --> 00:08:37.000 Um… July 1st of 2026. 00:08:37.000 --> 00:08:49.000 A long time ago, when we were only in Colleague, you had to wait on the system office to pretty much separate out all of your students. We would tell you to run some mnemonics in Colleague, roll the program here. 00:08:49.000 --> 00:08:54.000 We do not do any of those things anymore. Effective July 1, 2026, 00:08:54.000 --> 00:08:57.000 We will be in the 26-27 program year. 00:08:57.000 --> 00:09:02.000 Which means the 270-day look-back period goes into effect. 00:09:02.000 --> 00:09:07.000 Assessments that were given before October 4th. 00:09:07.000 --> 00:09:12.000 cannot be used for an entering EFL in the new program year on your continuous students. 00:09:12.000 --> 00:09:20.000 So if a student took an NRS assessment on October 3rd, on July 1, that test is not gonna pull forward. 00:09:20.000 --> 00:09:25.000 So, 270 days back from July 1 of 2026, 00:09:25.000 --> 00:09:28.000 is October 4th, 2025. 00:09:28.000 --> 00:09:36.000 Um, so be aware of that. If you have students from, uh, say, July 1 or even in the previous program year to look back, 00:09:36.000 --> 00:09:42.000 Um, if your student has not had an assessment, an NRS assessment, since October 4th, 00:09:42.000 --> 00:09:47.000 Um, and they're not on an alternate placement, or adult high school, or something like that. 00:09:47.000 --> 00:10:02.000 Um, you need to go ahead and give them an NRS assessment for the new program year, because if they don't have one since October 4th of 2025, um, nothing's gonna pull forward using the 270-day look-back period. 00:10:02.000 --> 00:10:04.000 Also, you want to run testing alerts. 00:10:04.000 --> 00:10:12.000 Um, identify any continuous students without a valid NRS assessment that are going to carry forward into the new program year. 00:10:12.000 --> 00:10:17.000 Also, before July 1, I cannot stress this one enough. 00:10:17.000 --> 00:10:20.000 Before July 1. 00:10:20.000 --> 00:10:23.000 run testing alerts. 00:10:23.000 --> 00:10:29.000 Look for any exit ESL students. 00:10:29.000 --> 00:10:36.000 If a student shows as Exit ESL, or an ESL graduate as their last 00:10:36.000 --> 00:10:38.000 Test given. 00:10:38.000 --> 00:10:42.000 You need to now, before June 30th, 00:10:42.000 --> 00:10:51.000 switch their contact type to ABEASE and administer an ASE NRS assessment before June 30th. 00:10:51.000 --> 00:10:58.000 If you do not, the system is gonna pull forward that exit ESL, ESL graduate, 00:10:58.000 --> 00:11:03.000 And that cannot be used as a placement for the new program year. 00:11:03.000 --> 00:11:12.000 So, a lot of times what we see happen is students post-test in ESL, and they score exit ESL, which is fantastic. 00:11:12.000 --> 00:11:15.000 And it can be used for that post-test gain, 00:11:15.000 --> 00:11:24.000 However, it cannot be used as their initial placement if they're going to continue with you into the 26-27 program year. 00:11:24.000 --> 00:11:30.000 So, it is important to run that testing alerts filter for your exit ESL students, 00:11:30.000 --> 00:11:42.000 And go ahead and get them switched over to ABASE contact type, and administer an ABE, ANC, NRS assessment before June 30th. 00:11:42.000 --> 00:11:44.000 Alright. 00:11:44.000 --> 00:11:49.000 So, other very important things to keep in mind. 00:11:49.000 --> 00:11:52.000 Students who have attendance, 00:11:52.000 --> 00:11:54.000 or an NRS assessment. 00:11:54.000 --> 00:12:01.000 At any point on or after July 1, we'll automatically become active for the new program year. 00:12:01.000 --> 00:12:06.000 So, if you have continuous students, 00:12:06.000 --> 00:12:08.000 Who… 00:12:08.000 --> 00:12:12.000 have, um… so you've got a student who's in a pop, 00:12:12.000 --> 00:12:20.000 Today, and on July 1, you give them an NRS assessment, but then they never return to the program. 00:12:20.000 --> 00:12:29.000 There will be a participant for the 2627 program year, because their last day of activity is going to be 7-1-26. 00:12:29.000 --> 00:12:35.000 So make sure that you are strategically 00:12:35.000 --> 00:12:41.000 Testing, folks, um, giving attendance, that kind of thing with the continuous students, because 00:12:41.000 --> 00:12:46.000 um, just because the program year ends doesn't mean that 00:12:46.000 --> 00:12:53.000 all of the pops end and start over. So, the pop continues across program years, 00:12:53.000 --> 00:13:05.000 And so, um, any activity which is attendance or NRS assessments as of July 1 pulls them into the new program year. 00:13:05.000 --> 00:13:07.000 Um… 00:13:07.000 --> 00:13:13.000 Make sure you're paying close attention to your data entries, so if that, again, if that's an active pop, 00:13:13.000 --> 00:13:21.000 currently, any hours or assessments on or after July 1 that activates students into the new program year. 00:13:21.000 --> 00:13:26.000 And so if they don't do anything after the July 1 or first week of July, 00:13:26.000 --> 00:13:34.000 Um, you're still gonna have them in your denominator for MSG percentage calculations. 00:13:34.000 --> 00:13:38.000 And why this is important, and where we see this happen the most, 00:13:38.000 --> 00:13:40.000 is adult high school. 00:13:40.000 --> 00:13:46.000 So, you do not want to just give a blanket 00:13:46.000 --> 00:13:49.000 um, placement for… 00:13:49.000 --> 00:13:56.000 adult high school by going to every student's transcript page and saying, set entering EFL. 00:13:56.000 --> 00:13:59.000 Unless that student is 00:13:59.000 --> 00:14:03.000 returning and actively enrolled in an adult high school class. 00:14:03.000 --> 00:14:08.000 So, you don't want to just, like, let's say I have 100 adult high school students. 00:14:08.000 --> 00:14:21.000 On July 1, I do not want to go into 100 records and set the entering EFL for adult high school on all 100 students, because that means all 100 continuing students 00:14:21.000 --> 00:14:26.000 are now part of the 2627 program year as participants for me. 00:14:26.000 --> 00:14:32.000 what I want to do is wait and make sure they are in a class, they are actively attending, 00:14:32.000 --> 00:14:36.000 And then go and, um… 00:14:36.000 --> 00:14:42.000 give that AHS placement if necessary. 00:14:42.000 --> 00:14:45.000 So just be cautious, is what I'm saying. 00:14:45.000 --> 00:14:48.000 Alright, so… 00:14:48.000 --> 00:14:53.000 The other big thing you need to start doing, and we have gotten into a much better 00:14:53.000 --> 00:14:55.000 Um, have it as… 00:14:55.000 --> 00:15:01.000 Um, the years have gone on with, uh, continuously checking 00:15:01.000 --> 00:15:04.000 Power BI as each period updates. 00:15:04.000 --> 00:15:06.000 against the advances data, 00:15:06.000 --> 00:15:11.000 Years ago, this used to be much more of a end-of-program year push. 00:15:11.000 --> 00:15:16.000 Um, and it could be very overwhelming to providers, as well as state staff. 00:15:16.000 --> 00:15:23.000 Um, but I think that, especially this program year, we've done a much better job of checking it period by period, 00:15:23.000 --> 00:15:25.000 Really staying on top of data. 00:15:25.000 --> 00:15:27.000 But as a reminder, 00:15:27.000 --> 00:15:34.000 Power BI data is your official source of record for state and federal performance funding. 00:15:34.000 --> 00:15:39.000 So, where we pull your final MSG percentage, 00:15:39.000 --> 00:15:41.000 is Power BI. 00:15:41.000 --> 00:15:51.000 Um, so, you do want to routinely check your validated data each period. I always send an email saying, hey, this, you know, period 8 is updated. 00:15:51.000 --> 00:15:58.000 Um, please check, you know, your data against, uh, advances, look at the HSE tab, 00:15:58.000 --> 00:16:09.000 In Power BI, make sure you don't have anybody, um, that you've reported as a graduate in advances that we were not able to data match on our side, because those need to be cleaned up. 00:16:09.000 --> 00:16:23.000 Um, make sure that all of the MSGs on the overview page are, um, equating out to what you would expect to see based on number of AHS grads, HSE grads, HSE subtests, 00:16:23.000 --> 00:16:25.000 post-testing, that kind of thing. 00:16:25.000 --> 00:16:33.000 Um, again, that HSE tab is important. Courtney and Jen do a really good job of reaching out, though, when we do have, um… 00:16:33.000 --> 00:16:38.000 students on there with a provider where they could not be data matched. 00:16:38.000 --> 00:16:42.000 Um, but just always be in the habit of checking for those each period. 00:16:42.000 --> 00:16:50.000 Um, and then also, please remember, any square, any of the gray squares in Power BI, 00:16:50.000 --> 00:16:52.000 You can right-click on it, 00:16:52.000 --> 00:17:04.000 Um, and select drill through to then import that data to Excel. So if I'm on the overview page, and it says I have 26 students who… 00:17:04.000 --> 00:17:18.000 Completed adult high school, like, their adult high school diploma earners, I can right-click on that number, um, and select drill through, and it'll export a list of those student ID numbers. 00:17:18.000 --> 00:17:23.000 Um, so that I can double-check data and understand where that number's coming from. 00:17:23.000 --> 00:17:26.000 But any square cell… 00:17:26.000 --> 00:17:35.000 rectangle on Power BI, you can right-click, and it'll give you that drill-through option so that you can export the data to Excel. 00:17:35.000 --> 00:17:40.000 Your advances data is your holding tank of, um… 00:17:40.000 --> 00:17:44.000 It's where you're acquiring data, entering data, it's kind of like a… 00:17:44.000 --> 00:17:49.000 a pre, um… 00:17:49.000 --> 00:17:59.000 I'm not sure what I was trying to say there, but it's just kind of where you input the data and it holds it. The flat file pushes it to Power BI, and that's where we do your validations. 