 Well, we're going to get started with today's career pathway user group meeting for Friday, the 13th in October. That one's always a fun one. I think when people are thinking about superstition and all the great holiday activities coming up for our agenda today, we are going to be talking about a few different topics. Really, the top 2 is that I was update that Heather lukin is going to provide for us on what is happening with I was and how that's going to impact your ability to be submitting your applications. We have an update on some of the endorsement data, and then we're going to be discussing today the intensive career exploration component of the career pathway endorsement. And so, as you're going through, at the end, you want to take that evaluation so that we have some feedback on that as well. So, with our welcome and introductions, my name is Bill Rose. I am with the Illinois project in collaboration with Izby. You'll notice a few of our team members are here as well. And so what we do is we collaborate with Izby on this work with the career pathway user group and multiple other. As needed directives from Izby. So, I'm going to send it over to Heather to give her introduction and then Jason. Good morning, everyone. Heather lukin with Illinois State Board of Education. I'm a principal consultant with CTE. I oversee school counselors across the state and I'm responsible for the arts and communications endorsement area. And let's say I've been at Izby for five years now, coming up to five years. And yeah, I pretty much do all things CCBE and CCRI. So, this user group has been fantastic for a way for us to keep tabs on everything in your needs and your requests and provide updates. So, looking forward to our meeting today. And good morning, everybody. My name is Jason Klein, Senior Director of Learning Partnerships at NIU. It is homecoming week at NIU and it is the 116th homecoming, which is the oldest of the universities in Illinois. And so I called out a different background today. I hope that's okay. It's going off script here for our normal career connected Illinois background. And just a call out to everybody on the call who's doing the work. I early this morning ran into a superintendent of a high school district while walking our dogs very early this morning in the dark and we had a whole conversation about the CCRIs. And so, again, it's really good work that's happening. And again, this is a district that historically would maybe not have been focused on some of some of the work that everybody in this room is doing now. And it's really exciting with the impact and the potential it has for all students and I see someone just popped in who has that district in her region. So there we go. Exciting stuff, Bill. Yeah, so we're going to talk real briefly on the purpose of the career pathway user group. And really what this is about is the user group is a group of people who are interested in the particular area or use of the same product who use the internet to share information about it. And kind of in plain term is it's a group where we are sharing information using the Google group app kind of from Google and interacting in a way that supports each other. And so we highly encourage people to ask questions in the group. If you have something that's coming up like a special event and you want to share that on how you're trying to implement that. If you have suggestions for people or just really kind of any information around the career pathways, we encourage people to really use that application and share that information within the group. And again, so that vision of the college and career pathway endorsement is of quality for individual students rather than quantity. And we really focus in on that quality component. You know, I think it was at one point we were talking with business leaders who were saying, you know, if I hire someone with the endorsement, I want to see a difference in that student or that graduate. So that whole component of quality is really important to this group. And we just really want to stress that importance of that authenticity as we get through those career pathway endorsement initiatives as we're implementing them in our programs. So we're going to get into some quick announcements. One is the is the career connected Illinois professional calendar is available for you to take a look at one, one quick call out in that calendar as there is a new professional development that is coming October 24. It's related to the business and finance pathway. And so this is one where they're assessing the essential skills in the business and finance services career pathway. And so we're going to be adding some new ones per pathway. So we wanted to give that specific call out as a way for if you have a specific pathway in your district or school. There will be some specific essential skills workshops that will be added to the calendar. So you you want to check in on that calendar and see if there's one that applies to your school. Also, we have a call for proposals coming up for the is be career connections conference. If you don't have this in your calendars. You want to add this to your calendar for June 18 at Tinley Park convocation or convention center, but we are going to be sending out call for proposals and so if you know anyone who does really something fantastic something interesting in their classroom. This connections conference is really teacher centric. It's a teacher focus. And so that call for proposals will be coming soon as a part of the conference. And so now we're going to get into our career pathway endorsement data and I'm going to turn it over to Heather to start that conversation. Thanks, Bill. So I'm very, very happy to give our final numbers for 2223. We had 1072 students that received endorsements and FY 23. And I think that if we if we move to that next slide. I think it's the next one. You can see a well okay, we'll do this one first. So there are currently and as of this morning actually it's now 223 school districts that have access to the PWR platform. Meaning that they're