 Good morning. So let's go ahead and get started again. Please sign in if you haven't already done that. Our main focus today is going to be on supporting people with applications. And so these are primarily the tips today are coming directly from the data that is is is getting we want to make this process as easy as possible. I know that both Heather as she'll talk about momentarily in the agency is finding that most of these things are are two-fold that they're requiring a little bit more being a little bit more explicit in what we're sharing out, but that probably also as a secondary benefit of for our next go round of actually doing certain things with students for next year. It's one of those where it helps you sharpen your focus a little bit instructionally as well and we're certainly finding the same things as we've been able to have conversations with people. So we are going to we have a bunch of quick announcements where you've got all of these with all these links in the slides we will. One of the members of our team will drop the link to the slides into the chat again here momentarily. And then we're going to dive into those application tips really that we've that the agency has been finding what we'll do there. I'll kind of walk us through those initially and then Heather's the one who really expand on what she's seeing and what's helping people and so forth. So with that said. Heather, do you want to jump in on this one. Thank you. Good morning, everyone. I would appreciate if the applications for those of you who plan to issue a pathway endorsement for the class of 2023 get those in for the review by March 24. And sooner the better, as Jason put in this slide. As always reach out for support. I have had some districts that have said, can you go in there and look before I fill out that form saying that I'm ready for review. And that's absolutely fine. I will try to get get that done as soon as I can. The timeframe of March 24th allows times that we can have those conversations if there are some revisions that need to be made to certain sections. But I think that that is a healthy timeline for us to have so that we can make sure and it's certainly set this up for our next meeting that we have when we talk about that topic which Jason will get to. So I just March 24th is the deadline to get those in for 2023. And again, the idea there is that then if there's time needed for revision that can be done. And, and again as many districts have found out over the last week the sooner the better so that you can work directly with Heather to make any modifications and really what we'll do today will help you relook at at stuff that may have been returned and been like, oh wait, okay we could do this we could do this we can do this we can make those changes this afternoon, and then resubmit to is be as early as this afternoon. You know, got an excited call from Heather, just yesterday actually who shared that the Heather has been meeting with the I was team I think we've talked about that here before on a weekly basis. They may be on track. We don't I coming from an Ed tech background in a couple school districts. I don't want to make any promises about timelines but they may be on track to have the I was form kind of ready to go for the start of the year so given that if you are not looking to have endorsements earned for students that are juniors or younger current 11th graders or younger, we're making the recommendation that you won't even have to deal hopefully with the current system now you can if you want to you can go ahead and put stuff in there as you know, Heather is prioritizing prioritizing applications for students in the class of 2023 right now but then she'll come back to those for the class of 2024 and beyond and so that's no problem. You can absolutely do that but if you're like, you know, I'd rather just learn this new and our first students that we anticipate earning endorsements are current 10th graders class of 2025. Great, I would say sit tight a little bit longer keep attending stuff, keep learning the content details here so that your work is really high quality and sales right through but certainly think that the bits and pieces I'm hearing and Heather can certainly weigh in here. And it'll be a lot more clear like here's a question just answer this question here's a question just answer this question, and all those things again really just our in alignment with what's written into into the different versions of the post secondary and workforce class of 2024 you can keep moving forward but again Joe our our suggestion here my, my personal suggestion is, if you haven't been yet in the current system or not deeply. This gives you an out to wait and get approved early next fall, and just have everything and I was straight away and never have to deal with the PWR system and then the transition to the I was system and again, let me just say as an outside of the agency with, you know, my school district background my ed tech background, my uploads to is the background. Yeah, of course, it would have been better if, if this was all and I was four years ago let's just, let's just acknowledge that. It wasn't and so, so yeah these transitions are hard, the fewer people after transition probably the better for everybody to, if you have individual questions about that. I'm happy to give unofficial advice to that and obviously Heather, you can reach out to Heather directly on that too. So, so I, as I have assumed all along, you will have to re enter your form. But it should then be approved if all the content is the same, but there will be copying and pasting and I've had to lead school districts through that it's miserable. The fields don't match up. Obviously, there was a whole new law written in between when the system that we're currently using was created and and where we are today, and that has some impact on this and so yes there will be some work to do. And I know the agency has already started kicking around ideas about how to try and make that work easier incentivize people, but our team will certainly try and come up with creative ideas to help go ahead Heather sorry. To Christine question there, you will not have to reapply. As this is set up, we will give access to those who currently have have turned in their applications. It's going to look a little different as far as who gets access once we get to the the timelines of 2025 because that's when you would have to make that decision to opt out. So, at that point really anyone who hasn't already applied and send that they plan to issue endorsements