 All right, we're going to go ahead and get started with our career pathway user group. For our agenda today, we're going to really talk about just 1 main topic is really our course sequence. We'll start with the purpose and go through some quick announcements with you and then. Get right into it. So, my name is Bill Rose. I'm with the Illinois project. We work in collaboration with Izby. With me, we have Heather, Luke and Heather, if you want to introduce yourself. Good morning, everyone, Heather, the good PC for well, CTE department at Izby and good seeing everyone this morning. And then Jason's helping us with some support. He's he's on the road again, and so he'll be helping us along the way. And then we have members from our team as well that are going to be assisting with the presentation. So the purpose of the career pathway user group is really just to share information and you'll notice in the past few weeks, we've had a few people share out a few emails using the career pathway user group. Email and so we just want to continue to encourage that collaboration by using the user group and using that email. Feel free to share out and. You know, put things out there for the field. I think we saw a few surveys that went out. We saw. An email on a district looking for someone for a position that was kind of need. And so please continue to use that as we're going through and. And collaborating in this group. We just really want to emphasize that. With this work is that the vision of the career and college pathway endorsement is really based on that quality and relevance and authenticity component. And so, as we continue to do this work in our school districts, but also as a collaborative effort that we really are focusing in on that work. Around quality and relevance and authenticity and trying to put something out there for our students that resonates with them when they are looking into careers and really looking into the future that they have. And so keeping that in mind as we continue to do this work and focusing in on things like the essential skills is key to this work. And so we really want to just kind of hammer away at that message as we continue to offer these presentations and collaboration. And so, as we're doing that, as a part of this work, Heather had a few quick announcements. Yeah, I just, I just have fun, but kind of encapsulates a whole bunch of stuff. So there will be an email that is going out probably within an hour or 2. Well, no, I don't, I really don't want to commit to that. So there will be an email going out today by the end of the day for that'll be sent to the district contacts for the CCPs. And it will outline the process for where we're at with the reviews and information about second reviews and approvals and so forth. So be on the lookout for that for the district contact. So you'll have all that. If any of those emails bounce back to me because I have them all in a group right now, then that tells me that that district contact information is incorrect. So I will reach out to the superintendent to find out who the new district contact is to make sure that that all the information gets out there. So you can just let the districts know that that's going to be occurring today. And hopefully that will, if there's any additional questions, obviously, once they receive that, feel free to email me and I'll respond to them. You're muted, Bill. Thank you. Just a few other quick announcements as we have a few trainings coming up here for professional development on April 3rd and April 10th. And so if you want to check out our professional learning calendar, those are accessible on the calendar that are linked right here. We also have our summer calendar as well that is open for we're going on the road this this summer. And so, if you want to check out where we're going to be and participate in some of those where we're going to be all over the state of Illinois. So. And also in a real quick announcement is the registration for the is be career connections conference, which is June 18th. And it will be hosted at Tinley Park convention center. And so we highly recommend that if you have not signed up, or you're still looking for a PD for teachers or educators in your district to check out the is the conference website. They have a whole web page that they've been updating. And so just really want to get that message out to school districts, especially with so much of the work in our career pathways. That are aligned with the CTE work that's going on in the state. So check it out. Check out the registration. It's all here in the slide deck. And so now we're going to just kind of move into the endorsement core sequence conversation and really trying to connect it to the post secondary component and just want to kind of briefly get into the history and then move into that conversation. And so we know that back in May 27, 2022, that this legislation HB 3296 was signed into law. We know that with that change in the law that essentially it's set up this pathway for for moving along the career pathway endorsement. And so we know in 2027 that schools are being asked to provide 1 career pathway endorsement for their students by 2029. It's 2 and 2031. It's 3. And so as that work is continuing in our school districts, that conversation is happening around, you know, what does that process look like? What what do we have to do as a school district to meet the minimum guidelines to 2027? And so that's a lot of the work that Heather has been doing at the state and going through endorsements and really doing the work at the state level for us. But we