starting to build their plans and obviously they're all stages of when they're going to offer those or implement those. They just want their plans to be approved so they can have those and maybe they'll start implementing or offering those officially in a few years, but they want to make sure that they have all the required components. So that's very exciting. I still continue to get obviously new requests for access to the platform. So that's that's a new number for us. And this goes along with the FY 23 data. So we have 39 school districts that had students that received endorsements so I want to call something out on this too. So even though it may seem okay 39 districts, there were a lot more districts than that I want to say probably and I should have looked at that data this morning I apologize for that, probably 15 to 20 additional districts that had approved their plans. They just did not have students that were eligible to receive the endorsements. So that's a number so when you see the 39 school districts, those are the 39 that had students of those 1072 students that had students that that received endorsements last year. So that is still an increase from what we've had before I expect that number to rise even more so this year, based on the information that I've gotten and the request from the district saying hey we're ready for 24 so you know let's get the plan going. So just just again, there's that key word, even even in the House bill, it is offer that endorsement to the graduating students, fully recognizing that some years it's going to rise and fall based on the interest of the students and based on the criteria they may not meet all the criteria so that's just something to pay attention to when we're looking at the number of districts that actually have approved plans. Okay. And then this I know Jason was going to jump in a little bit on this one too, because I know he put this graph together for us, but this just shows you that disbursement across the years for how many endorsements and you can see that rise again that we have all seven career pathways and multi disciplinary this past year for students that received the endorsements. A couple of things yeah we we're following the same pattern. You know patterns kind of a funny word to use because it wasn't really until 22 and 23, and I say until and this is still, let me stress from a, for those that have studied educational policy implementation. This is happening very very quickly. And so it's happening even more quickly when we consider what school districts have been dealing with since the 2019 2020 school year so but but the pattern there is a pattern that is a has emerged at this point. Over the past couple years, I anticipate based on working with people by and large that in a lot of ways this pattern will stay the same. I have a couple of ideas in my own head of where I expect to see shifts in this pattern over the next three or four years. I'm going to keep those to myself at the moment but the other thing that that we've started doing is, and I know the agency will be also doing this separately together and and probably in parallel all three, but doing some additional analysis so I can tell everybody for example, last weekend I've already done an analysis of endorsements issued endorsements by school based on percentage of students whose families are considered low income and based on school district adequacy level in comparison to other districts around the state there's a lot more we can do with that. One of the things that well we're not sharing all that data today, maybe we will at some point there's some interesting stuff to look at there. One of the things I will call out is the range on both of those was extraordinary I mean the range on a percent adequacy level if you don't know part of the evidence based funding that's been in place last five or six years in Illinois is the state that has set an adequacy target based on a formula of who your community is and who your students are and how much money it would take to give them an effective education. Schools really don't have to be funded at 100% of that adequacy level even though 100% is what defines adequacy. I wrote a little paper on this about 20 years ago and so this is funny because the goal is to fund them at 90% of adequacy level which is actually inadequate. That's another story for an evidence based funding conversation. The, but the adequacy level shows the percentage of a school district's targeted adequacy level based on students and communities and like our range there is we have school districts in the low 60s which is is very low you you do not have enough money to adequately support your students and their needs to school districts that were at 120% but if you think all of the districts that are issuing endorsements are in the 100 to 120% range that is is not the case at all as a matter of fact and so we have a very wide range and the average the mean among the 39 districts was 83% whereas the state's mean is about 71% so these districts do have more money. And so, so there's that I see there's a question about the multidisciplinary endorsement that's probably a whole nother conversation for another day. We have got a lot packed in that we know people need to know about so we, we may come back to that and as we talk about the rules in the next few minutes. Maybe I'll point to the fact that the rules will provide a lot more clarity on multidisciplinary so I'm going to kick it back to Heather now. Okay, thanks. So, updating on I was so I just wanted to let you know that yesterday and even last week last week was my first opportunity to go in and truly test the entire system. And yesterday, we had another meeting regarding that and, and we have some language changes in there to make sure that it was in alignment with the required components as well as ease of use for all of you. When it comes time to transfer your plan into I was so we are testing that we had some additional information that we wanted to have changed some things regarding the core sequence in particular a way