will have to get access within the Iowa system, because the opt out will be built into the system as well. Yeah, and the other thing I think will happen is all superintendents will just have to select it for access and then they'll have to, they'll have to assign it to other people in the district. So that that whole process is way more streamlined and I was as part of just the infrastructure. Yeah. So, again, the one thing we're calling out here is this work is continuing and accelerating and so if you either don't have any endorsements for this current group of seniors or, or for new ones you might be adding in the future. I just wanted to throw it out there that you may want to wait to just put those in on the other side of summer but keep building your content keep doing that and Google Docs or Microsoft 365 or whatever you use. You don't stop the work internally. We've got this slide in here the is the office hours that that link is is there to the college and career pathway endorsement page. We do still have more professional learning events for this year we've actually added some additional ones recently for this spring. So be sure to check those out between now and the end of May and then our summer professional learning calendar has has been up for a few weeks now. Almost a month actually and so lots of stuff they're including team based challenge in person workshops around the state geographically. And we are locking in those specific locations, literally as we speak we met about it yesterday we actually have many of them locked in and we'll be adding those to the calendar and we're hoping to have approximately 80 to 100 people at each one and so it's it's up to everybody one morning three hours of like blitz and through trying to get a first team based challenge written which again if if they're CTE teachers. In many cases it's not going to be a big stretch to take something they've already done and add some key components to it and and have it meet those team based challenge needs. Last night when I last checked we had about 220 people signed up, we've got room for 300. We are through the Illinois P 20 network hosting an informational webinar much like the HLC one that Rodrigo and Amy hosted a month ago about HLC proposed changes that could have a significant impact on dual credit. We're hosting an updated webinar in the new pace frameworks. We will share both the updated high school and the new sixth through eighth grade middle school pace frameworks that are a result of HP 3296 at that time. And most importantly, there is the we're in a period of public comment so there's feedback and you don't need to attend the webinar to give feedback. And that is available on on the is the web page. You can find that and a public comment period goes through March 21. But we do think that this webinar will help prepare people for that. We specifically want to target middle school folks, particularly people in elementary districts who haven't had a lot of contact with the Pwr act at all since its inception. So if you're in a high school district that has sender elementary districts please get this out to them. And depending on what happens with numbers we may be sending out emails to some of you who are registered and have five to eight people from your district registered and saying hey, and some of you watch this together, we will be recording this and hopefully posting people on Mondays and still give districts as much time as possible to watch it who weren't able to attend and provide feedback to the agencies and the agencies are definitely looking for feedback, particularly to make sure that this middle school one is is really actionable for middle schools, both teachers and district level curriculum student services folks etc. So that way competencies we sent an email out these are now posted on the on the is the college and career pathway endorsement website. This big picture is a link to that page you can also just go to is the net and search college and career pathway endorsement and the competencies are in their own tab here, just below the news and updates. And so you've got all seven technical competencies for each career pathway area, as well as the cross sector essential employability competencies so be aware of that. Share those links out with teachers in your district, etc. Whoops, I went too fast. Please go for it. Yeah. What do you, what does this be recommend in terms of how folks should use those competencies in the formulation of their pathways or pathway endorsements or are they just kind of reference points for teachers developing curriculum work based on experiences into that nature are required as a part of the application process so that so they so for example yes for within your team based challenges. You need to have at least one essential skill and one technical competency that you're assessing on those for example, and then I think one who's a last point though is really the big reason and, and the conversations I've had with many of you on this call you're doing this with these. And that's for general curriculum work and how you're building that and we know there's some really exciting things happening with districts looking at those. And both the technical competencies and the essential skills and where they fit in general curriculum design processes and so one who's a my answer your question would be actually probably the most frequently needed reason for them out there is that in general curriculum work that districts are already undertaking, but there's certainly a resource they're also a resource as you're building out what it how are you assessing students progress with your business partners and community partners in their internships for example, and we know we've heard of many districts that are using those to talk with business and community partners about what their priorities are for students. They're in their internship experiences, for example, so I hope that answers that question. But yeah we're just happy to have, have that resource out great job to all those committees that were put together a number of years ago now to get those done. We also just as a reminder this is a link to the wordmarks if you have an internal use for these in your district. You can click the career pathway wordmarks link and you can, you can download these and and use these as you see fit. This is one of those things almost like what one was just asking about, please share via the user group, how you're using these do not be shy about that and with that said, this is the email address you do need