just kind of want to reiterate that this work is ongoing, that it continues to add with additional endorsements as we go through the years and that as you're going through this process that school districts set forth a process that works for them and and for their students and families. And so here we have that kind of outlined component as a part of the career college and career pathway endorsement. You see the career focus instructional sequence and that mandate says that 2 years of secondary coursework are a part of this work. And so that's 1 of the key components is oftentimes it comes up as what what classes do I need or what are the minimal requirements? It's really kind of laid out in this slide that the 2 years of secondary coursework must must be a part of this work and it also must include at least 6 hours of early college credit. So, why now this conversation? Why did we kind of move forward with this idea for the March career pathway user group? Well, we know that developing and implementing a course sequence is really a complex issue because there's so many things that have to kind of come in alignment with that. And so that dual credit conversation comes up that we had last month where Dr Lopez really outlined some of the the challenges and some of the things that are happening throughout the state with dual credit. And so that time in working with your post secondary institutions can be can take up a lot of time. We know that with board approvals that have to happen every year and usually they're happening in September or at maybe the latest October is that you have to have those kind of course sequences and stone to really get it in front of your board. And so we wanted that conversation to start as soon as possible if it hasn't already started for districts around the idea that, you know, August, September, October of this year, we really have to kind of have those kind of things in stone to get those approvals for the 2025 and 2026 school year. And so we wanted those conversations to take place for you to be able to have that opportunity to really get ahead of this work. And so, and oftentimes some of this work happens over the summer as well. I think most of you know that those conversations are taking place over the summer as well. And then finally, that ability to be proactive with students and families is that, you know, if you are making changes to your course sequence or you're making any kind of even little changes that you're able to communicate it with your community members on why those changes occurred or how's it going to impact your students that are in a current pathway or how, you know, there's a whole bunch of questions that come up of how it may impact students in the future. And so being able to proactively communicate that we felt is is key to this conversation. And so we're kind of in this moment now where since 2022 in the legislation passed, we were kind of like eating cereal at night, right? And so we're, it's fast, it's efficient, it's something that we are getting our dinner delivered to us, but we kind of want to take this approach that as time moves forward and we're getting better used to this process is that it becomes more of a slow cooker. And that that dinner actually is probably a lot better made in a slow cooker and taking our time and making sure that we're doing some of those things that were mentioned in the previous slide of communicating proactively with parents. Setting out a process that works better for school districts and ensuring that, you know, this work is kind of well thought out with with the different stakeholders like our colleges. As a part of the dual credit conversation. And if I if I could just interject, if you like the cereal for dinner analogy to school change and school improvement versus the slow cooker or fancy dinner analogy that we would all like to be having when you take the evaluation today and all seriousness, please tell us that you like that analogy. Because we're we're trying that on for size really it applies as unfortunately all of our school administrators know to other things right beyond just the endorsements and so it's all too often how how we do school change and school improvement so let us know thanks so much bill. And it was it was a great idea. I think we kind of talked about it a few a few days ago. So, Jason credit to him for an awesome idea. When we get into this conversation really taking a just kind of 30,000 foot approach to this right is that that career focus instructional sequence. There's a there's kind of a lot of moving parts in it right and so you have that 9th grade maybe orientation type of course or 10th grade as a part of that you have your skill development courses and then you have your capstone courses at the end usually in 12th grade and so very similar to how we're kind of planning our course work as teachers of thinking what do my kids have to learn. Oftentimes we we highly recommend thinking about where do we start we start at the end we backwards plan and so just kind of keeping that as a part of that conversation is as if we have to start at the end that that end conversation oftentimes starts with the dual credit conversation that was had last month and and really communicating with your colleges. And universities and really figuring out what is that dual credit component as a part of this work. And so, as we get into that instructional sequence, again, kind of reiterating this idea is that there is at least 2 years of course work or equivalent competencies is part 1 of this. Part 2 is that ideas that we are consulting with our partners, both in the post secondary world, but also our E. F. E's are a major part of this work. They play a process in this design as laid out by the state. And then part 3 really goes into this that students must earn at least the 6 hours of credit, which is oftentimes through through 2. 