to capture those. You know, it's the two, two years or four semesters, however, we have had allowances for those students that are going to a career center, and they may be taking two semesters worth of courses that are extended time extended periods. And so that would count towards the two years four semesters. So we're finding a way to make sure that that can be entered appropriately and validated. But it's functioning very well so I'm very happy with that. Okay, if you go on to the next one I think though. Yeah, so when, when it comes to I get this question a lot, especially with those like the past five or five to 10 districts that have signed up. They, before even sending in their application they'll send me an email say are you sure we should sign up because maybe we should wait for I was to open. I am going to say the same thing, do not wait. If you intend to especially if you intend to issue endorsements for FY 24 but even for 25 and beyond, please get access to the PWR plan, or the PWR platform, so that you can start to build your plans. I intend to for those submissions that plan approval form that has to come in by December 15 in order to issue endorsements for 24. And so I'm going to review those plans in the PWR system, because there is going to be some time to transfer that information. So I don't want to wait for it to transfer and so forth so please make sure that you're following that process as well and get and get that into the PWR platform. And I know that I have already already have some districts that have issued their approval form. And so my schedule next week, I literally have three days blocked off and that's all I'm doing is reviewing plans. So I'm getting that caught up because I know I'm going to have more coming in. So I just want you to know that the I know it's no later than February 28. I really would love to have everything done, especially for those that are coming in right at December 15 or close to that by the end of December so that you're starting off your new year with the plans approved or any, any changes that need to need to be made. But there'll be more training on I was once that opens up. The current users of the PWR platform will have access to I was before everyone else, because you will need to transfer your information into that. And then what we're looking at is for the 24 and 25 school year that will open up to everyone because they will have to make that decision within 24 25 school year, they'll have to make the decision as to whether or not they're going to issue pathway endorsements, or opt out. So that's just kind of an overview of that. And I think that's what I'm. Yeah. Okay, so yeah, I would I would say, January 1, 2024, that that would be at a proximate date for opening that again I want to make sure that it is functioning as best as it possibly can, knowing that there still could be access once it opens up and you guys all start to enter your information, but we're that's why we're testing it so thoroughly to hope that that's not going to be an issue at all. And as far as responsibility for putting that information into I was each district will need to put that in. I know we've had questions about the multiple accounts with one email, particularly for the CCP coordinators, and how that's going to look to be able to have access to. So we're working with the system on that and I was team on that to find out how that can be set up to see what the best option is for that. If you can create multiple accounts with that one email which would tie you to those particular districts, obviously superintendents are going to be the ones that have to give approval to anyone within the district to use the CCP application in I was. I'm going to just add one kind of expectation setting thing for everybody there. For those of you who are in that situation like a CCP coordinator or an EFE director for example area career center leader. Do not expect that and that to necessarily be resolved one way or the other. When the system opens, I would just say so it may be but that would be a bonus if it's resolved. If it's not the answer we want I would expect that to be after the system opens then that piece really can get unpacked and looked at so just trying to level set expectations because we know we have a lot of you you're very important in this work regionally. But that that is a hurdle and the system was built around school districts and and ultimately as the last item says each district will need to update its own information and I was. Thanks Jason. So advantages of moving this even though you may say to yourself and I'm probably you may have said it to me as well. But now we have to transfer everything that we built into this new system. I would say given given that I've been working over the past two weeks to clean up the pwr platform and get we've had some issues with access levels and so forth as far as the invites and districts inviting people and not getting the official invite from is being all that type of thing. This will eliminate all of that. So it'll be direct access to that the universities and colleges as you know in the system. If you don't go in and check to see if that's already been built. Then we have multiple examples and multiple entries of the same community college with a different name but then programs tied to it. And it's it's a bit of a headache. So this will eliminate a lot of that. So that you have dropdowns for a wide variety of these components where it's it's almost direct responses so it's forced response so to speak where you can only choose from what is there. And the key component to as well as that is that the data analysis will be streamlined so we can run reports from this. We can have all that information will be much easier to to function on that end. Heather did you see the question and then. Yes I did. I did. I'm not sure that the new the program a study approval Amy would be linked with the CCPE approvals. I mean if you're talking about having some type of way to enter that into I was that's something that we are exploring. But those are two