to send emails to if you want to send a question a comment, something you want to share to the user group. Do check your spam and junk if you, you should only have to market once or twice that to not be spam or junk and you should be good. And again, please do not be shy. For, again, I'm going to call back the last part of what what one Jose was just asking about but that, again, we all know, including one Jose the districts are doing that work share those things that you're doing. So just wait to be tapped on the shoulder to present any user group meeting or at a conference like the success network hosted the other day. Just send an email the group. Lastly, very exciting announcement. We have a third episode that will go up shortly but we have a new season of career pathways virtual trailheads that is underway. There has been recording new episodes. I should record another one this week so not only will there be a third episode there'll be a fourth episode. So there's a couple of new ones posted. We will get the third one up this weekend that is my fault that is week overdue. But we're excited to get that up it is a, it is a, it is a very cool one do you have some students in your school who are interested in video games. So I want to check this one out and so just wanted to call out this resource it's a great way to within classes, including core content classes make connections to careers, and also to look at the essential skills in, in really some detail as you listen to people. Lastly, our next meeting is scheduled for April 14. We do have an agenda here and we've started to talk to got multiple people will be engaging. The first topic will be how to determine if individual students have earned the endorsement. On April 14, Heather will be out at a conference. So she's still working through if she's going to be able to join live or not, and if she's not able to join live, we may have a pre recorded park that we will share as soon as that's ready for that first bullet, and then we will have, we will have a number of different people talking about how we celebrate students who were an endorsement and the ongoing conversation around the currency of endorsements. And so with all that said one thing we do want to call out until if we do all of this, this is a meeting that may go beyond 10 o'clock. And so we're not changing that in the calendar right now, but you may want to block out from nine to 1030 in your calendars on April 14. Speaking of which, for some unknown to us reason, there are only like 13 or 14 people who would appear have this event in their calendar. So with the 400 of us that are part of this group, we will be resending out a new calendar invite that will come from either Bill or myself, no later than Monday and maybe today. We want to wait till after today to mention that so when you get a new invite for nine to 10am, or you don't have one at all. Just be aware something that we cannot explain happened with that because a handful of people are in there, but hundreds of people are not so watch for that. So let's go on. Again, the call out that this is about the quality for the kids earning the endorsements not the quantity and the number of endorsements your district is earning at the same time. We hope that any number of endorsements help shift instruction for all students to have more opportunities for work based learning more counseling around career and college more authentic instruction across both core classes, as well as other classes I mean certainly much like the instruction they get in their CTE classes so we're going to go in and talk about a few key areas here that have been the biggest areas where Heather has been noticing patterns in the applications and we're going to try and help everybody with those. So, for the course descriptions there's really three elements that need to be in there the course description. And then an answer to the first question which focuses on how our students learning skills and or content that is needed to be successful in the pathway in this course. And the second question, how does this course help students learn what the actual work is like in the workplace and sometimes that second one can be tougher to answer even for courses that we all agree are good course to have in the course sequence and so we're going to give an example of that. So the first example we'll focus in on this first example first and we'll bounce around in the slides a little bit here. This is from medical terminology this course will develop medical vocabulary through the study of word construction spelling and punk, pronunciation, excuse me I did not pronounce that well medical abbreviations and symbols, and the use of terminology and correspondence and reports used in the medical profession. So like how is that class clearly that class is going to cover question number one skills and or content that's needed like they have to have the vocabulary. And hopefully you have a course description either your own from the secondary level or if you're using if the dual credit class you're using the community colleges course description great copy and paste that scores description. Answer how the skills and our content cover but then our students going to learn what the actual work is like in the workplace from that well. Here's, here's our answer and we'll give you a minute to read this and then Heather if you want to jump in and talk about this that would be great. Jason is somebody supposed to be talking right now. Nope, everybody's reading the slide and then and then Heather's going to jump in. I read through it and try to time that so what I appreciate about appreciate about this example and the way that we have this broken up is that it's very clear for the course description and then the answer answers to those two questions. And I can tell you that in the as it is right now in the design with a new platform. This is how this will be entered where you have your course description and then you specifically address the first question the second. So it would be beneficial if you want to break that out in your description within the P. W. R. platform. So it just makes it crystal clear and we chose the medical terminology because as Jason mentioned. How do you I know that class. I had multiple students and painted it to that class. So how do you apply that to the second question with the actual workplace. So we're hopeful that this example gives you just a little bit more information and shows you some some ways that you can you can answer that question because as we said we know I know that