2 courses with 3 credits in some cases, it's not always that simple, but it's oftentimes the 2 courses with 3 credits. And so, as we continue this conversation, making sure that those minimums are met right is that the 2 years, the 4 semesters of course work are met that the earning of at least 6 early college credit hours are part of this work. And taking into consideration some, some key questions, do the courses in the course sequence teach the students the skills and or the content that our career pathway specific that's a really key component of this work is and you're going to see a few examples coming up here that we're going to dive into. Uh, as a part of that question, but also do the courses in the course sequence helps students learn the actual work that are a part of this. And so, you know, really kind of thinking about that idea of like, how does it match the work in these careers and being intentional around that that question around the work. So, we're going to get into a conversations component as we move through the presentation. Just real quickly, we highly recommend that people, you know, do reach out to their as a part of this process, you know, it's very much laid out in the process that an eligible school districts should consult with a regional education for employment director. Um, and so, um, they play a key role in all of this and understanding that they are oftentimes working with the post secondary institutions. They have a really good mindset on the state sips, um, they, they have a host of information on the career aspect of, you know, why you would create an endorsement. Around the economic components of it, right? As you have to show that, you know, economically that those careers are available to students in that region. And so, um, they have all of that information as a part of this conversation. And so reaching out to them and engaging them are a part of this process. And so continuing those conversations with them are key as we move through this process. And you'll notice that we have the regional delivery system, um, uh, uh, but directory here. And so there's a link to that as well. If you, if you need that. Um, understanding the fact that as you are developing those conversations with your EFE and post secondary that they have to be articulated to a certain degree or certificate. And so, whether that's a bachelor's degree and associate's degree apprenticeship, a college certificate, or an industry credential, um, it has to articulate to 1 of those. And so keeping that component is in mind. And so we wanted to give a few examples of that. Um, if, if you're looking at it from a bachelor's degree school, a offers a dual credit course, aligned to a teacher education program at a university. Very simply, um, aligns to a bachelor's degree at the university, um, all the way to the, um, associates degree example and apprenticeship college certificate and industry credential. Each 1 of these examples offers up just 1 simple example as to how you can align this to a certificate or degree. Um, I would just make a special call out to the associates degree 1, you'll notice, um, it says school B offers courses with dual art and articulated credit that align with the local community college law enforcement program with dual credit sociology. We're going to have a few examples that talk about this, but you know, that sociology course should have, uh, work related activities and be specifically geared in that case to the law enforcement. Uh, career field and, and, and so that will come up in a few other examples as you, as you see that, um, example kind of pop up. And, and consulting your post-secondary partners, you know, this again goes back to that conversation last month that Dr. Lopez had presented on is thinking about ideas around staffing, you know, what, um, what kind of agreements have you come to with your post-secondary institutions around staffing? Those kind of courses and dual credit, um, thinking, taking into consideration the transfer credit piece that he, he touched quite a bit on on that kind of 1.1 versus 1.2, uh, question. And, and ensuring that those conversations are had because the 1.1 and 1.2 do have differences as a part of, uh, transfer to other universities. And then overall, that the agreement that, um, high schools are making with the post-secondary world is what, what is a part of that agreement? What are the details in that? And how are you working to, um, make that agreement, uh, advantageous for your students? And so keeping those, um, questions in line as a part of this work, I think are important. And so again, kind of talking about, you know, what kind of early college credit are we offering as well? It becomes a question. Is it dual credit? Is it advanced placement credit? Is it international baccalaureate? Is it articulated? Those are conversations that are, should be, uh, happening as soon as possible in making those changes to the course sequence. Because, um, obviously, if you need the 6 credits, then, um, you have to have those laid out in 1 of those kind of formats. And so, um, having those conversations now as, as time is, as happening and you're making changes for the 2025, 2026 school years, do we have our dual credit lined up? If not, you know, what are we looking at for other options, maybe, or are we going to