different submissions and different requirements for that. And then districts without according outside. So can I can I jump in on that second part. So, Amy our position as the NIU Illinois CTE project team would be that we assume, because this is district level work that the college and career pathway endorsement application processes. And our assumption is that no one has a CCPE coordinator in how we try to provide information so these meetings p join network newsletters when there's like key updates, pointing people back to is be. And so, and now obviously when there are CCP coordinates they're also getting this information, and they can pay a little more attention to this so that's a big help. So we try to work from that standpoint of no one, no one knows anything about this unless we say it a whole lot of times, and then hopefully, hopefully people in a bunch of different ways, excuse me, and then hopefully people will know about it. And I will say to Jason on along with that. I do have a list and this is one of the things that I've sent out to the district contacts, which is why it's so important to make sure that those district contacts are correct. I've sent out to a few districts this year, when some of those emails have bounced back to me. So I send out messages to all of the district contacts whenever there is something new that is happening or updates to anything, including the information regarding the approval process and so forth that was an email that got sent out to all the district contacts so. I think that once this gets moved into I was again, then they'll have the opportunity to identify that district contact, and we will be able to then have that instead of me copying pasting everyone's 223 emails into into one, and we'll have that information Yep, there is going to be a webinar on how I was functions and how to access that and how to take a look at well actually it's going to be a walkthrough exactly like what we currently have on the on the website now with the walkthrough the pwr platform. So I'm going to go ahead and document that explains all the different components and a step by step process guide and a video and that is coming soon as soon as we have all the language changes done in the I was then I've already started to build that guidebook for everyone, but I just need it to be updated obviously so that it truly reflects what it's going to look like when once you pop into I was I mean Heather just so people are aware of those resources are available for the current system right now on the website so if you need a walkthrough or a guidebook or a video, those are available. And so, Heather wanted us to be sure that those same resources would be available for I was. So we're going to get into a deeper dive into the component of the career pathway endorsement known as the intensive career exploration experience. And so we have some examples of those that we wanted to share and just kind of get a conversation going on what these look like. And what are some of the ones that are happening throughout the state so that they can be copied or reproduced or even made better in some instances. As we get to this so I'm going to allow. Heather to address the definition and rulemaking here because I think this is a real important component as as this moves forward. So when you look at the rules that again I know that Bill's got this outline done here. We're hoping that October 18 is when the board will approve those rules and then put them out for public comment. So as soon as that happens and we have that information we will get that out to you so that you know how to handle that process and where you need to go to make those comments and so forth. But when it comes to the career exploration. It specifically lists that you were to have two career exploration activities or one intensive career exploration. And there has been a little bit of well quite a few questions regarding clarifying that and what that actually means to be an intensive career exploration. I know that when talking to districts and they're they're putting in their plans and so forth. When we talk about intensive we're talking about a one day event or something along those lines that is specific to the career pathway. So we know that within the work based learning continuum you have your career awareness and then your career exploration and that takes it a step higher. So career awareness truly is even though we're allowing these four for career exploration is like a career fair where you're going around to multiple careers and you're you're you're having those interactions and that's fantastic and obviously as a counselor we encourage that we want them to have that. We have said within the career exploration activities. If you're going to use a career fair you need to ensure that the students are reflecting on those conversations they are. Discussing afterwards with someone or even you know writing it down which career appeal to them and so forth and you can use one of those as your career exploration. So we're allowing that but when we talk about an intensive opportunity it really needs to be specifically aligned to that career pathway. So, and we've got some examples, yep and definition so when we look at the definition of what that intensive career exploration would be. It's no less than three hours we're talking about like a booth fair so like manufacturing I know that they have these the manufacturers they they bring in teams for all the different manufacturing opportunities and that is the focus of that day. A college fair again that's career specific job shadowing or a mini internship and things that really wouldn't count would be. A job fair where you're playing for a job and it's not career specific or just a short experience that you would have mentoring experiences or classroom speaker that would not count as intensive. Is it going to count for a career exploration. Yes, it can mock interviews same thing. So that's just more explanation as to what that is. Yeah, and I think 1 way to kind of call these out when I think about these