that's happening. We just need to make that clear and this is important as we start to add in the classes and just determine which is appropriate for that course sequence to make sure that we're not just throwing in classes. And that really it is teaching them that skillset and the workplace experiences they would have one thing I want to mention to there's not only one right answer to these I mean I would I was looking at this one I would change the last sentence. If they are not confident. This class should be a support designed to help them become more confident in using this language and writing and speaking for example like either one of those depending on like maybe there's a ton of counseling going on at this school. That's really exemplary and so that last sentence makes more sense in that world, or on the other hand maybe this is a school where we're well and all schools would fall into this one but we're our focus is really on, and helping students. Again, be confident places where they're like, should I really be here and so there's there's multiple right answers to these questions but hopefully by having the models, it gets you to your right answer. The other thing I did meet with a small group of districts earlier this week and one of the ha ha's they came up with actually is. They were having a conversation about Heather reading these from across dozens and dozens of districts, and they decided that breaking these up chunking their answers. For the course descriptions for the team based challenges as as the, the items that need to be answered would probably also make it more likely that Heather wouldn't miss what they were answering about to, to do that and I know Heather has spent a lot of time reading and rereading ones but I think that's probably a good idea, maybe for for both sides so that was a cool idea that came from the field and you're seeing evidence of that here and how these have been put together. Jason as you as you were going over that first example on the slide when it says skills and content. I was actually thinking about like really familiarizing yourself with the essential and technical skills, because that could be a call out in there as well. It could be and that that is not required in the course description but certainly if your course is focusing on those things that would be a very natural way to to demonstrate right the strong connection between what's being taught in the course and what's required in the field in the example. That is that is good and I have seen that in some of the course descriptions where they've combined that with when they address that question it's it's a combination of the skills that like we mentioned here but then also throwing in some of those technical competencies. Yeah. It's great. So let's go back to example to here. Again this this stuck we stuck with health science and technology here and so in retrospect we probably shouldn't have done that I apologize about that but you'll see other examples as from other pathways as we move through this this morning. The primary objective of the basic nursing assistant program is to provide students with the hands on training necessary to offer high quality care to patients, while working alongside other qualified healthcare professionals. The first offerings include training in a nursing home. That should be another sentence but this was like copying pasted from something real as well as courses of study and practice in skills related to patient care. Students divide their time between classroom and laboratory instruction to best equip them to sit for the Illinois certified nursing exam or secure entry level employment in the healthcare or nursing industry. So the updated version of example to is here. And here in this case a community college course description was taken it's dual credit class, and then you can see the questions one and questions to so we'll give everybody a moment to read it and then Heather will jump it. So we again put this in the same format with those addressing it and and we put in the the course description for the actual the first requirement of the course description and the example. That was more of the program, the description of the program and not unique to that specific course. So that's how we broke this one out. So we got the skills as well and then what they are doing as it relates to the actual workplace. All right. Any questions about courses before we go on to team based challenges. So again description question one question to. All right, team based challenges. So we obviously we have on this next slide the checklist that everybody has seen before. And if we go back a slide. This is a version of the checklist that has come directly from. I mean these were like literally words out of Heather's mouth capturing what where the issues have been with team based challenges. So maybe the just one of these is missing or is not clear, you know the mentors from a company, you don't tell us the mentors name the mentors is Jimmy or Francisco or whoever the mentor is. But, but the mentor is in this role at this company goes a lot further or you know the mentors are mechanical engineers from these three companies. There's a couple of sometimes it's just being a little bit more specific. One of the things you may say is well we may not know that when we're applying well obviously at this point in the year, if we're applying for class of 2023 and this is a this year issue, then you're right you you this year you probably do know that but in the first four years you may not know that. And so that's something that's probably going to evolve with this, and I can't speak to that right now but where the process has been through its first four years, with a lot of times the applications coming in in the in the late winter and early spring for that years graduating 12th graders. And we tend to know even that level of detail and so. So these are really the key things and and these are the things you'll want to look at what you've written and say, have we given a clear description of an authentic problem, not just like. Well, we'll show you, we'll show you one on that in a minute have we said who the mentor is and how they're interacting with students, and if we listed what our technical competencies and essential skills are so again, here's the checklist if you, if you really want to do things you're going to be good to go. So example one we're going to do the same thing here as we just did in the accounting course students will collaborate with an adult mentor from the financial community to exhibit