00:17:59.000 --> 00:18:05.000 Because, as you're all aware, when you try to look at your Table 4, or any of your federal tables in advance this, 00:18:05.000 --> 00:18:10.000 The data does not align to what you see in your federal tables through Power BI. 00:18:10.000 --> 00:18:17.000 And that is because Advances is showing you deduplicated student data as it is supposed to. 00:18:17.000 --> 00:18:19.000 That is the way the data looks. 00:18:19.000 --> 00:18:26.000 In terms of how the state reports the students federally, so if a student is enrolled with multiple providers, 00:18:26.000 --> 00:18:33.000 Only the provider who first enrolled the student is going to see the student on their federal tables. 00:18:33.000 --> 00:18:42.000 Any subsequent providers will not see the student on their federal tables, and that is because Advances is deduplicating students. 00:18:42.000 --> 00:18:46.000 Um, on those federal advances reports, 00:18:46.000 --> 00:18:57.000 to show you what it looks like when we report, um, students federally, which is why we do still push to Power BI, and that's where we duplicate out any shared students. 00:18:57.000 --> 00:19:02.000 Um, and then redo the tables 1 through 6. 00:19:02.000 --> 00:19:09.000 To show you what your specific data looks like, um, since that is what we use for state and federal funding. 00:19:09.000 --> 00:19:12.000 Um, so… 00:19:12.000 --> 00:19:24.000 You can run, um, daily reports, Table 4, 4B, and the outcomes report. The outcomes report out of advances is extremely helpful when it comes to MSGs 3 through 5, 00:19:24.000 --> 00:19:30.000 AHS graduates, HSE graduates, and then, um, HiSET subtest earners. 00:19:30.000 --> 00:19:34.000 So, that is a good one to look at against what you're seeing in 00:19:34.000 --> 00:19:42.000 Um, Power BI, and then you can use the Excel analysis where you're comparing table 4 and 4B. 00:19:42.000 --> 00:19:44.000 Um… 00:19:44.000 --> 00:19:47.000 to, uh… 00:19:47.000 --> 00:19:55.000 You can do that either in advances or with the NRS tables in Power BI as well. 00:19:55.000 --> 00:20:09.000 Okay, so what you definitely want to be doing is double-checking on that Overview tab, the MSG types are correct. Again, you can right-click, select drill through, and export out a list of the student numbers. 00:20:09.000 --> 00:20:14.000 Um, for where we're getting the total number that you're seeing on the overview tab. 00:20:14.000 --> 00:20:23.000 You also want to look at that participant pre-post by Hours tab. That's your participant post-test gain rate by hours of attendance. 00:20:23.000 --> 00:20:29.000 And then, um, your HSE tab, make sure you don't have any students reported. 00:20:29.000 --> 00:20:37.000 Where the state could not match them in the system, that, uh, you would want to clear up the discrepancy between Diploma sender and advances. 00:20:37.000 --> 00:20:42.000 And then we also, in Power BI, want you to double-check your NRS tables. 00:20:42.000 --> 00:20:45.000 Um, we do offer tables 1 through 6. 00:20:45.000 --> 00:20:51.000 And so that's going to give you these different areas to evaluate. 00:20:51.000 --> 00:20:54.000 Um, so… 00:20:54.000 --> 00:21:05.000 double-check those that you gotta kinda scroll down the left-hand side, and you'll see NRS tables, and then it expands out with the different options for 1 through 6. 00:21:05.000 --> 00:21:15.000 Um, so then the other thing, there is a job aided advances under the yellow support tab that's titled, How Do I Manage Users? 00:21:15.000 --> 00:21:19.000 Users are all of your Title II faculty and staff, 00:21:19.000 --> 00:21:31.000 It is important to make sure that you go in and make any accounts where that faculty or staff person is no longer employed with your Title II area. 00:21:31.000 --> 00:21:37.000 Um, with your, you know, if they're not working in advances anymore, go ahead and make their account inactive. 00:21:37.000 --> 00:21:43.000 Use and follow the, uh, steps in the job aid for how you do that. If you're not familiar with it. 00:21:43.000 --> 00:21:49.000 But in the chat, I put a Word document that is a personnel survey. 00:21:49.000 --> 00:22:01.000 Um, if you do not have your own personnel survey, you're welcome to use that one. That one's not fancy. Um, but it does allow you to capture the data needed on any new 00:22:01.000 --> 00:22:06.000 Faculty or staff that you provide access to Advances, um… 00:22:06.000 --> 00:22:15.000 with… and so you definitely want to make sure that anybody who is no longer working with you is made inactive. 00:22:15.000 --> 00:22:18.000 And anybody that should be active is in the system. 00:22:18.000 --> 00:22:23.000 Um, it is imperative that you do this before June 30th. 00:22:23.000 --> 00:22:28.000 Um, because you do not have individual Table 7s. 00:22:28.000 --> 00:22:40.000 Um, that we publish on Power BI. However, we use all of the providers' Table 7 data, uh, to create the one for the state that we report up federally. 00:22:40.000 --> 00:22:50.000 So it's very important that if you have folks who should be inactive, that you make them inactive, because I can't look at a list of 20,000 00:22:50.000 --> 00:22:57.000 accounts and know who is and is not, uh, current… should be active in the system, so… 00:22:57.000 --> 00:23:03.000 Um, be sure to do that as well. If you need any help with it, or any of these steps as you go along, 00:23:03.000 --> 00:23:18.000 You're always welcome to put in a ServiceNow ticket, reach out to myself or Courtney. Um, we're always happy to assist, but we definitely want to make sure that each provider is doing, um, the things listed in the end-of-year closeout memo. 00:23:18.000 --> 00:23:20.000 And today's PowerPoint. 00:23:20.000 --> 00:23:30.000 So, um, a couple other reports that we want to make sure everybody's running under Student Management, that missing entering EFL report, so depending on the workflow, 00:23:30.000 --> 00:23:35.000 This is gonna be students who've not returned to complete NRS testing. 00:23:35.000 --> 00:23:42.000 Um, you need to give those students either a provisional EFL, an alternate placement if that's applicable, 00:23:42.000 --> 00:23:51.000 set they're entering EFL for AHS, if that is applicable, um, but all students need to have a placement for the program year. 00:23:51.000 --> 00:24:02.000 And then also under that same student management tab, there's the NRS Separation Report that we talked about earlier in the slides. That's going to show you any students without activity for at least 00:24:02.000 --> 00:24:05.000 Um, 90 or more days. 00:24:05.000 --> 00:24:10.000 Student Management tab again, Testing Alerts, filter for students needing a post-test. 00:24:10.000 --> 00:24:16.000 Um, you can also use this to filter for your exudiate ESL students as well. 00:24:16.000 --> 00:24:21.000 And then, another helpful report is under Supplemental Reports. 00:24:21.000 --> 00:24:33.000 your student NRS registration attendance report. That's going to display the registration date, separation date, year-to-date, attendance, and entering EFL. 00:24:33.000 --> 00:24:40.000 Um, I'll… just another plug and reminder for Social Security Number Collection. 00:24:40.000 --> 00:24:55.000 Over the past 5 program years, Octay did let us know that our rate of SSN collection across the state has steadily dropped. For example, in 2019, we collected about 70% of Title II 00:24:55.000 --> 00:25:06.000 Participants' social security numbers, and by 2024, um, the last time we did our federal reporting, we only had about 58% of our, um, 00:25:06.000 --> 00:25:11.000 Participants that had a full SSN listed. So… 00:25:11.000 --> 00:25:14.000 North Carolina is a data match state. 00:25:14.000 --> 00:25:19.000 We do not ask providers to, um, 00:25:19.000 --> 00:25:25.000 Fill out surveys on all of their students 6 months after they exit, and then a year after they exit. 00:25:25.000 --> 00:25:29.000 Um, we want to remain a data-matching state. 00:25:29.000 --> 00:25:36.000 So, in order to be a data matching state, we have to use the social security numbers that, um, students report. 00:25:36.000 --> 00:25:41.000 And we matched that against the wage report through Commerce. 00:25:41.000 --> 00:25:52.000 Um, and then also National Student Clearinghouse, but if a student doesn't have an SSN, then we are not able to match anything on those other agency reports. 00:25:52.000 --> 00:25:59.000 Um, now, does that mean that you cannot accept students who do not have an SSN? No, that is not what I said. 00:25:59.000 --> 00:26:07.000 But, we want all providers to make sure that, um, you do the best you can to get SSNs from students. 00:26:07.000 --> 00:26:15.000 For example, when I was at Johnston, and we… especially adult high school with the younger students, they don't know their SSN off the top of their head, 00:26:15.000 --> 00:26:28.000 They came in for orientation, and um… you know, we double-checked the LAIS form and say, do you have an SSN? And they're like, yeah, but I don't know it off the top of my head. I'm gonna have to ask my mom. Okay, no problem. 00:26:28.000 --> 00:26:35.000 Follow back up with those students, though, to make sure that if you can get it, you do get it so that it goes into the system. 00:26:35.000 --> 00:26:42.000 So that we can, um, data match those students, if at all possible. Um, because we are held as a state, 00:26:42.000 --> 00:26:50.000 to, uh, second quarter after exit employment, fourth quarter after exit, employment, median earnings. 