 Good afternoon everybody and welcome. Thank you so much to New America for hosting and having me here today. I am excited to be here and to share this wonderful resource that we created in partnership with New America Empire. So the youth, I'm sorry, the equity and youth apprenticeships program toolkit was designed to assist K-12 higher ed and workforce leaders to build scalable equitable youth apprenticeship programs. The toolkit is full of resources. There's readings or discussions, their activity, and the idea for the toolkit is to get the conversation started to help recognize and mitigate the structural barriers that exist in youth apprenticeship programs. And we focus on three main areas within the toolkit that is access, belonging and of course continuous improvement. So when we think about access, we want to know is a program open to everyone or does it feel more like an invitation only type of situation. Our own cultural site, cultural stereotypes, implicit bias and macro messaging can act as barriers to some students and it prevents the program from being inviting to them. So the whole idea of access is that we want to create a program where every student feels they can see themselves within that program, but also that they have access to that program. And that is through making sure that when we send out information that it's in various languages, that it reaches just not the students who we think should be in these programs, but even students who maybe again through our own equity lens we don't feel have a place in these programs. And that leads us to our next section, which is belonging. And so we think about belonging again, it's more than just the students being present for the photo op that we see visually that the program is closely diverse. We want to make sure that we go beyond that that underrepresented underrepresented students often do not see themselves in a lot of career fields. And so it's really important that as we start to build these apprenticeship programs that we have the students be able to see themselves actually in these roles and not just invited to the table as sort of an afterthought, and so that the environment in which the programs are being housed are inviting to the students. And that takes some work on both sides so the toolkit again can be used in a way to help train up the staff so as the students are being involved and being placed into these programs, they feel that they are integral part of the process. And then finally we discussed the idea of continuous improvement and this concept comes from the idea that once we get the students in the program. The works not over it actually continues. We need to think about how we're collecting data both qualitative and quantitative data, so that we can then go back over the course of the program and reevaluate. We want to have conversations with those who are part of the program. From all aspects, those who help recruit those who have support the students themselves and of course the parents, because we want to be able to see where corrections may be needed, but also the areas that we've been super successful and how we can share that success with other types of programs. I'm here on a short time and I want to make sure I make space for questions that you may have about the toolkit. So that was a very brief and quick introduction but again I wanted to leave space for us to engage in further discussions. Well the first one I should start with that how you access the toolkit at the end of the session we will put the link to the toolkit but you can also access it from the Nate website which is snake equity. And then once you're there, you would just look for special programs are in the special programs you will see Paya, and there are other resources that are there in relation to the toolkit but that's where you'll find it. And one question is this continuous improvement involve career pathway programs. It certainly can and so again the idea is that everyone who's using the toolkit would be at different places of their program. So the toolkit is built whether or not you are someone who just thinking about program someone who already has program established, or if you're right in the middle and so with those with those resources that I spoke about. There are several activities that can be used interactively so that you can address how this idea to access and get students involved in career pathways and those types of programs. Okay, so the question is, can I share a few concrete examples of how the toolkit could be used by K 12 leaders stakeholders and the likes. So as I was just mentioning that recognizing that everyone's at a different location in their program development, you can use the toolkit as a way to start a conversation so once you get everyone at the table, being able to pull out some of these resources that address issues around the process so for example, been able to look at your recruitment strategies, and it's through that recruitment strategy how equitable is your recruitment strategy. You can also use it to begin conversations just around equity in general so there's pieces in there that helps you to look at certain barriers that may exist that you can help to examine. There's a way of unconscious bias and how if the if we are bringing our own biases into the table into the conversation, then that could lead over and how we're making the programs accessible and available to those students. And then finally, you could use it just as a way to continue the conversation throughout your stakeholders team. So, in the back of the book there is a five week guide that sort of sets you up on which activities you should use and how to build upon each one of those activities. But one of my favorite things to do with the toolkit is actually just self reflection. I think we all are passionate about the work that we're doing. And sometimes we need to take a step back to just reevaluate