their understanding of the accounting cycle by evaluating real life financial statements from an accounting firm students will work in teams cooperatively to complete the task and achieve mutual goals. So present their findings the class the community member will provide feedback on their efforts. So what they're doing is evaluating real life financial statements from an accounting firm. So one of the things we we looked at on this one is well what's the actual problem and, and so we, we turned it into an actual problem and we looked at who was the financial community where what who in the financial community was coming. Oh, it was accountants from country companies we were working with so okay, let's just say that. But then we did change the problem, a little bit here and and this, this would be a better. This is, this is a better team based challenge frankly. So in the accounting course students are tasked by country companies with creating a more understandable monthly financial statement for their customers are students going to have to solve those first. Absolutely. So, we're just making this a higher level. Next step synthesis and creation requirement for students. So I'll let you read the rest of this on your own and then Heather will jump in. Those of you who have received the feedback and know when I referenced the feedback form. The, I think the two slides before those different components, those are laid out in the, in the feedback form. So, I'm hopeful that if I had to say for this one, I know that they did not address that. So those would be indicated that you need to identify one of those and easy switched and I'm sorry, an easy addition to make for those. And this just provides a much more robust example of what it is they're actually going to be doing within that team based challenge. I will say one thing that I forgot to add in our conversations with that is the oftentimes it's not clear that it's an actual team based challenge. So keep that in mind as well. And I think a lot of ones that maybe are occurring that are at a classroom level, where even if it's a small class of say 11 students very easily could be changed into a team based challenge where they're having those, those, you know, working together uniquely to come up with different solutions to that problem. So that's just some feedback as well that I've been seeing any other comments about this one Heather. The one other thing I want to mention is again you'll see how this is broken out. So the technical competencies and the essential skills you saw this in a previous last month in the user group, just separating those out instead of like jamming them into a paragraph can real quickly make this make this easier more clear for the teachers working on this and more clear for Heather to review. And then again here, you know, describing what the what the problem is what the product is and what the who the mentor is and what the interaction looks like and so hopefully this kind of example helps. So, going back. Oops, I'm in the wrong screen. I just want to confirm, please sit in the chat Jason which is that a college faculty could be the mentor for a team based challenge. Yes, yes they could. Okay. So that's not their normal teacher. That would be no I understand. Yeah, so it's it's not like an articulated credit kind of situation. Sure. I mean, hopefully they're hopefully they're an expert in the field and well as the podcast I listened to while I was shoveling today, that college faculty member also has started 20 different businesses in their in the course of their career so depending on the field you're in and who the mentors are, they may they may serve multiple functions depending on the team based challenge in terms of their mentorship. Is there right disagree comments about that. I agree. I agree I think that the key point there is that as you as you put in the response someone other than the normal classroom teacher. I'm wondering if Amy is referencing the fact that if that class is being taught by that community college faculty. And start doing dual credit or not to credit dual enrollment perhaps if they're taking that the career center with that, would they count as as that industry expert. I may be wrong on that Amy I don't want to. No, I'm, I appreciate that Heather I'm actually just looking for ways to increase the partnership between our community college partner. Okay, and we thought this would be a great way and when I was at Cassie's regional professional development last Friday, it was brought up and I thought that since we have everyone at the table here today that can say yay or nay. Might as well throw that question out there to be asked and confirmed. So thank you very much. Okay. Can I have you before we go on to the second challenge. Can you talk about I know this is a question you get asked a lot to and so it's a great opportunity to get the answer out there. Kind of the school district application nature of this and what happens when school districts partner with each other, either in an informal way or through some kind of formal mechanism with the question that's asked and there's a follow up comment. I didn't do that. I'm sorry. That's okay. No, no, no, no worries. Yep. Like in an area competition team based challenge. Yes, they each school district would have to enter that information regarding that team based challenge into their own plan. That's the that's how it's functioning and that will be continue how it's that whole why I'm not speaking well this morning. I'm sorry. That will continue to happen in the new platform as well. It will be at the district level so that information will be unique to that plan. We did have some conversation on as you have there where you can search for it. But that's not going to be feasible for this. So, it will be that that team based challenge would be need to would need to be entered for each of those districts, it can have the same information and so that can happen together obviously you're creating those together and you're making sure that they address the components that each district would have to upload or put that information in for that career pathway and that team based challenge. And while you're doing the planning, write it up in in a shared Google doc or a shared word doc and then you'll each copy and paste the same text, potentially the exact same text, potentially each district has has to change one thing maybe you each have your own mentor that you're working with but it's otherwise entirely the same thing you would just change those few words so that's a great