00:26:50.000 --> 00:26:53.000 Um, credential attainment, 00:26:53.000 --> 00:27:03.000 Uh, and so we want to make sure we're able to match as many students as possible to give the best reflection of the outcomes of our students and our state. 00:27:03.000 --> 00:27:08.000 These are our performance indicators that we, um, are… 00:27:08.000 --> 00:27:13.000 hoping to hit this year. They are higher than what they were, um… 00:27:13.000 --> 00:27:16.000 Last year, so… 00:27:16.000 --> 00:27:28.000 Uh, again, importance of SSN. So these are also posted on the System Office website for the performance, uh, section, as well as on the Title II website for our performance section. 00:27:28.000 --> 00:27:40.000 I do not have the indicator numbers back from Octay yet for next year, as soon as we have those approved, though, we will send them out, um, to let you all know. Hoping that's gonna be soon. 00:27:40.000 --> 00:27:49.000 And then, um, barriers to employment, that was the one-page supplemental LEIS form that we put out a couple years ago. 00:27:49.000 --> 00:27:58.000 And you want to make sure that for these areas, we just had another webinar with Octay last month. 00:27:58.000 --> 00:28:02.000 They went over the importance of this again. Um… 00:28:02.000 --> 00:28:12.000 the best advice I can give all of us is when Octay gives out advice, especially twice now in a row, we should do our best to listen. 00:28:12.000 --> 00:28:26.000 So, we did create a more updated barriers to employment form, um, about a year ago, and so you want to collect, um, as many applicable barriers for your students as possible. 00:28:26.000 --> 00:28:37.000 We know oftentimes students don't want to fill out a lot of forms, but we do ask that students only fill out the LAIS form upon initial entry into your program. 00:28:37.000 --> 00:28:44.000 And then, if they stop out, so the pop closes and they come back at a later date for a new pop, 00:28:44.000 --> 00:28:49.000 Those should be the only times that you're having students fill out the LEIS forms. 00:28:49.000 --> 00:28:58.000 As well as this barriers to employment form, um, hopefully no one is still in the habit of having students fill out the LAIS forms. 00:28:58.000 --> 00:29:05.000 as registration to every class that the student is enrolling to, because then you definitely get 00:29:05.000 --> 00:29:12.000 less feedback on those forms as well. All of these are student self-reported, um, but if you… 00:29:12.000 --> 00:29:19.000 have formal orientations, that kind of thing, as you're double-checking and approving this information. 00:29:19.000 --> 00:29:24.000 Hopefully, in a conversation with your students as they're coming in, um… 00:29:24.000 --> 00:29:34.000 We do want them to check as many of these that are applicable. And many of you guys have a lot of very great services for students that are in a lot of these. 00:29:34.000 --> 00:29:40.000 barrier to employment situations. So, um, it's a win-win for all involved, usually. 00:29:40.000 --> 00:29:45.000 So, um, but just some things that were noted by Octay. 00:29:45.000 --> 00:29:50.000 that low-income, North Carolina was 6% lower than the national average. 00:29:50.000 --> 00:30:01.000 Um, and then 23.35% reported that they were low income, but 53% also reported that they were unemployed or not in the labor force. 00:30:01.000 --> 00:30:06.000 Generally, if you are unemployed, um, you are… 00:30:06.000 --> 00:30:08.000 probably low income. Um… 00:30:08.000 --> 00:30:21.000 And so that was a noticeable gap there as well. And then long-term unemployment, we had 7.5% report that they were in long-term unemployment, but again, 53% 00:30:21.000 --> 00:30:25.000 Who said they were unemployed or not in the labor force. 00:30:25.000 --> 00:30:30.000 Um, and then single parents, this does include single pregnant women. 00:30:30.000 --> 00:30:35.000 Uh, we were 2% lower than the national average. So, um… 00:30:35.000 --> 00:30:41.000 Hopefully, you know, maybe… maybe our students don't have that many barriers to employment, but I would… 00:30:41.000 --> 00:30:46.000 Um, find that surprising when you put this against census data. 00:30:46.000 --> 00:30:52.000 So, um, just make sure that students are filling out any that are applicable. 00:30:52.000 --> 00:30:56.000 Um, and not just leaving that whole section of the Iliadis form blank. 00:30:56.000 --> 00:31:03.000 Um, also with corrections, I'll just involve corrections students should also be marked as ex-offender. 00:31:03.000 --> 00:31:15.000 Um, the ex-offender, we do have the data dictionary on the website, ex-offender means that you've had any previous or current run-ins with, um… 00:31:15.000 --> 00:31:18.000 law enforcement, to where… 00:31:18.000 --> 00:31:23.000 you had a misdemeanor felony, probation, parole, jail… 00:31:23.000 --> 00:31:27.000 prison, that kind of thing. So, um… 00:31:27.000 --> 00:31:36.000 if some of these you're not sure about, the data dictionary that's on the website is a great resource, and it really breaks down and explains those better. 00:31:36.000 --> 00:31:41.000 Um, so, for example, in 24, we only reported 36% of our corrections participants. 00:31:41.000 --> 00:31:49.000 as ex-offenders, and that should be 100% of our corrections participants should have also been marked as ex-offender. 00:31:49.000 --> 00:31:52.000 And then for all CCR students, 00:31:52.000 --> 00:32:01.000 CCR students do have to have that Eligibility criteria, so they need to either select that they're an English language learner, 00:32:01.000 --> 00:32:09.000 Low literacy, and or basic skills sufficient. You have to have one of those three to be eligible to receive services through Title II. 00:32:09.000 --> 00:32:16.000 When we were in Colleague, we combined all three of these things into something called ELLCB. 00:32:16.000 --> 00:32:23.000 And we just checked that on every student in the state. Um, advances does break it out by each of the areas. 00:32:23.000 --> 00:32:32.000 But a student should fall into one of these three categories if they are receiving services through Title II funds. 00:32:32.000 --> 00:32:36.000 Um, alright. I know that was a tremendous amount. 00:32:36.000 --> 00:32:42.000 of information. Hopefully, nothing was new, though. I really hope nothing was new. 00:32:42.000 --> 00:32:44.000 And if some of it was new, 00:32:44.000 --> 00:32:49.000 Do not fret, we're going to send you the, um… 00:32:49.000 --> 00:32:55.000 slide deck. We're gonna give you a recording copy, a copy of the recording, of today's session. 00:32:55.000 --> 00:32:58.000 Um, and we have… 00:32:58.000 --> 00:33:02.000 Plenty of time for folks to ask questions that they may have. 00:33:02.000 --> 00:33:07.000 And let me… did I stop sharing, Lee? 00:33:07.000 --> 00:33:19.000 Okay. Y'all know I'm zooming. 00:33:19.000 --> 00:33:20.000 No. 00:33:20.000 --> 00:33:24.000 You have, yes. And feel free to put your questions in the chat. You can also raise your hand virtually. We do have a lot of participants today, so if you raise your hand in the video screen, we probably won't see it. Please use the virtual option if you'd like to unmute yourself. 00:33:24.000 --> 00:33:26.000 Alright. 00:33:26.000 --> 00:33:31.000 That's your question. 00:33:31.000 --> 00:33:41.000 And it looks like already Courtney's been answering a lot of questions. So thank you so much for that support, Courtney. 00:33:41.000 --> 00:33:42.000 She did. 00:33:42.000 --> 00:33:49.000 Let's see… it looks like Jen answered a couple too, so Jennifer Walner said, what if they post us in reading and listening and achieve exit ESL only on one of the tests? Can they remain in ESL? 00:33:49.000 --> 00:34:04.000 Um, Jen put a reference to page 20 of the assessment manual, so as a student who posts us into the advanced ESL exit range may continue to take ESL assessments until ESL exit has been reached in all possible content areas. 00:34:04.000 --> 00:34:07.000 Um… 00:34:07.000 --> 00:34:11.000 Looks like, um, Courtney answered the next one, but just in case. 00:34:11.000 --> 00:34:15.000 folks can't see the chat, or, um… 00:34:15.000 --> 00:34:24.000 miss these. If you have a student who exits ESL in June, but you can't pre-test them with an AASC test before June 30th, 00:34:24.000 --> 00:34:37.000 You can still do it in July, right? And Courtney said you can add a provisional until you're able to test them. So, yes, that's true. You would want to switch their contact type from ESL to ABASE. 00:34:37.000 --> 00:34:45.000 And then add that provisional EFL, um, for ABASE until you can test them, but if you could do that before June 30th, 00:34:45.000 --> 00:34:50.000 That is very helpful, because the system really locks in those exit EFL placements. 00:34:50.000 --> 00:34:56.000 To where it takes Monica and I a lot of time on the back end to try to 00:34:56.000 --> 00:35:01.000 tease those out to get an actual initial placement for the student. 00:35:01.000 --> 00:35:08.000 Uh, Bryce said, we do not see any information for our HSE grads or completed tests. 00:35:08.000 --> 00:35:12.000 Uh, Courtney asked for an email, she'll take a look. 00:35:12.000 --> 00:35:24.000 Uh, Aaron said, for the attendance hours of duplicated students, those who attend at two providers, is that data validated fixed each period so the Power BI tables are accurate? 00:35:24.000 --> 00:35:31.000 Total attendance hours for the provider, or does that deduplication only occur at the end of the year? 00:35:31.000 --> 00:35:35.000 Courtney said the state reports all NRS hours total. 