types of events is that, like, for example, you know, if I'm going to the job fair, is it specific to the career pathway that the students are in right. So I'm going to take health care students to a job fair that that in order for it to meet that intensive component. There should be some work ahead of time. There should be, you know, it should be medical related to the to the careers in that pathway. There would be a reflection component, you know, and so I think in these examples, it's really simple to kind of see how it has to really be linked to that career pathway. Correct. So we're going to give some more information to come as those rules are developed. Heather had mentioned that date here in October where is we will be meeting and as soon as we hear about what is the result of that meeting. We will be communicating the comments time for anyone who would like to make comments in regards to that to those decisions. And so we'll be putting that into the career pathway user group and some of our weekly messages and communicating that out so that if people want to participate in that comments portion of the work that they can do that. We also wanted to share a few examples of these and what they look like in practice right now, which I think is really important because these examples. While they're just examples that are currently occurring. They are ones that are really hitting that that point where they are connected to that career pathway and allow for students to really kind of think about, you know, is this the right career pathway for me? Or is this something that I need to, you know, kind of rethink that kind of. That job path that I that I want to take and so we had 3 examples for the health sciences and technology manufacturing engineering technology and trades and human and public service. So the 1st 1 was 1 that 1 that I've done in the past in my experience. We worked with UW health, which is formerly Swedish American hospital and essentially what the students would do in this. Example would they do a lot of pre work and really looking into the different careers that a hospital has. Sometimes we bring in speakers. Sometimes we would do some pre investigation work on the different careers. Before attending UW health, but the students would 1st get a tour of the hospital and I mean, this is a full on like we're going to multiple floors and checking out the different facilities that they have. This also includes behind the scenes with their, their biological lab, which was really interesting. The students almost in every case loved experiencing the lab because they could see kind of that behind the scenes. What are they doing? They're testing different diseases and viruses that they have and really those kind of conversations with the professionals at the lab. I always stood out with the students, but in that tour. They get to see a surgical room. They get to see the ER in various places throughout really experiencing the different careers that are going on throughout the hospital. They also got to experience the EMT wing where they do some of the training with their EMT employees. But after the tour portion of the experience is the students are kind of pre matched with 3 careers that they may have interest in. So they may include nursing surgery with the tax and the surgeons, some of the operations components of the hospital, the heart hospital, the ER, and they get to go to 3 of those different experiences. And so this is more of an intense kind of discussion with the people that work in those areas. What do they do on a day to day basis and really just that intense interaction with those individuals. And then finally, at the end of the experience, they bring in all those people together and host the panel. And that panel is where if I didn't get to go to the heart hospital or I didn't get to experience the lab in a way that I wanted, I could ask more specific questions. They also talk about a lot of the essential skills that are needed to work at a hospital, which I thought was really important because we were doing that work on essential skills with our students in class. And so when you have the professionals talking about that to the students on a face to face, it really lends them to the fact that this is what's expected in the industry. And so that's intensive career development experience was one that students really love doing. Now, a specific call out to this experience is that it was only for the health sciences students. The tour and the experience is sustained for multiple hours. There are multiple careers being investigated and a specific call out to some of the non traditional careers that we sometimes forget about in the healthcare field. Like working in the lab like, you know, testing for the biological components or the surgical tech position, which we felt was important because we know that all of our students aren't going to be doctors. All of our students aren't going to be at that highest tier. And so we wanted to give opportunities for students who maybe want to get started in the career as a CNA or a surgical tech or working in a biological lab. Just some recommendations. If you're looking at a similar occurrence in your community, we had to it requires an employee contact at the partner organization. We had to figure out that component. It took us a few months to figure out who was that really go to person who could organize something like this at a hospital. Some considerations were that you wanted to do this either early in the school year or sometime in the later spring due to flu season is that hospitals have those kind of restrictions that are more common now with what's happened with flu and COVID. We really had to take into account the HIPAA component and every student actually had to sign a HIPAA form through the hospital that we were working with. And so that also included them not being able to bring their phones on the actual experience. So we expected them to dress professionally, come prepared with questions and really follow up with them on a student driven reflection, which