offer an advanced placement course? Is it going to be articulated credit and so on? And we just kind of threw these in here as the examples from last month and, uh, really looking at this registered nurse program. Obviously, you know, this could be, um, in some cases, I believe it would be at, uh, bachelor's degree and others that could be an associate degree, uh, for registered nurse, but essentially, you know, looking at the end of what this, uh, backwards design process might look like. And so, you can see in red, the, um, different requirements of the coursework that students would, would need to, um, address that, um, kind of, uh, certificate or degree program. And then another example here, um, that was brought up last time, uh, around accountancy. And so this 1 is more aligned to a, um, uh, community college, uh, associates degree. And really, um, thinking about the management of the 1.1 versus the 1.2, uh, you could see here the 1.2 that's listed that was brought up last, uh, meeting. And so again, this, this is, uh, kind of rehashing that 1.1, 1.2, um, example, uh, the 1.1 courses are designed to transfer with the Illinois articulation initiative, um, and then the 1.2 courses. Just are laid out here, but are not designed to transfer. And so keeping that mindset of there's 2 separate, um, routes here and ensuring that you're looking at how those, uh, courses transfer for your students as they are getting into, um, these conversations with colleges. And again, just having an awareness of how this may impact our students. So we want to get into a few examples here and, uh, we hope that it will really, um, drive a conversation that we want to get to here shortly is that, um, here is 1 of the pathways that maybe a high school might, um, develop for their human and public services pathway. And so you see at the end, the capstone course teaching methods, uh, which would be a dual credit course that would be aligned with either a community college or university, um, you can see that that application type course. There's a, um, the school district in this example offers a few options. Um, you don't have to offer all of these options. In fact, some, some school districts don't have the ability to offer these options. And so, um, but they do have some form of credits or college credit in that application course. Um, you notice the dual credit, uh, sociology or psychology, either the AP course, or there's a dual credit education, uh, child care careers. Um, and then they, they have the orientation course, um, uh, as well that that students can take a few call outs. And I kind of alluded to this in another example is that those general courses like sociology and psychology should really be aligning with the pathway. And so, um, Heather, I wanted to kind of just let you kind of talk a little bit about that because I think that's an important call out, um, with, um, school districts that are, are, are having that conversation. Sure, I know in the initial conversations, we, we posed in that previous slide, and it was do, or I'm sorry, does, does the course, you know, uh, meet the skills, does it teach them the skills needed? Um, but when you're, um, providing evidence for your courses, you're doing a basic description of the course. And, and that question of does it turns into how, how does it do that? So oftentimes some of the feedback that I give, um, when I'm doing the reviews is, it's a confirmation statement. Yes. Yes. This class does it. But how does it do that? So when we talk about psychology, um, being used within that education pathway, there needs to be an assurance. So that's the conversation then you're having with that instructor, that there are components, there are, um, multiple ways to embed that psychology with an educational focus. So, um, that is crucial to this. When you're thinking about that, um, oftentimes before we would have things like a, an English 101, comp 101 type. Well, that's needed. Yes, that could be needed across all of our career pathways. But how is that truly teaching the skills necessary for that specific career? And how is it showing them, um, what the work will be like within that specific career? So that those need to be answered, um, within the description, um, in addition to the description actually of that class. And, and so Heather, if, if people came back and said, well, we, we can't do that in an AP course because that doesn't align with college board. What would be your response to that? That's a good one, Jason. Thanks for that. I know what my, what I think your response would be. So let me, let me jump in and then publicly correct me if I'm wrong here. But I think, I think your, I think your response would be, so certainly your school district can choose to teach that like is be doesn't dictate that, but that would not then be an appropriate course for the course sequence for the career pathway. Ultimately, and, and so again, there's, I want to recognize from both the is beside the NIU side there, and this goes back to last month's meeting. Also, there's definitely a strong understanding here that like in, in most To some degree, all school districts like identifying early college credit courses is, is difficult in the first place, having teachers who can teach the early college credit courses Makes it even more difficult. And then, yep, there's definitely a third layer here if you want it to be part of a course sequence. And so there's no mistaking that. And so again, part of the solution there may be, well, maybe this just isn't a pathway endorsement for us. This is as close as As we can get to it in this area. What