00:35:35.000 --> 00:35:41.000 But for your individual provider performance, you get credit for attendance at your provider only, 00:35:41.000 --> 00:35:51.000 And we do update that each period in Power BI, so it's not done just at the end of the year. Every time I send that email that says the period data has updated in Power BI, 00:35:51.000 --> 00:36:02.000 That, um, duplication process has occurred. 00:36:02.000 --> 00:36:09.000 Crystal asks, can anyone in CCR working with data have access to Power BI? How do we confirm get access? 00:36:09.000 --> 00:36:12.000 Uh… 00:36:12.000 --> 00:36:17.000 let's see, so, um, if you are at a college, 00:36:17.000 --> 00:36:24.000 Your, um, every college has what we call a designated data coordinator, 00:36:24.000 --> 00:36:32.000 This person is usually an institutional effectiveness, institutional research, curriculum, 00:36:32.000 --> 00:36:37.000 Um, they deal with big college-wide reports, like your ICR as a whole, that kind of thing. 00:36:37.000 --> 00:36:47.000 Um, if you do not know who your college's data coordinator is, you're welcome to email me, I'll let you know the most recent contact I have for your institution. 00:36:47.000 --> 00:36:55.000 But that person is the one who actually grants Power BI access to anybody else at the local level, so that's done 00:36:55.000 --> 00:36:59.000 by that person at the college to anybody that wants access. 00:36:59.000 --> 00:37:02.000 Um, at that local level. 00:37:02.000 --> 00:37:07.000 If you are a community-based organization and you need access, you just send me 00:37:07.000 --> 00:37:12.000 Um, an email, and we'll get you, um… 00:37:12.000 --> 00:37:19.000 access that way. So, at the state level, we only do the CBOs because they don't have direct access to ServiceNow, 00:37:19.000 --> 00:37:26.000 And then, for the colleges that access is done by the data coordinator at each, um, 00:37:26.000 --> 00:37:36.000 institution. Erin said, I have notes from August that say we're going to have to start doing follow-up surveys this year, and there's going to be a training on this in January. Did I miss that? 00:37:36.000 --> 00:37:39.000 Um, yes, that note is correct. 00:37:39.000 --> 00:37:42.000 But no, you did not miss a training. 00:37:42.000 --> 00:37:48.000 After we looked at it, and looked at it, and looked at it a couple more times up here at the state, 00:37:48.000 --> 00:38:02.000 It is going to be way too cumbersome on the local level provider to try to reach out to folks, um, 6 months after they've left your program, and then again a year after they have left their program. 00:38:02.000 --> 00:38:15.000 And on the off chance that you did get someone to answer the phone, with all the spammy calls and things that everybody gets these days, the likelihood that they're going to answer the question of, are you currently employed? 00:38:15.000 --> 00:38:21.000 Well, how much do you make every 3 months? I'm pretty sure that would end that call right there. 00:38:21.000 --> 00:38:26.000 So, um, we talked about it, and talked about it, and… 00:38:26.000 --> 00:38:33.000 Um, for the time being, we are going to just rely on the data matching. 00:38:33.000 --> 00:38:40.000 Because we just don't have an easier process that we could apply to get in touch with students, um… 00:38:40.000 --> 00:38:56.000 you know, and then to tabulate that data like you guys would have to put in to advance us, we'd have to build a whole new section of the flat file, and then, honestly, on the data warehouse side, because that flat file from Benchmark goes into another 00:38:56.000 --> 00:38:59.000 big data tank that we call Data Warehouse. 00:38:59.000 --> 00:39:01.000 and data warehouse, 00:39:01.000 --> 00:39:06.000 processes these 82 files that we call the flat file, 00:39:06.000 --> 00:39:16.000 And, uh, we don't have a way to really tease in manual entry data to that big ol' warehouse, so for the time being, we're gonna just… 00:39:16.000 --> 00:39:22.000 Pause there, see what we can get. We do see a lot more SSNs coming in. 00:39:22.000 --> 00:39:30.000 Um, this past summer and fall, so we're hoping that process continues. Really, I think what was happening with a lot of providers is that 00:39:30.000 --> 00:39:41.000 Um, they just didn't understand, you know, through turnover, what have you, they didn't understand the importance of getting that full social from the student, and so now that folks do, 00:39:41.000 --> 00:39:47.000 We're seeing a lot more going into this system, so we're hoping that's sufficient for us to just keep data matching. 00:39:47.000 --> 00:39:51.000 Um… where can I access the Excel analysis tool? 00:39:51.000 --> 00:39:54.000 Um… 00:39:54.000 --> 00:40:04.000 So, Chris, I think you're talking about the Table 4B Excel analysis tool. That is located on the… 00:40:04.000 --> 00:40:07.000 Um, system office. 00:40:07.000 --> 00:40:14.000 website, so nccommunitycolleges.edu. If you click on, um, four colleges, 00:40:14.000 --> 00:40:25.000 And then go to CCR, if you click on the Performance tab, it's there. Actually, I think I can just put it in this chat, too. It's also on the Title II website. 00:40:25.000 --> 00:40:30.000 That's something we go over in New Director Orientation 3. 00:40:30.000 --> 00:40:36.000 But let me see if I can just drop it in this chat, too. 00:40:36.000 --> 00:40:42.000 Directions are on either one of those websites, though. 00:40:42.000 --> 00:40:52.000 Mmm… 00:40:52.000 --> 00:40:56.000 Yep, there it is. All right, so I'm gonna add that to the chat. 00:40:56.000 --> 00:40:58.000 There you go. 00:40:58.000 --> 00:41:07.000 Um… 00:41:07.000 --> 00:41:10.000 Oh, I go back up. 00:41:10.000 --> 00:41:16.000 For low income, what are we using to indicate what low income is? Is there a range provided? 00:41:16.000 --> 00:41:18.000 Um… 00:41:18.000 --> 00:41:28.000 So, you do want to look at the data dictionary, and let me see if I can also just drop that in the chat. There is a whole section… let me just share this. 00:41:28.000 --> 00:41:32.000 So, if you do not visit this area, it is important. 00:41:32.000 --> 00:41:35.000 Um… 00:41:35.000 --> 00:41:39.000 that you do… 00:41:39.000 --> 00:41:43.000 There we go. So if you go to the System Office webpage, 00:41:43.000 --> 00:41:47.000 Um, and you click on… 00:41:47.000 --> 00:41:51.000 Let me back up. So, here's the main System Office webpage. 00:41:51.000 --> 00:41:55.000 Click on College Faculty and Staff up here in the left-hand corner. 00:41:55.000 --> 00:41:58.000 Then go over to Academics, 00:41:58.000 --> 00:42:03.000 click on Academics, hover over College and Career Readiness, click there. 00:42:03.000 --> 00:42:08.000 And here we have program performance, and then we have an Advances tab. 00:42:08.000 --> 00:42:12.000 If you go to the Program Performance tab, 00:42:12.000 --> 00:42:18.000 Um, this is where there's a webinar on Power BI, there's your CCR Dashboards, 00:42:18.000 --> 00:42:22.000 Um, there's also our NRS 00:42:22.000 --> 00:42:27.000 training classes, I think there's 10 of them. It goes through the different, 00:42:27.000 --> 00:42:29.000 Um… 00:42:29.000 --> 00:42:37.000 uh… important pieces about NRS and testing and data and kind of why we do what we do in Title II. 00:42:37.000 --> 00:42:42.000 Um, and then there's also links to the PD archives, 00:42:42.000 --> 00:42:46.000 And the, um, a link to our assessment page. 00:42:46.000 --> 00:42:49.000 But, um… 00:42:49.000 --> 00:42:53.000 If you click on Advances, 00:42:53.000 --> 00:43:01.000 The first thing that you'll see, this, uh, documents and resources is the Table 4 Excel tool that I just put in the chat. 00:43:01.000 --> 00:43:05.000 But it also gives you the directions for how to use it. 00:43:05.000 --> 00:43:12.000 Um, and then we also have several other helpful pieces, especially as it pertains to section builds. 00:43:12.000 --> 00:43:14.000 Um… 00:43:14.000 --> 00:43:20.000 Yeah, an explanatory of the advances dashboard, data elements, that kind of thing. 00:43:20.000 --> 00:43:28.000 But, um… 00:43:28.000 --> 00:43:36.000 The LAIS forms are on the title page. 00:43:36.000 --> 00:43:40.000 Hold on, let me transition to title key. So, title… 00:43:40.000 --> 00:43:43.000 All these different softwares right now. 00:43:43.000 --> 00:43:46.000 Um, alright, so on title to me. 00:43:46.000 --> 00:43:50.000 practitioner. 00:43:50.000 --> 00:43:51.000 Yeah, quite soon, I think, too. 00:43:51.000 --> 00:43:53.000 It'll all be more centralized eventually. Yeah. 00:43:53.000 --> 00:43:56.000 Um, so for the time being, um, 00:43:56.000 --> 00:43:59.000 If you go to nctitle2.org, 00:43:59.000 --> 00:44:10.000 Uh, go to Director Resources, if you click on Program Performance and Operations, eventually all of the stuff in the NC Title II, um, I think by July 1. 00:44:10.000 --> 00:44:18.000 tentatively, is going to be in the NC title… is going to be on the System Office webpage, so we kind of came here, and now we're going 00:44:18.000 --> 00:44:26.000 Back to the system office webpage, but anyways, if you click on the Program Performance Operations, scroll down… 00:44:26.000 --> 00:44:32.000 Um, towards the bottom of that page, here's your LEIS forms, fillable, non-fillable. 00:44:32.000 --> 00:44:35.000 Um, there's a YouTube video on how to fill them out. 00:44:35.000 --> 00:44:45.000 Uh, there is also a how-to guide for how to fill them out if you don't want to watch the video. There's your barriers to employment, uh, student intake form. 00:44:45.000 --> 00:44:48.000 But you also have your barrier to employment definitions. 