question we want to we want to encourage that kind of partnership we know that's going to be really very important. So, Jason real quick this came in from the chat, and I was going to clarify it to is Sarah from CPS writes do CTSO competitions count as team based challenges, and one question that came up many months ago was, you know, there are a lot of great activities and competitions in these programs in in CTSOs that are awesome individual events, but those may have to be modified to meet the requirements for a team based challenge in order for those to count and so I just wanted to reiterate that because I think over time, we've relied heavily on some of those organizations to provide those events and they're great events sometimes for individual students, but the whole point of this work is that students get those essential and technical skills in a team setting working together, doing the doing that collaboration work that our employers and community organizations want. So thanks bill I have two, two additional things I'll mention about that. In addition to Sarah yep here's the list so it's it's going to be does it meet all the requirements or not. The two things I want to mention our number one, there's been a lot of people's minds and I heard this I was on a phone call with an EFE director. It's actually late in the afternoon and a lot of us go to by default that the challenges are competitions and they do not need to be competitions, they can be, but they do not need to be competitions and one of the things I would say, particularly in a local competition. It is I would, I would challenge us to say, does it is, is that necessarily best served by being a winner and loser competition, or is it best served by being more like the, the Illinois music educator solo and ensemble contest method which is your brick, and everybody gets a rating and you're going to get a one two or three, and it's possible that in some region there's not going to be any ones. It's possible another region that there's going to be a ton of ones, and it's all based on the student performance so even within competitions there's a lot of room for thinking about about that about whether or not students have kind of met the bar. One thing I'll mention is, if a competition of bills point if a, if a CTSO competition is an individual competition, how can you still use that structure to work in a team based challenge. Well you can, you can, as the training towards the actual competition, you know, can you locally do a version of that that is a collaborative one that has a mentor providing kind of that feedback that theoretically, again, just like students preparing for the musical with dress rehearsals or the basketball team, you know, for games that that should allow the students to be more prepared when they, when they get to the actual competition. So there's a lot of options, even when a CTSO competition doesn't meet all these requirements to still leverage that if, if you want to do so. Great questions. So let's go on and take a look at example two. So, each partner group must design and execute the creation of a 1.4 inch milled product through creativity, collaboration and compromise. Each pair must determine the part to manufacture plan the project program the mill troubleshooting their code of errors exist very important, manufacture the part and inspect the parts specs this is done with an industry partner, providing meaningful feedback the final product is a 1.4 inch milled product students must demonstrate collaboration independence teamwork communication and perseverance. So, this one. Oops, taking another look at this one. This one with the partnership and one of the things we talked about in our team based challenge workshops is is the, the importance of the partnership the business and community partnership in a perfect world, we won't always achieve this, especially when we're new to this work, but in a perfect world of helping us identify really specific authentic problems and so here we see in the middle paragraph. This specific partner that is listed here the day shift manager from mid America metals and composites, and then we see one of the things you'll notice right away is we don't have a 1.4 inch we're not using an imperial measurement anymore, and it's not just a product it is a machine manufacturer, it's about the same size milled plug for a machine that manufactures health care safety equipment. So it is like an exact idea that came from the actual partner said well this is something we actually make, and it would be good to have the students try and make this you guys could make this at school you have all the equipment to do that. And so, so you see those changes and then again you see the technical competencies and essential skills. And remember, this was a very specific update that this person would be in class to provide in person feedback to each group about three days before the plugs are due. So like that's that's unusually specific you're not typically probably going to have that but in this case that's how that's how they were written and certainly meaningful feedback for students to know oh we should change this we should change that and still have time to do it based on the feedback from the expert, Heather. Thank you so much nicely. Exactly right for our conversations yep that's that's it. Okay. Post secondary credentials. So one thing we want to point out here in the current system a little kind of thing with the current system the idea here the reason this goes out of order is because all of us in the Lincoln Land Community College attendance area can use what we do. We don't all have to, as a matter of fact we all should not go in and add this we should check first to see if someone else has already put in the program that we that we are going to align with so you first start with the system resources. Make sure your institution your partner institution is in there, and then make sure your program is in there. And that's where you would, you would add the credentials. And that's both the name of the credential. This name was taken directly off as you'll see in a second, the Lincoln Land website and what type of degree it is. And, and then again, this is where this is what where you go once you're in your career pathway plan. Once that exists in system resources, then you need to just for that specific career pathway endorsement plan. You need to grab that credential and make sure it's there. And so this is what you'll see initially that this is not valid there's nothing there and I would click the green button