areas can we and so, so it, you know, I, I want to be sure that everybody statewide understands that I think there is wide recognition, certainly I can speak for our team on the part of the NIU team. And I believe that's also true for the is be team that that this isn't easy and making this work is is complex and And that's where Rodrigo's presentation last month was meant to provide some additional information. So if we can, you know, consider 1.1 versus 1.2 courses. That's awesome. That may not be an option either though, again, depending on on your local circumstances. And so Part of the reason to Bill's point that we're spending the time on this now, because as it is, we're literally setting the dinner table right now for 2526 at the earliest. And I know no one's got time to set the dinner table because you're worried about the applications with Heather for two months from now. And that's why we think part of our job is to help kind of lay out. Okay, here's where everybody should be thinking ahead and we're going to try and help help do that for everybody. That's 1 way we think we can provide some support. Because we know everybody in the field doesn't you don't have time to think ahead like for the most part. We certainly understand that. Yeah, thanks Jason for that clarification and also Heather for outlining that that that great idea on how this really works together in a line. So we do have another example here just real real quickly. And this again is just an example of the information technology pathway that you might be laying out. You know, figuring that you're starting with that capstone course with a Java emphasis or the dual credit, whichever 1 you decide to go with, you know, would work. But each of these is clearly a part of the information technology pathway work because they all have a career alignment to them. So this 1 maybe looks a little bit easier than than say your human and public services pathway 1 that that kind of has some questions about, you know, does that psychology or does that sociology course work out. But I think that there's some other examples that we could provide at a later time. So recommendations from this point. Well, we're going to we're going to rely heavily on Heather on this because she she worked with us a few days ago on on creating some of these and so Heather, if you want to talk a little bit about these dos and don'ts as we're going through the course requirements and the next 2 slides. So when you are doing your plans and submitting the information you want to list. So currently now, if you if you've been in the P. W. R. platform, I backtrack a little bit here. There was the option to select whether it was required or recommended moving forward. We're not going to have that within the Iowa system. And so I'm really not paying attention right now. Honestly, to how you have that mark, if it's required or recommended, what I would expect to see with that pathway for sequence are only those forces that you want to have approved that meets the criteria. So it's only those that meet the criteria that the students are going to have to take in some combinations, potentially, then some how many you list to meet those requirements. So again, it's the 2 years for semesters. And within those that's minimum within that you have the 6 early college credits that the students would have to have opportunity to earn. We did have the conversation before regarding those students who are attending regional program career center for an extended day. Perhaps their senior year, they're there for the whole year and they're there for 3 hours out of the day that that criteria of the 2 years for semesters could be condensed into just those 2 semesters because they're extended time. That would have to be outlined as well within the description just so we would know that that that's the intention for that. So that's that's reduced on that. And so do not just stick all of the requirements, not just of the state endorsement, but of graduation requirements. So I've seen that a few times where it's there's too much. There's too many courses. I, we just need to have those courses that meet the criteria that you would want the students to take in order to earn that endorsement because determining if the student earns the endorsement. That's the next stage of this and that's on the districts to do that is be reviews the plans to ensure that the courses that are offered the team based challenges all those different components are within the meet the criteria and they're within alignment of what we're expecting. So that's that's that on that one. Oh, okay. Yep. We did this one yesterday. I remember. So for the education pathway, example, you could have all 3 of these listed. So in turn, education, child development, educational psychology. They're all year long classes. They're all dual credit and they all receive 3 hours. So as students could take this is what you could have this in here. A student would take they could do intro to education and child development. They meet the criteria for the course sequence of the endorsement they could do intro to education and educational psychology that also meets the criteria. Obviously, they have to pass it and all those things, but it meets the criteria of what is expected within the course sequence or they could take all 3. So it again, it's the determination of the district to decide and to verify that they've met that if if you only have the opportunity for it. So I think it's just it thinks that there are a lot of courses that are listed on there that are not necessary or there when you have them