00:44:48.000 --> 00:44:53.000 And then you also have your LEIS form, uh… 00:44:53.000 --> 00:45:04.000 data dictionary. So, if we look at the Data Dictionary… oh… 00:45:04.000 --> 00:45:05.000 Yeah, sure was. 00:45:05.000 --> 00:45:06.000 Are you trying to share your screen right now, Jess? You're just… 00:45:06.000 --> 00:45:17.000 Just talking away, sorry, y'all know I'm a teens fan. Alright, so this is the barriers to employment. I just downloaded this as a PDF, so I will also put this in the chat. 00:45:17.000 --> 00:45:31.000 But this does go through, um, not only the definition, but why it is required and where that information goes. Keep in mind that the whole reason why every student has to have an initial placement 00:45:31.000 --> 00:45:37.000 is because that is how we report the students on the federal tables. 00:45:37.000 --> 00:45:42.000 So, we do not send the federal government anybody's name, 00:45:42.000 --> 00:45:44.000 social… 00:45:44.000 --> 00:45:49.000 address, phone number, advances ID, colleague ID, 00:45:49.000 --> 00:45:52.000 We only report students. 00:45:52.000 --> 00:45:55.000 And their barriers to employment and demographics, 00:45:55.000 --> 00:45:57.000 using their initial placement. 00:45:57.000 --> 00:46:03.000 That is why if a student doesn't have an initial placement, I can't put them anywhere on the tables. 00:46:03.000 --> 00:46:11.000 So, um, this tells you where this information goes on the tables, and gives you a much broader definition 00:46:11.000 --> 00:46:17.000 of what it's looking for. And then we did one also for the barriers to employment. 00:46:17.000 --> 00:46:21.000 But again, I'll put these now in the chat. 00:46:21.000 --> 00:46:29.000 Which I seem to be getting quite skilled at. 00:46:29.000 --> 00:46:30.000 Yeah. 00:46:30.000 --> 00:46:33.000 You're an expert, Jess. You can do it. 00:46:33.000 --> 00:46:40.000 I don't know why I'm so Zoom-challenged. 00:46:40.000 --> 00:46:41.000 mental blog, it's a mental block. 00:46:41.000 --> 00:46:44.000 Well, you gotta get over that. 00:46:44.000 --> 00:46:48.000 Alright. And then… one more… 00:46:48.000 --> 00:46:52.000 Uh, to fill it up. So, all kinds of useful documents today. 00:46:52.000 --> 00:47:07.000 There we go. Alright, now I gotta find where I was on this chat. 00:47:07.000 --> 00:47:13.000 Uh… alright, so we were at low income, so… 00:47:13.000 --> 00:47:24.000 Adult and teen challenge students, not justice-involved. If they're court-ordered to be there, I would say they were just as involved. If this is a… 00:47:24.000 --> 00:47:34.000 a voluntary, um, situation, then maybe not, but if a judge ordered somebody to attend or else, then I would say that was justice-involved. 00:47:34.000 --> 00:47:40.000 But again, you can double-check it to the, um, data dictionary. 00:47:40.000 --> 00:47:44.000 that we have there, and then… 00:47:44.000 --> 00:47:55.000 If we have students entered in an IET placement, but the class will not end until after June 30th, will their IET placement continue into the next program year? Anything we need to do? 00:47:55.000 --> 00:48:13.000 Um, and Courtney said if the student is continuous, their secondary registration should automatically remain open. That is correct, students, and… I mean, really, you should have no idea that from June 30th to July 1, there's anything going on. It's just that we have to set some sort of cut date for data. 00:48:13.000 --> 00:48:20.000 But if the student's still in that IET, leave the IET open until they complete, or decide they don't want to do it anymore, 00:48:20.000 --> 00:48:29.000 Um, and then you're good to go. She said, do I need to set a new alternate placement, or will that pull forward? 00:48:29.000 --> 00:48:35.000 Um… the placement entering EFL is only relevant to NRS Reg, so no. 00:48:35.000 --> 00:48:38.000 Um… 00:48:38.000 --> 00:48:41.000 So, 00:48:41.000 --> 00:48:46.000 As long as their neurosurge is a valid placement. 00:48:46.000 --> 00:48:54.000 It doesn't rely on its own placement. So, if you gave the student an alternate placement instead of an NRS test, 00:48:54.000 --> 00:49:01.000 If you gave it to them before October 4th of 2025, you're gonna have to enter a new one. 00:49:01.000 --> 00:49:05.000 If you gave it to them… 00:49:05.000 --> 00:49:10.000 After October 4th of 2025, it should pull forward. The best way to know 00:49:10.000 --> 00:49:16.000 Who needs alternate placement or adult high school redone, that kind of thing. 00:49:16.000 --> 00:49:19.000 is that, especially in the first 00:49:19.000 --> 00:49:26.000 quarter, but you should always be doing this, but especially in the first quarter of the program year, a new program year, 00:49:26.000 --> 00:49:35.000 run that, um, missing entering EFL under the Student Management tab, run that report weekly, because as students get attendance, 00:49:35.000 --> 00:49:39.000 And they're pulled into the new program year through that attendance. 00:49:39.000 --> 00:49:46.000 then it'll automatically start flagging who does and does not have entering EFL. 00:49:46.000 --> 00:49:51.000 Um, on their continuous pop, and so it's a lot easier to do it that way. 00:49:51.000 --> 00:50:00.000 Um, as opposed to going through student by student. So the system will let you know, especially as you start adding that attendance to the records. 00:50:00.000 --> 00:50:05.000 What about the students that come to registration, but do not want to disclose that they've been incarcerated? 00:50:05.000 --> 00:50:12.000 Courtney answered that one, so we can only go by what the student self-reports. If you see in advances that they were previously enrolled at a prison, 00:50:12.000 --> 00:50:17.000 You can verify with the student, but ultimately what their report is, what we report. 00:50:17.000 --> 00:50:24.000 Um, again, and that goes for all the data on the LAIS form. It is all student self-reported. 00:50:24.000 --> 00:50:36.000 So if, you know, someone puts down an SSN, that's what you put in, unless, I mean, obviously, it pops up and says, this isn't new student Jill, this is this older student. 00:50:36.000 --> 00:50:44.000 Sean, that was, you know, so you… it'll flag if you're trying to enter multiple SSNs that are already in the system, but, um… 00:50:44.000 --> 00:50:52.000 We don't… we don't ask that you ask for any verification on any of these. It's all student self-reported. 00:50:52.000 --> 00:51:01.000 Uh, with XD ESL students' contact type, change to ABASE. Can these students still be enrolled in the ESL program and continue with ESL classes? 00:51:01.000 --> 00:51:10.000 Courtney answered this, she is correct, absolutely. The NRS contact type simply dictates what the assessment a student is taking is going to be. 00:51:10.000 --> 00:51:16.000 Um, but yes, so just because a student tests out a BSL, that does not mean that they cannot still attend. 00:51:16.000 --> 00:51:19.000 um, is lower classes. 00:51:19.000 --> 00:51:26.000 Do provisional EFLs initiate activity? Are provisional is important before 12 hours of attendance? 00:51:26.000 --> 00:51:34.000 Courtney put it, it's more of a hold, a provisional EFL can't stand alone in a valid NRS assessment should still be entered within the first 12 hours. 00:51:34.000 --> 00:51:53.000 That is, um, correct, but with the new program year coming, if you put a provisional EFL on a continuous student, the system will read that as taking the place of, um, assessment activity, and you will pull that student into the new program year. 00:51:53.000 --> 00:52:04.000 So, do not just blanket apply AHS entering EFL, or provisional EFL on students who you think might attend July 1 or later. 00:52:04.000 --> 00:52:08.000 Let them show up and attend, and then… 00:52:08.000 --> 00:52:15.000 Honestly, if it was me, I would just use that missing entering EFL report, run it every couple of days, at least once a week, 00:52:15.000 --> 00:52:22.000 And then I can deal with the students that are populating on that list, as opposed to trying to make guesses on students. 00:52:22.000 --> 00:52:31.000 ahead of them coming back. But, for example, that we had with the Exid ESL is the last score that a student received, 00:52:31.000 --> 00:52:41.000 That can't be used as a placement, so for that student, what I can do today, or before June 30th, is I can say, okay, 00:52:41.000 --> 00:52:46.000 you know, student A, the last test they took was Exit ESL. 00:52:46.000 --> 00:52:48.000 They made a gain. That's fantastic. 00:52:48.000 --> 00:52:56.000 I can today go ahead and switch their contact type to ABASE, and then enter a provisional 00:52:56.000 --> 00:52:59.000 ABE-level, um… 00:52:59.000 --> 00:53:02.000 assessment for a date prior to 7-1? 00:53:02.000 --> 00:53:11.000 And that takes care of that, so that's gonna pull forward into the new program here. If the student has attendance, or if the student shows up to take an official 00:53:11.000 --> 00:53:18.000 AB, and our assist. 00:53:18.000 --> 00:53:23.000 Uh, Jen answered that one… 00:53:23.000 --> 00:53:32.000 Please explain when it's necessary to complete assessment forms on students that are continuing through each program term. ESL is the population I'm referring to, Ilias form… 00:53:32.000 --> 00:53:40.000 Okay, Courtney answered that one, um, and we went over that in the presentation. You only need to complete new LEIS forms for a new POP. 00:53:40.000 --> 00:53:49.000 So, you complete it when the student first enters your program, so I'm brand new, I've never been to your institution, I have no idea what's going on. 00:53:49.000 --> 00:53:51.000 They need to fill out LEIS forms. 00:53:51.000 --> 00:53:57.000 Um, if they stop attending for 90 or more days, for whatever reason, 00:53:57.000 --> 00:54:02.000 And then the pop closes, so they exit, they have a separation date. 00:54:02.000 --> 00:54:07.000 Several months later, they come back, and they're like, oh my gosh, I can't believe I left. 00:54:07.000 --> 00:54:11.000 Miss so-and-so's class, I so want to get back in, I want to finish. 