to add it. And again, where is this coming from it is coming directly from the Lincoln Land website couple things we want to point out you do not need to list the zip codes, and for the math gateway in the English gateway. Heather's updated instructions from the fall, say na you just plug in na there. Those are not required fields at this point. Again, where do you get this information from how do you know well hopefully, again in a perfect world you're having these conversations we are to Amy bring this up with your community college partners with other post secondary partners does not have to be a community college. But in many cases most cases I think it is Heather can verify that. And, and on their website I mean this Lincoln lands website is really good about this I mean, this is, this is well done with the degrees and certifications right there in a tab with a job outlook and the cost and then boom let's get you in here and get you started. But it's very easy to see under the degrees and certifications. There were our options as a school district in the attendance area, and through the conversations we've had what dual credit courses were offering in partnership with Lincoln Land. So that gives you an idea, Heather. Yeah, I would also say that there have been examples that have been turned in and have been submitted that have multiple partners. So what I'm seeing to is that maybe one of the post secondary partners are listed and everything's without and then the second they wanted to add that in but they're missing some of those credentials. So just keep that in mind. I know that in the, the new platform, you identify the post secondary partner we will actually have a list of those for you that from a drop down. So we don't even have to worry about that. And then you would type in the entire thing so it's not going to be separated out anymore with a program name and the, the provincial, but you would for the example of that that Jason has on the screen, you would type in for what type of program you would say computer science and or an associate art and computer science, something along those lines. So that's just some updating. So, and a lot of those with the approval, I'm, if you've got them listed, then it's a yes, but I may have put a comment in to just, you know, to make those unique in the columns as they are right now. Those are the two key components is knowing what that program is and what it could lead to. So just so you're aware. And the what it could lead to Heather could have multiple correct answers correct. Absolutely. Yeah, so you can have one example, you can say it's an associate's degree, or they could get a certificate or you know so however, however that is. Perfect. Perfect. I mean, this is actually a perfect example of that where where there are lots of options for what it could lead to so. Okay, great. Let's go on to career exploration. This is our last section and, and Michael we talked about this at the beginning I'll just answer your question real quickly. Our hope. Our trust team is is really prioritize this project, or hope is it's open around the start of the school year for next year so there are some slides earlier in the slide deck. Maybe I don't know if Bill Ben Chavina or Rodrigo can redrop the link into the chat for the slide deck that would be awesome. But yeah, there are some slides about that. We're going to have a timeframe at the end of this month. I meet I meet with them twice a week to go through the different, you know, the different programming issues that we're having or things like that to clarify things and what components we need to have. So they're actually putting it into kind of a mock production next week. And so from that and starting the coding of it all. So they'll give me a timeframe or release and testing, hopefully at the end of the month. Great. Great question from it's just above one Jose's quick plug that he dropped in. Heather there's a question from Kerry in the chat. If you can answer that question that would be awesome be able to put both of them in there as long as they are tied to that program under the system resources. I can double check that Kerry, but I'm, you should be able to add both of those and not have to add them twice. But I will I will double check it sometimes. I did it yesterday actually and when I went back in I tried to redo it with the institution and create both so that when the dropdown came it would offer it. And it still did it. So, let me know. I will get. This is our last section so we will probably go just a few minutes over bill hopefully can drop the link to the evaluation in if you do need to head out if you can at least give us that evaluation feedback so we can look through that that would be awesome but in the meantime, we are going to go into the career exploration section here which is the last section. And a lot of this focuses on actually the career exploration activities. And so, these are the really high quality ones. What what Heather has expressed is they they have one, at least one they may have more than one they may have two or three of these that there's opportunities for students to reflect and do some processing. So, it's a direct connection to content and skills that students are learning in a class so like it is, it is not just a random field trip whoever wants to consign up, we are going as a class is almost more of a research trip than a field trip, or opportunities for students to really dive deeper either in their interactions with an individual or multiple individuals in that pathway, or in the work environment. So just the career fair where we walk around and look at tables. And it's, it's, and it's devoid of these three things and it cuts across all seven pathways that probably wouldn't do it. But if it does one of these three things that really elevates that experience. And that's, that's what I understand is be to be looking for and so Heather before I go on any comments you want to make about this. Yeah, that is exactly correct. So I put some comments on the feedback form when they they put in these types of exploration activities. And just asking to specify, is there any kind of feedback is there, is there any kind of ranking that the students have to be able to use one of those as your career exploration, that it goes beyond just as Jason mentioned looking at careers. So what type of feedback are they giving within that goes the same within some of the online programs that we have like the Zello or the Naviance and so forth, knowing addressing that that issue that the students are then