back at your district, you really want them to take a course prior to this. That's at your discretion. But if it's not going to count in the pathway, the course sequence for here, then then you would not need to put that in there. I hope that that makes sense. I was trying to explain to Billy yesterday. And I think that you just need to show those courses that are going to meet the criteria and allow a student to potentially earn an endorsement from their course sequence. And Heather, just to reiterate, I think exactly what you just said at the end there was it just has to meet the requirement, right? We're just looking to meet the basic state requirement to assist you in those endorsement applications. And so anything extra is really for you. Like, you know, that's for the school district to figure out and not have to put it in the application if they don't need to. Yeah. Yeah. And so this last slide has a dos and dos on the course description. So do you want to talk some more about that? Yeah, yeah. This goes back to what I was saying before. When we initially had the, in some of the language out there, the discussion was when we're talking about building your course sequence, what types of things do you need to consider? That's where this sentence started with the does the course teach the students. And then we changed that to, okay, you have to provide it because you could just say, yep, absolutely it does. So now we've moved it to the how. So when you're doing your course descriptions now, quite a few I've just recommended you please try to restructure it with basic course description and then you're answering the questions. How does it teach the students the skills and how does it help them learn what the actual work is like in the workplace to focus on the how not the confirmation that it actually does. I think that's a great, great idea there, Heather. And essentially, if you're able to do that on the application, you're also being able to basically figure out the question of how do we communicate this to our stakeholders. And that conversation we talked about earlier is, you know, do we, what do we say to parents? What do we say to students and community stakeholders that are all a part of this work? Right. Because if you provided the answers to these questions, then they would have much greater knowledge with that class actually is because you can you can tell them, well, these are the skills are going to learn as it relates to that career. And this is what they're going to learn to know that the work is this way in this particular career. Which brings us to our kind of, I like I like to think this is fun. I'm excited to do this because we haven't done it in a while, but we want to break out into some breakout rooms. And so the question here is what are the best ways in communicating with students, families and community partners about course sequences. We're going to go ahead and get some breakout rooms going. You'll be manual manually assigned. And really talk about that question in that the small groups will bring it back into a large group and then we'll we'll spend a little bit of time doing that. So I'm going to go ahead and create those rooms. Bill, will the questions in the chat be answered. Before after. So I'll work on that. I'll get those answered. Yep. Yep. So those rooms are open if you can go ahead and join in into one of those rooms and answer the question what are the best ways in communicating with students, families and community partners will bring you back here shortly and have a quick discussion on that. Bill, I just moved Joel out of room 14 he was in there by himself. Okay. Yeah, I'm looking at him right now to. Yeah, Bill, there's a couple of settings we need to look at to in your zoom there's two things I've noticed today one is that the co hosts you stuck us all in rooms. So that's not a zoom settings that's when you do it and the other though is, I couldn't add Heather as co host. We can't, we can't pre add her but I tried adding her once she joined so those are minor will come back to those. Okay, will help me remember we're at probably about 50 minutes in we need to edit this part out. Okay, so Vina, did you see a note to go into room. 10. I did. Okay. Oh, that was not I'm going to move you again says, Ryan's there. I have. I have a situation right now. Oh, okay. No problem. That's fine. I need to talk to you. So, when we're done. Yeah, I was going to have to unfortunately, it'll, it'll be 130. Okay, I'm going to forward you an email. Okay. Okay. Thanks. We'll give them about 2 more minutes to, to have that discussion. I'll bring them back. So we are starting to see some people come back. We'll give them a few seconds as the rooms close out and we'll kind of bring this conversation forward as a. Part of that work. So. We'll give them a few seconds to get back in here. All right, so those rooms should be closing out because we had so many rooms, which is actually a good problem. We're going to actually have any individuals who want to share out something that they heard or a conversation piece that came up just go ahead and throw it into the chat. And really kind of addressing the question we had laid out or what are some of the best ways in communicating with students, families and community partners. If you have something you want to add to the chat, go ahead and just type it in. We're going to compile those messages and hopefully have some ideas to share out with individuals. But please go ahead and just talk about those conversations, throw throw them into the chat and then we'll go through that data for you as well. So, as