00:54:11.000 --> 00:54:13.000 you're like, no problem. 00:54:13.000 --> 00:54:15.000 That's gonna start a new pop, 00:54:15.000 --> 00:54:24.000 And so, you treat those students like a new student, have them fill out a new LEIS forms, but that's it. 00:54:24.000 --> 00:54:27.000 Alright, somehow we have made it through all those, I think. 00:54:27.000 --> 00:54:29.000 Um… 00:54:29.000 --> 00:54:37.000 Alright, so, any other questions, comments, concerns, anything else you need clarified, please feel free to drop the message in the chat. 00:54:37.000 --> 00:54:44.000 Or unmute and just ask your question, and we'll do the best we can to answer it for you. Oh, we have another one. 00:54:44.000 --> 00:54:50.000 We have students who haven't yet graduated from ESL that also take ABE, ASE classes. 00:54:50.000 --> 00:54:56.000 If they've already made level gains, we usually go ahead and switch them to AB, AOC, 00:54:56.000 --> 00:55:02.000 So we can track their progress on tape. The only problem I have is that you can no longer enter costless tests 00:55:02.000 --> 00:55:16.000 And show their exit from ESL. So, you do… I mean, that's been the case since we started with Advances in 23, so you have to select either AB, AFC Battery of Test, or ESL as the battery of tests. 00:55:16.000 --> 00:55:20.000 But you cannot assess a student 00:55:20.000 --> 00:55:22.000 on both battery types. 00:55:22.000 --> 00:55:29.000 So, you know, you are welcome to have students testing using ABE, ASE, NRS tests. 00:55:29.000 --> 00:55:31.000 And have them in an ESL class? 00:55:31.000 --> 00:55:34.000 You could have a student who's using ESL assessments, 00:55:34.000 --> 00:55:37.000 In an ABE class, that's fine. 00:55:37.000 --> 00:55:43.000 But in terms of the NRS assessments, you can't flip-flop. The teacher's gonna have to use a local assessment 00:55:43.000 --> 00:55:46.000 For the other batteries… 00:55:46.000 --> 00:55:50.000 you know, diagnostic needs, but you can't enter it into the system. 00:55:50.000 --> 00:56:00.000 Uh, Jasmine said, last program year, we had students who were separated who had active tests following the 270-day look-back period and did not have 90 days of inactivity. 00:56:00.000 --> 00:56:03.000 We needed a lot of help getting these students re-enrolled, 00:56:03.000 --> 00:56:07.000 Because they didn't pull forward 00:56:07.000 --> 00:56:11.000 Is this something we can look forward to this program year? 00:56:11.000 --> 00:56:18.000 Jasmine, which school are you at? 00:56:18.000 --> 00:56:24.000 Porsy. Um… 00:56:24.000 --> 00:56:32.000 That was just something that you all luckily pulled out of a hat, because that was not the case across the state. 00:56:32.000 --> 00:56:40.000 It's you guys and one other school who, at random times, will do random things that I'm not really sure about. 00:56:40.000 --> 00:56:53.000 The only thing I can tell you is that with Colleague, there are 58 versions of Colleague, so we have 58 Boomi integrations going back and forth, and sometimes that data… 00:56:53.000 --> 00:56:58.000 will spin weird out of a colleague back to advance us. 00:56:58.000 --> 00:57:04.000 Um, and vice versa… well, not really, no, no, not really vice versa. Um, it, it's… 00:57:04.000 --> 00:57:09.000 I can't tell you what it is, honestly. I'm just IT-ish. 00:57:09.000 --> 00:57:17.000 But, uh, it's something… it's something specific to you all that just… so, no, I hope not, but if it does, we'll deal with it if it comes, but hopefully not. 00:57:17.000 --> 00:57:27.000 Um, I'm part of the CBO, and we have students who are double enrolled at the community college. Some of these students have already been post-tested at the college, but are still taking classes and acquiring hours. 00:57:27.000 --> 00:57:32.000 More than 20 plus. Do we have to retest them? No. So if you share a student, 00:57:32.000 --> 00:57:37.000 And the other institution has pre-tested them, or post-tested them, 00:57:37.000 --> 00:57:45.000 The other, uh, provider is also… is not also responsible for doing their own pre- and post-testing. 00:57:45.000 --> 00:58:00.000 Um, sometimes that does happen, because at institution A, they use TABE, and Institution B, they use CASAs only, so when each provider doesn't have the same test, that's about the only time we see that happening. 00:58:00.000 --> 00:58:03.000 But even in those cases, it doesn't have to happen. 00:58:03.000 --> 00:58:09.000 But that's about the only time we see that happen. But if you see that the student's already been post-tested and made a gain, 00:58:09.000 --> 00:58:18.000 And you and another provider are sharing that student, both of you will get the MSG, um, and so you'll both see that when it goes to Power BI. 00:58:18.000 --> 00:58:21.000 So, no, you don't have to test them again. 00:58:21.000 --> 00:58:27.000 And that's another thing that, as we've done monitoring and technical assistance, um, this… 00:58:27.000 --> 00:58:32.000 It's spring semester, I don't even know what time of year it is at this point. It's spring semester. 00:58:32.000 --> 00:58:42.000 Um, one of the things that I see here and there that I just want to remind everybody of is that when, um, two things. 00:58:42.000 --> 00:58:49.000 When students come into your program as new students, you do not have to assess them 00:58:49.000 --> 00:58:59.000 In all possible subject areas of an NRS assessment. So, for example, if you use TABE, you don't have to test the student in reading, math, and language. 00:58:59.000 --> 00:59:07.000 The day they walk in that door. Um, I would definitely recommend probably not doing that, because that's a lot of testing. 00:59:07.000 --> 00:59:13.000 And it'd be… if it was me personally, I don't know that I'd want to come back the next day, because that would have felt like a lot. 00:59:13.000 --> 00:59:24.000 Um, you can stagger it, you can… I mean, I'm not saying don't test in all these areas, but I wouldn't do it to somebody on the first day when I'm trying to get them to want to come to my institution. 00:59:24.000 --> 00:59:32.000 The other thing I'd recommend against is, um, oftentimes we're seeing where a provider keeps post-testing students, 00:59:32.000 --> 00:59:40.000 Sometimes in all possible subject areas, every time they get to, like, 30, 40, 50 hours, they're like, oh, back to processing. 00:59:40.000 --> 00:59:47.000 That is… do not do that, because now I really don't like coming to your program because all you're doing is testing me. 00:59:47.000 --> 00:59:50.000 I can only make one 00:59:50.000 --> 00:59:52.000 MSG per pop. 00:59:52.000 --> 01:00:02.000 So, if I already have an EFL gain, I can't get any more EFL gains unless I leave your program for 90 or more days and then return at a later date. So, 01:00:02.000 --> 01:00:13.000 you can't get multiple MSGs using one student, so just keep that in mind. So, that's a lot of time, effort, and energy on your staff, on the student, 01:00:13.000 --> 01:00:15.000 And it's a, uh, kind of a… 01:00:15.000 --> 01:00:20.000 a waste of money with… I can't remember how much each computer-based tape 01:00:20.000 --> 01:00:28.000 subject, or it was back in… when I did it, it was, like, $1.25 or something. But, yeah, it's unnecessary time, effort, and energy on everybody's… 01:00:28.000 --> 01:00:36.000 So once the student makes a gain, unless they leave you and come back, you don't need to continue testing them. 01:00:36.000 --> 01:00:47.000 Um… well, ending the program year with students that have so many hours after having been posted to be marked as incomplete in our report, like we were missing an assessment? No. 01:00:47.000 --> 01:00:52.000 No, so we just look at pop start date to pop end date, and during that pop, 01:00:52.000 --> 01:00:59.000 you know, did the student post us? And if they post us, did they make a gain? That checks all the boxes. 01:00:59.000 --> 01:01:05.000 And so we move on to the new program year. 01:01:05.000 --> 01:01:13.000 Now, I would look at your students who've made a gain in post-tested to ensure that they have a test since October 4th, 2025. 01:01:13.000 --> 01:01:20.000 Because if they don't have a test since October 4th of 25, you're not gonna have anything to pull into the new program year. 01:01:20.000 --> 01:01:36.000 But as long as they have a test since then, if they've already made a gain, there's no point in continuing to test. 01:01:36.000 --> 01:01:40.000 You know, these end-of-year, uh, closeout meetings, 01:01:40.000 --> 01:01:51.000 And then the CCR data question things, the way that there's a lot of, like, unexpected questions and things, it always feels like some sort of weird WiOa game show where I win no prizes. 01:01:51.000 --> 01:01:52.000 But, um, you know, like… 01:01:52.000 --> 01:01:58.000 Exactly. You sound like you know what you're talking about, Jessica, which is great. 01:01:58.000 --> 01:02:01.000 Yeah, let's all hope that I do. We'll find out now. 01:02:01.000 --> 01:02:04.000 Um… 01:02:04.000 --> 01:02:06.000 Oh, that'd be even worse. 01:02:06.000 --> 01:02:13.000 I've already laughed at that. Well, we'll give you guys a couple more minutes. Here we go. 01:02:13.000 --> 01:02:22.000 All right? I'm a little cloudy on entering EFLs for adult high school. We've been using the testing alert tool, and it's pulling AHS students who are either level 5 or 6. 