determining which career they're interested in that would be absolutely acceptable for one of those career exploration activities. And a lot of times what I'm seeing is even when I'm reading the course description, the job shadowing and the site visits and so forth are really in the class, and use that then for those career explorations and identify what course that that's happening in, because that helps with your data collection down the line when next month when we talk about how to identify if the student is eligible for the endorsement. Now you know because they've taken that class. So here are some examples of these really high quality ones that meet at least one of those those three things on the last slide so we're we're leaving these with you so so if you if you do these things you can see the language here. So what connects and so we'll call out the class field trip it's pretty cut and dry it's to a career pathway specific site business organization with opportunities to learn about the career and the workplace obviously if you know where they're going and can put that in. That's that makes this even stronger. I'm going to put this one for the career speakers. If you if you listed the partnerships that's great but here this is not just one guest speaker. This is once a month they're visiting class so that makes sense to not not necessarily list all of them. Again it's striking that right balance and really cool school district policy here. You know school districts provide excuse days for students to do college visits for example, students have to excuse days to job shadow in the career pathway of interest, and then they have students have to produce some product from those days. It's a range of pretty student friendly products from as simple as, you know, a conversation to a presentation to something they post online or put up at school to show show their classmates what they saw and what's going on out there. So these are some things directly from Heather I'll turn it over to her that you know she has seen in in some documentation and not seen in other documentation that when she sees them she's like oh easy this yeah nails it and so Heather. This pretty much summarizes what Jason had discussed before and what we talked about include if you go back to the previous slide include one thing you could add to those descriptions would be the inclusion of the course in which that takes place if it does. I mean oftentimes it's you know it could be the class field trip, for example, could be the entire ninth grade class or whatever that is. So it's kind of draw that out again that is for your benefit to be able to have that that data monitoring so that they know you know where those are occurring, especially when it gets to the determination of a student is eligible. The potential partners as Jason mentioned, if you know that would be would be wonderful to have that there that just problems that experience. Specifically how that exploration activity connects to their career pathway. So, having the activities in Zell like I mentioned is it's fine for them to do but how does that then connect to this career pathway that you're building a plan for. Are they having to reflect on on their decision of which career they like the best or they having to do any kind of summative statements on that. And then also how they reflect, like I just said on that activity. I'm still in the same general category but now moving all the way to the career development experience the internship on the other side. These are the questions that Heather identified that that the most successful ones are the ones that are standing out as like up nailed it 100% whatever have the answers these questions Heather comments about this. Sure. Again, in the in the feedback form I've broken this down on the, what the requirements are for a career development experience. So some of the things that I've seen specifically where and even if you don't list the the specific industry partner. What type of workplace are they going to be I mean so that that it links to that career pathway. How are they being assessed. Some of those are answered within if it's like a workplace experience course. I am seeing some descriptions of that course and how that functions. But specifically how are they being assessed. Remember that there's that requirement of a skills assessment for the career development experience with those within the 60 hours. And then how is the school and community collaborating to develop that assessment. How is that determined that those students will do that and as far as the hours go with this one. Keep in mind to that. It is, they can do two experiences but the minimum amount is 20 hours. So it could be a 2040 split. It could be a 3030 split. So just just keep that in mind as well. All right, last thing is a reminder. When you have made the updates there is nothing in the system that tells Heather that unfortunately. And so it's really important that you do this and we've got the link right here. This is a short form to let, let Heather know essentially and then it also provides her with a spreadsheet of who finished these and in what order who did their updates in what order, and she can go through and do those. And so this no different this was up last month but we really want to stress, because we know there are there are lots of districts that are going in there have been in there this week, and have made updates there's been some really good conversations great conversations with people in small groups or individually and so when you've done those updates, please do not forget to fill out this this really quick short form. That's what will help Heather know that she can can dive back into your application and take another look at it and again, the one thing I'll mention is, you know, use line breaks, liberally to help break up your chunks for what you're answering I think it makes it easier for you. As you're as you're putting it together to make sure you've ever got everything there and I think it makes it easier for Heather to review that we can stick around and answer other questions. If you have the evaluation form in please answer that we will get this video up and we'll send an email out with the link to the video and the link to the slides, as well as the link to the career pathways virtual trail heads with another episode going up and so we hope everybody has a great weekend and is able to enjoy some spring weather if you're in the southern part of the state and some winter weather if you're in the northern part of the state so. Thank you.