you are talking about those items in the chat and really formulating those ideas, we just again want to share that. You might have an idea that comes up with course sequence from this meeting that you're like, oh, we do this really great in our school district or we have this plan that we go through. That is, we really feel like is a best practice. We encourage you to email career dash pathways dash user group at Google groups.com. You know, send it send it to the whole group put a little blurb about it and say we use this resource as a part of the work over at such and such school. You know, and again, kind of through this activity we hope that that kind of sharing really creates that group mentality where we're in this work together right is that we want to provide as many resources and best practices as a part of this work and so while you again are many of you are typing into the chat. We hope to also share those comments with you as we share out some of this work in that in that process of using the career pathways user group. Play on so. So some great comments coming in as we see it looks like Dr. Stanton has we discussed the benefit of using school links, which I think we could do a whole conversation around that and and maybe looking at a conversation around how school links could play into this process later on. Katie Turner says host an eighth grade night for parents to discuss college and career choices in high school. Katie, that's a I think a great example of how how you get in front of these types of conversations where as changes are happening. And so, hosting an eighth grade pathway fair Shayna, another great example there as a part of this work and so we're going to again, if you have a great idea that that you came up with or shared as a part of that group, go ahead and share it in this chat. We did want to connect with our next meeting, which will be happening in April and so as we're going through some of these conversations, we know that the individual student plan is a big part of this process as well and it's laid out as a part of the career pathway. Endorsement plan and so in in kind of celebration of this work that we've been doing, thinking about, you know, what are our career goals for students? What are we doing around college planning for the individual plan? What are we doing as a school district to align with financial aid resources for students? Are we doing resume work with them? And what does that work look like? Is it is it different here and is it a best practice here? Are we developing personal statements as a part of that individual plan? That's kind of the conversations that's going to be had next month as we gear up for some of these conversations towards the end of the year. And so as you as you're thinking about those things, think about what is our district doing today with with regards to the idea of the individual career and college plan? What are the components of the individual plan currently listed from Izby and how are these components living in our course sequences? Sometimes we will develop a plan and it kind of sits up on top of a shelf and it looks nice and shiny, but how are we really implementing these things within our course sequences? And that's why we felt that was a real easy segue to this idea is that since we've talked about course sequence today really laid out some of the questions that have come up around the course sequence that the natural progression of this conversation is what is next in the individual plan as a part of this work. And so just like we recommended going into the career pathways user group email, if you have something that you're doing great around career goals for each student, if you think you have a resource around the college plan or the financial aid plan, or any of these other examples and you want to share them with the group, again, just go ahead and put them in that career pathways user group email, send it to everyone. But we'll also be hopefully having some conversations around some of those resources and ideas when it comes up in our April meeting. So we just encourage you to share those if you have something that you're using that you feel is highlights some of the great work that your school district is doing. We have our agenda just kind of restating what we went through today. We did want to address some additional resources. If you need additional resources that can be found at the pathway endorsement website page you'll notice you'll notice here and Heather called us out of a few days ago. There's some new office hours and so if you have questions. If you if you just need to get a hold of Heather and need her ear on a question. April 14 was yesterday, but March 20, March 25 April 4. There's a whole host of dates laid out for the almost the remainder of the year and so look at those dates if you have a question that it's coming up. Make sure you're engaging her in those times that are slotted where she can answer questions as a part of this work. You'll notice we have an evaluation if if a teammate of mine could go ahead and throw that evaluation into the chat. We hope that you enjoyed your time that you maybe gain something from this presentation. And then we'll kind of stick on here and kind of look at some of the questions that maybe came up Heather. I know you're here for a little bit and so if you saw a question that came up in the chat and you want to answer it. We can do that, but for really everyone else. We ask that you continue to engage in this work continue to come to these scheduled meetings, but also engage in the career pathway email as well.