01:02:22.000 --> 01:02:27.000 How are we supposed to test on them when they're only measured by percent credits that they have? 01:02:27.000 --> 01:02:32.000 Um, so… on the testing alerts… 01:02:32.000 --> 01:02:47.000 Let me find mine. Hold on. 01:02:47.000 --> 01:02:52.000 Luis, which school are you at? 01:02:52.000 --> 01:03:04.000 Stanley. 01:03:04.000 --> 01:03:06.000 Do y'all get tape and CASAs? 01:03:06.000 --> 01:03:08.000 No, just classes. 01:03:08.000 --> 01:03:15.000 Okay, so on the testing alerts, you can filter by test type, so we have just a broad CASA. 01:03:15.000 --> 01:03:19.000 Um, which would include any brand of costless testing. 01:03:19.000 --> 01:03:31.000 Um, and we have a broad table of it and a broad TABE 13 and 14. Um, but CASAs, uh, we have that will pull in any ESL and ABE, ASE testing, 01:03:31.000 --> 01:03:36.000 Um, pertaining to CASAs, so you can filter, um, that way. 01:03:36.000 --> 01:03:38.000 And then… 01:03:38.000 --> 01:03:43.000 You can also click on that button to exclude any students who are level 6. 01:03:43.000 --> 01:03:46.000 And, um… 01:03:46.000 --> 01:03:52.000 You can also exclude students who've achieved an EFL for the year, if that helps. 01:03:52.000 --> 01:03:57.000 That may not get rid of the fibs, but it should get rid of, um… 01:03:57.000 --> 01:04:00.000 some of your… 01:04:00.000 --> 01:04:03.000 Well, no, unless you get rid of your fives, too, if you filter by causes. 01:04:03.000 --> 01:04:04.000 That should do it. 01:04:04.000 --> 01:04:06.000 I'm guess… I guess I'm confused because, um… 01:04:06.000 --> 01:04:11.000 their adult high school, so they're not necessarily even have a test. 01:04:11.000 --> 01:04:12.000 posted. But it's still… 01:04:12.000 --> 01:04:20.000 Right. So, with, um, alternate placement and adult high school, those were built by Benchmark for North Carolina. 01:04:20.000 --> 01:04:21.000 Okay. 01:04:21.000 --> 01:04:30.000 And so, when we were programming, we had to figure out the best programming logic for it that applies to the NRS guidelines. 01:04:30.000 --> 01:04:36.000 So, we had to treat them like adult high school level 5 and level 6 is a test battery, 01:04:36.000 --> 01:04:43.000 tied to the transcript page, and that alternate placement is, like, um, ASE Level 6. 01:04:43.000 --> 01:04:47.000 And so it's tied to its own test battery as well. 01:04:47.000 --> 01:04:49.000 Okay, so when it's saying… 01:04:49.000 --> 01:04:50.000 That's why it shows up on the report. 01:04:50.000 --> 01:04:53.000 So we don't really have to test them. 01:04:53.000 --> 01:04:54.000 I mean, because there's… 01:04:54.000 --> 01:04:57.000 No. It's just saying, hey, I'm looking for an EFL. 01:04:57.000 --> 01:05:01.000 Okay. But they have it. That's all they have until… 01:05:01.000 --> 01:05:02.000 The only way they can progress. 01:05:02.000 --> 01:05:06.000 Until they either cross over that 75% of credits, or they complete their diploma, yes? 01:05:06.000 --> 01:05:08.000 Okay, all right. 01:05:08.000 --> 01:05:13.000 It was just… it seemed like it was asking us for something we could not give, but it kept dinging us. 01:05:13.000 --> 01:05:14.000 Yeah, no, no, I get how that's con… 01:05:14.000 --> 01:05:17.000 Okay, we didn't want to be dinged for that. 01:05:17.000 --> 01:05:27.000 No, I get how that's confusing. Um, anybody who does have the adult high school secondary registration type, anybody whose placement is level 6, 01:05:27.000 --> 01:05:50.000 Um, for ABASE, and then anyone who has alternate placement, whether that be for ABE or ESL, we do exclude those students in Power BI from your post-test rate calculation towards that 65% of students post-tested, so they are being excluded, um, if they are placed based on credits or marked as adult high school. 01:05:50.000 --> 01:06:01.000 If they're level 6 or, um, if they have alternate placement, because we understand that you're not going to NRS test those students, and that's not how they're going to make their MSG through an EFL game. 01:06:01.000 --> 01:06:04.000 And this is one other… 01:06:04.000 --> 01:06:05.000 thing we have. We have some students that 01:06:05.000 --> 01:06:09.000 change their minds, and um, like, they might be adult high school and decide to be… 01:06:09.000 --> 01:06:16.000 High school equivalency. So, their high school equivalency NRS score is like level 3. 01:06:16.000 --> 01:06:21.000 But they've been looking like a 5 or 6 all along. 01:06:21.000 --> 01:06:29.000 The system's still reading any subsequent… it works the same way with alternate placement, too, if you have a student change their mind, and then you later give them an NRS assessment. 01:06:29.000 --> 01:06:30.000 Okay. 01:06:30.000 --> 01:06:34.000 The placement remains the same, because again, that's just how we're… 01:06:34.000 --> 01:06:39.000 how you identify what row of the federal tables that student's being reported on. 01:06:39.000 --> 01:06:45.000 But, um, the system will read any subsequent NRS tests for, um, 01:06:45.000 --> 01:06:50.000 pre- and post-sessing, and if they made a gain. With adult high school, if they change their mind, 01:06:50.000 --> 01:06:55.000 Um, or IET, or IELCE, um… 01:06:55.000 --> 01:07:00.000 you just put in that separation date on that secondary registration type. 01:07:00.000 --> 01:07:03.000 To end it, so that, um… 01:07:03.000 --> 01:07:28.000 it doesn't pull into the next program year if they continue with you. Um, and then it also makes your registration reports accurate when you pull it, um, to see… if you wanted to see, like, who all is in IET, and it would pull a list, and then if you've got a separation for that secondary registration type, it would populate that in that column, and you can quickly see, okay, I have this many people in IET, and this many people in adult high school, etc. 01:07:28.000 --> 01:07:30.000 Okay, thank you. 01:07:30.000 --> 01:07:31.000 Mm-hmm. Yeah. 01:07:31.000 --> 01:07:39.000 Jessica, since you're talking about high school, we… we NRS test all of our students at Brunswick. Everybody gets an NRS test. 01:07:39.000 --> 01:07:40.000 Okay. 01:07:40.000 --> 01:07:43.000 Except for a select few of our IET students. 01:07:43.000 --> 01:07:44.000 Mm-hmm. 01:07:44.000 --> 01:07:50.000 So when I go to post-test them, even though they have their placement, their adult high school placement. 01:07:50.000 --> 01:08:02.000 And as she was saying, I believe it was Luis, you know, sometimes it's so variant, obviously. Um, but when you post-test them, they still… you still get credit for their MSG if they make one, correct? 01:08:02.000 --> 01:08:04.000 Correct. 01:08:04.000 --> 01:08:07.000 And it's still goes into your post-test reading, correct? 01:08:07.000 --> 01:08:09.000 Um… 01:08:09.000 --> 01:08:15.000 Not if you've given them the secondary registration of adult high school. 01:08:15.000 --> 01:08:16.000 Okay. 01:08:16.000 --> 01:08:26.000 But any EFL gains that they may make, because you choose to process them, um, we would give you credit for those, and you'll be able to see them when you right-click on your pre-post game on the overview page. 01:08:26.000 --> 01:08:27.000 Right, I mean, I thought I I was just making sure, because the way that you said it. 01:08:27.000 --> 01:08:31.000 Well, we… we don't put adult high school into that post-test rate calculation, because you pre- and post-test them. 01:08:31.000 --> 01:08:36.000 Sound. 01:08:36.000 --> 01:08:37.000 Hmm? 01:08:37.000 --> 01:08:40.000 not required. Okay, I was just making sure that I was hearing you correctly. Thank you. 01:08:40.000 --> 01:08:42.000 Yep, yep. Um… 01:08:42.000 --> 01:08:53.000 Jessica, I have a question. On that note, a predominant amount of our students are now making placement or level movement through subtest HSE. 01:08:53.000 --> 01:08:55.000 Uh-huh. 01:08:55.000 --> 01:09:10.000 Well, that still counted, correct? Okay, so if you look at our post-test rate, it looks pitiful, but our MSJ rate for the year is always better, or at least in the last few years has been much better than expected, or… 01:09:10.000 --> 01:09:12.000 the target, so I just want to make sure that we're still okay. 01:09:12.000 --> 01:09:15.000 Yeah, so you're getting the MSG credit? 01:09:15.000 --> 01:09:19.000 Would you get state and federal performance funding for? 01:09:19.000 --> 01:09:23.000 Um, it's… if you don't post-test them, 01:09:23.000 --> 01:09:28.000 then you're not gonna increase that post-test rate. If you're seeing 01:09:28.000 --> 01:09:33.000 Semester after semester that you have a lot of students come in and quickly pass 01:09:33.000 --> 01:09:39.000 An HSE subtest, I would strongly recommend that you look at alternate placement for those students. 01:09:39.000 --> 01:09:49.000 Um, especially if you're workflow for students is more geared towards, come in, take this practice test, let's see if you can pass an official test, which a lot of people do, 01:09:49.000 --> 01:09:57.000 That's where alternate placement would be a good idea, because then, let's say they took this practice test, they've been in the program for a couple weeks, 01:09:57.000 --> 01:10:16.000 Now you know they're gonna need a lot more instructional time, you can still go in, even though you've given them alternate placement, you can go in and NRS test them, and then, you know, once they have enough hours post-test them, that's fine. We'll give you that gain if they make it, but if you're seeing a lot of people not be able to get 01:10:16.000 --> 01:10:20.000 to post us, because they're quickly passing these subtests. 01:10:20.000 --> 01:10:25.000 That's where alternate placement is a great idea. 01:10:25.000 --> 01:10:26.000 Okay. 01:10:26.000 --> 01:10:29.000 Okay, thank you. I'm sorry, I didn't mean to cut you off. 01:10:29.000 --> 01:10:32.000 Oh, no, I'm just… does that make sense? 