how deep we can be in our own process and so it helps me to stay focused and look at new ideas and actually just keep myself in that idea of continuous learning how to make these programs much better and more equitable. There was another question. My partners are in an early stage. We just now bring them together as partners and setting a vision for our to be launched programs. We are committed to developing a program the least equitable outcomes but need to get ourselves on the same page about what that means and what success could look like. Could this toolkit help and what advice could we provide. So definitely, I think one of the things that I've seen in working with PIA and other agencies is when we talk about equity. Everyone has their own definition and it's a definition that's ever evolving. So I think one thing you could use with the toolkit is as a conversation starter but also as a play setter to figure out how does everyone on your team view equity. What is that definition mean to them and maybe create a common working definition that you all are going to work from and build your program against that. So having a shared group that shared identity of what you want to talk about and how you want to approach it. And the toolkit has wonderful resources within that that you can do in a group activity, maybe break off in pairs and come back. I know in our virtual spaces here. Going to the board and like putting things on sticky notes is not necessarily viable, but I strongly suggest that you have these conversations and have them early because the big thing about equity is we don't want it to feel like an afterthought. It is very difficult to create a program and then go back and make it fit in the equity boxes. So if we can get into the habit of as we're planning these programs and thinking about some of the barriers that I heard in the panelists earlier talk about transportation, limited resources. One of the things that I know COVID has shed light on is this whole piece around internet and technology, those disparities that existed before have now been amplified as we think about households that only have one computer or, you know, can't afford internet access to libraries or close and so some of the resources that we would naturally gravitate to our school institutions are closed and so because the students don't have those types of resources. It is important for us to think about those types of barriers that exist as we're planning the programs because that would really help you if you build this whole program and then they don't come and ask them why they don't come versus what can we do to make sure that they have the ability to get there is the better question. And then the last thing I'll add to that is just making sure you have the right people at the table. We've been talking a lot about historical context, this idea of community as experts but also most importantly, the youth voice so as you're thinking about building these programs out it is really important to have the right people at the table and also decision makers at the table who can help you to build out the program and provide the necessary resources that you would need to get started. Hopefully that answered the question. I think that's one more. There was more of a comment but we appreciate and hope the toolkit has been helpful to you. Are there any other questions. I know you guys have been going all morning so I understand if you're you're hitting that button. Not seeing any other questions so await. So the comment is the flip side of virtual learning is that those of disabilities and or who have social emotional challenges may find it a better platform. So what are you looking into how to address those communities. Nate has done some work recently around students with disabilities, and there is another resource that you can find that's on our website but in relation to the toolkit. That is definitely address we have a section around underrepresented or as is referred to in Perkins five special populations groups and persons with disabilities is listed there. So just like before COVID happened that was something that we didn't think about a lot of people don't think about and built in the programs is it accessible for someone who's in a wheelchair the visual ones that we see but also the disabilities that we cannot see and so again during this time where it's just put the spotlight on so many inequities that exists. This toolkit can definitely be used as a way for you to have those conversations to start thinking about things beyond the more obvious ones that we always talk about when it comes to getting students into these various programs but when we're thinking about students who may have other type of disadvantages that we don't necessarily think about using some of the activities around barriers, for example would be a great one there are several scenarios that help you to start a conversation and to think more deeply and directly about some of your own bias that you might unconscious bias. I'm sorry that you might be bringing or again even say sometimes assumptions we make assumption that everyone has access to these tools and resources that they need so that barriers section in the toolkit would be very useful to have that conversation. And it looks like the resource. The CTE pipeline to career success students with disability has been placed in the chat box for your use. Any other questions. Well like I said I've been sitting in a lot of sessions today there's been a lot of great conversations around equity, and it's really great to hear that people are really having those heart conversations among themselves but it sounds like there's a lot that's been going on post COVID that people are realizing that we need to address. And so I thank you for your time I definitely hope that you will go and check out the toolkit if you have any questions or comments about it please reach out.