01:10:32.000 --> 01:10:33.000 It does. 01:10:33.000 --> 01:10:38.000 Okay. Um, and if you need that form, let me know, I can email it to you. 01:10:38.000 --> 01:10:41.000 If y'all don't have that one already. 01:10:41.000 --> 01:10:42.000 Okay. Um… 01:10:42.000 --> 01:10:52.000 Okay. I think we do. I just wanted, you know, if my president or vice presidents get our data, and they see that we've not missed. We've not made this post test. 01:10:52.000 --> 01:10:58.000 in a long time, it's hard to explain to them, well, we didn't have to. 01:10:58.000 --> 01:11:01.000 So I just verifying that what I was doing was working. 01:11:01.000 --> 01:11:07.000 Yeah, yeah, yeah, yeah, and if you need help explaining that, I'm always happy to help with that, too. 01:11:07.000 --> 01:11:08.000 Uh-huh. Um… 01:11:08.000 --> 01:11:12.000 Okay, thank you. 01:11:12.000 --> 01:11:18.000 Let's see, Courtney got that one. What is the Title II adulthood Personnel Survey for? What do I need to do? 01:11:18.000 --> 01:11:25.000 So, um, Table 7 is what we report federally. You can pull yours in advances. 01:11:25.000 --> 01:11:29.000 It is supposed to show… 01:11:29.000 --> 01:11:38.000 Um, everybody that you use Title II funds to pay for instruction or working with Title II students, that kind of thing, 01:11:38.000 --> 01:11:51.000 So the personnel survey is designed to give to new faculty and staff, or for faculty and staff that you've had for a while that may need to update their credential information, years of service, that kind of thing. 01:11:51.000 --> 01:11:55.000 So, when you click on each user account in Advances, 01:11:55.000 --> 01:12:01.000 You'll see that that personnel survey aligns to the questions asked for each of your user accounts. 01:12:01.000 --> 01:12:03.000 And that is the data that we use 01:12:03.000 --> 01:12:08.000 Um, to populate the Table 7. 01:12:08.000 --> 01:12:11.000 To show how money was used. 01:12:11.000 --> 01:12:18.000 Um, that we received from the feds. 01:12:18.000 --> 01:12:23.000 Can you repeat the steps for CBOs to get access to Power BI? 01:12:23.000 --> 01:12:30.000 So, if a CBO needs access to Power BI, they send an email to, um… 01:12:30.000 --> 01:12:36.000 Me, um, or Courtney, and we will get you access, um… 01:12:36.000 --> 01:12:39.000 to Power BI for basic skills. 01:12:39.000 --> 01:12:41.000 CCR. 01:12:41.000 --> 01:12:52.000 Everybody else, though, goes through their data coordinator locally. Um, the only reason that CBOs go through the state office is because they can't access ServiceNow. 01:12:52.000 --> 01:12:59.000 Uh, do you recommend a blanket alternate placement for all students in corrections? 01:12:59.000 --> 01:13:01.000 No. No, I do not. 01:13:01.000 --> 01:13:05.000 Um… 01:13:05.000 --> 01:13:13.000 Because the best way, the easiest way to know, should I use alternate placement, is to ask, 01:13:13.000 --> 01:13:18.000 yourself, how is this student going to make an MSG gain this program year? 01:13:18.000 --> 01:13:27.000 So, if the answer is, well, they're in an HSE Spanish class, and they're gonna pass the subtest, or complete their diploma, 01:13:27.000 --> 01:13:29.000 Okay, alternate placement works. 01:13:29.000 --> 01:13:40.000 Um, but if your response is, you know, or if you have a student say, how's the student gonna make an MSG? Well, they're going into this IET, so they're going to get MSG 3 through 5. 01:13:40.000 --> 01:13:43.000 Okay, alternate placement, good idea. 01:13:43.000 --> 01:13:50.000 If you can't come up with any other MSG that the student could earn other than pre- and post-testing, 01:13:50.000 --> 01:13:56.000 then you do not want to use alternate placement. 01:13:56.000 --> 01:14:15.000 If that makes sense. 01:14:15.000 --> 01:14:23.000 We're still doing great on time, so, um… 01:14:23.000 --> 01:14:24.000 Uh, I probably meant… 01:14:24.000 --> 01:14:27.000 We are, and I think… I think we can wrap this up. 01:14:27.000 --> 01:14:31.000 provisional placement, starting to see a trend in correctional students coming to us with that. 01:14:31.000 --> 01:14:32.000 Um… 01:14:32.000 --> 01:14:34.000 I have a question, but I can't find my hand. 01:14:34.000 --> 01:14:43.000 I, um, I'm not sure why you're seeing the provisional placement coming in as much. It could be an issue with testing at the correctional facility. 01:14:43.000 --> 01:14:45.000 Um, but… 01:14:45.000 --> 01:14:49.000 Anytime that you can get an actual 01:14:49.000 --> 01:14:56.000 Placement on a student, that's always going to be much better than a provisional 01:14:56.000 --> 01:15:01.000 Um… 01:15:01.000 --> 01:15:10.000 EFL on a student, because the provisional, if a student's got that on there, um, they're not going to show up on your no initial placement report. 01:15:10.000 --> 01:15:16.000 And then you may overlook them until they've been receiving a lot of hours of instruction. 01:15:16.000 --> 01:15:27.000 And unfortunately, any hours that they acquire between the time that you gave them that provisional EFL and the time you realize, I need to assess them, 01:15:27.000 --> 01:15:36.000 That doesn't count towards a post-test. So, really, you're restarting the instructional hour clock with what becomes the new pretest, 01:15:36.000 --> 01:15:44.000 Um, which would be the test that you give after the provisional. So, um… 01:15:44.000 --> 01:15:45.000 If you're seeing a lot 01:15:45.000 --> 01:15:56.000 Um, at corrections, or you see a lot with students where they're, like, level 3, and then you start drilling into the inner hours, and you see my credential next to it? 01:15:56.000 --> 01:16:01.000 That could be an issue with workflow locally, because 01:16:01.000 --> 01:16:10.000 two or three times a year, Benchmark goes through and does apply a provisional EFL to any student missing and entering EFL, and the way that you know that it was… 01:16:10.000 --> 01:16:20.000 Them and not y'all, is that it uses, um, NRS Level 3, and you'll see it was entered and approved by me, because, um, 01:16:20.000 --> 01:16:25.000 they have to use somebody's credentials, so they use mine. Um, but that is an auto… 01:16:25.000 --> 01:16:27.000 thing that we do, um… 01:16:27.000 --> 01:16:30.000 about 3 times a year. 01:16:30.000 --> 01:16:42.000 for any missing entering EFL students. So that… and that generally can be, like, um, there's an issue with getting NRS assessments back to whoever should be keying them, that kind of thing. 01:16:42.000 --> 01:16:46.000 Tracy, what was your question? 01:16:46.000 --> 01:16:52.000 Okay, so… I looked at advances, and we have the correct. 01:16:52.000 --> 01:17:05.000 Among people. When you run Table 7, if the number doesn't match, do we have to contact IT right to go in and remove them from the… colleague system? Is that what we have to do? 01:17:05.000 --> 01:17:10.000 No, you're not removing them from colleague. If you've got folks that are… 01:17:10.000 --> 01:17:18.000 showing up on your table 7 that should not be on Table 7 anymore, because they no longer work in CCR. 01:17:18.000 --> 01:17:21.000 You just want to go under the, um… 01:17:21.000 --> 01:17:25.000 program management tab. 01:17:25.000 --> 01:17:31.000 No. Under the user management tab, the brown tab on the left-hand side of advances, 01:17:31.000 --> 01:17:33.000 Click on your user list, 01:17:33.000 --> 01:17:39.000 And then go through and, um, anybody's name that you see that 01:17:39.000 --> 01:17:46.000 that is no longer working there, you can click on their name, scroll to the bottom, and just check the box that says inactive. 01:17:46.000 --> 01:17:50.000 That'll take them off your table 7 as being active. 01:17:50.000 --> 01:18:00.000 Okay, thank you. Let's see. 01:18:00.000 --> 01:18:03.000 Okay, I think I think we're close to wrapping up, right, Jess? 01:18:03.000 --> 01:18:05.000 I think so! 01:18:05.000 --> 01:18:25.000 Okay, so I'm putting in the chat our Pd archives. Again, we're still using NC title, too. So please go there for accessing all our webinars and the recording for today's training will be included there in a week or 2 weeks maximum, including just as Powerpoint that she showed at the very beginning. 01:18:25.000 --> 01:18:38.000 Um, I think I can also attach, probably, um, that form you referenced a few times as well, for those who just joined us today. Anything else? Any final words, Courtney or Jess, that you would like to say before we… We bid you all adieu. 01:18:38.000 --> 01:18:43.000 Lee, I'll go ahead and put the PowerPoint in the, um… 01:18:43.000 --> 01:18:45.000 chat as well, in case anybody wants it today. And I'll put the end-of-year, um… 01:18:45.000 --> 01:18:51.000 Great. 01:18:51.000 --> 01:18:55.000 reporting memo in case anybody didn't get that. 01:18:55.000 --> 01:19:03.000 Perfect. Okay, feel free to download that. Thank you so much, everyone, for joining us for really. 01:19:03.000 --> 01:19:09.000 Fun, exciting conversation. I know we're all on the edge of our seats for this. 01:19:09.000 --> 01:19:18.000 Yeah, and as a reminder, we do not have the CCR, uh, one quick question for data call-in tomorrow. 01:19:18.000 --> 01:19:29.000 Because we just felt like we probably overloaded you today, um, but we will pick that up again in two weeks. It should already be on your calendar as we go through May. 01:19:29.000 --> 01:19:40.000 Um, with those, so… but in the interim, if you have any questions, comments, concerns, feel free to email myself, Courtney, or submit a ServiceNow ticket, and we are always happy to assist. 01:19:40.000 --> 01:19:41.000 Thanks, y'all! 01:19:41.000 --> 01:19:45.000 Yes, thanks, everyone. We'll see you later. Have a good afternoon. Bye.