made the experience an intense experience for them. So I'm going to kick this over to Heather to talk to you about the human and public services experience. Sure, I know that there are quite a few around the state what they call like a future educator conference where the the students are going for the day to that university to a community college sometimes as well. And they are having sessions and opportunities to learn all about education and the multiple careers that are in education as well. I personally have taken some of the students to when I was counselor and Hannah I took them to ISU in order that I know that Jason has they have at NIU there are multiples coming up actually for those students to come in it is a day dedicated to education and the education careers. So you have presentation sessions what it means to be a teacher, and as well as panels and so forth where the students are are clearly, clearly having conversations regarding education. I know that, yep, there we go with that with the numerous avenues and entering education what it could lead to everything from the paraprofessional to the teachers to the professors to educational research which is one that is often overlooked and what type of research you may have in that. So, it's just a wonderful, wonderful opportunity for the students to find out everything there is to know about education something that we are all very passionate about. Okay. Yeah, not every post secondary partner has the capacity to offer the same experience. So, I echo this slide very much so start small find a contact and someone that's able to work with your district. So, with area districts to create this you can have a regional approach on this. I think that that's very important or with an EFE, especially when moving some of these other areas as well I'm seeing a lot of that happening with with regional approaches to to offering the same experience for the students that are very career specific. Yeah, I've done one of these also with a local university and actually we had two colleges that offer two kind of different experiences but I think what is really great was that each one of them kind of focused in on their programs as well, which I think was nice because the students that attended both of them could see, hey, like, I really liked this experience, because this was the one that focused more on the type of education I wanted to work on and so I think that was something that was especially awesome for them to experience because it helped their decision in choosing a college that they wanted to go to that had a special focus area for them. So, our third experience is one that I know is currently happening around the state in multiple regions. And the reason I know that is because I've had people reach out and talk about the ones that they're doing I've seen some on Facebook from from different people I'm following throughout the state. And so this one is really based on the manufacturing engineering and technology and trades pathway. And this one is known as like the annual building trades expo. And so really this is where multiple labor organizations and contractors partner with the school to produce a more in depth experience for their students. It meets those requirements that we talked about it's multiple hours long. It's specific to the manufacturing engineering technology trades career pathway. And it allows students to have that intense interaction with the workers in those fields. So some examples that come up is, we had our local painters who were who were doing sessions of, you know, what do they actually have to do pre painting lines, but also what do they have to do while they're painting and some of the strokes that they're doing. And so they're literally taking the kids, you know, handing them a paint brush and saying, Hey, practice these certain strokes on how you would, you know, take on this project. And so the kids are getting kind of their hands dirty in this work. They're experiencing it. You know, same thing with the cement Mason guys in the unions is they're sitting down showing the kids how they're using the trials. The steel workers are actually getting the kids up onto a steel beam. And it's kind of like, you know, like they would be in a skyscraper setting, right? Except for they're only a few feet above the ground that they could step off of it. But they're practicing their balance and also being put into their, their protection as they're, you know, being strapped in and they're working on some steel work, putting some beams together. And so it's really a great experience for them because, you know, having the understanding of like, this is what I'm going to do every single day and be working with my hands and continuously being up at a height that, you know, maybe this is only two feet high and it's safe here. But in the real world, we're going to be hundreds of feet in the air. And so these are some of the common practices that take place at these annual building trades expos. And how do we know they're intensive? Well, you know, and the ones that I've attended, you know, the kids have the goggles on. They have the hard hats. They're getting their hands into the work. They're having the intense conversations with these guys, you know, and these guys, you know, they talk like they do while they're on the job. And so for some students, it's eye-opening to see how they even talk to each other because that's just how they are on those jobs and really being focusing on safety as well. And so anytime something that is like kind of quote-unquote unsafe, the guys are very quick to take on that issue because obviously safety is their number one issue on these types of careers. And so some of the accomplishments of the manufacturing engineering technology and trades experience are it connects students to the local unions and the contractors who are in desperate need of these workers. It also exposes them to a host of careers collectively. And so here you might have 30 different careers that you're exposing students to that maybe they just weren't thinking about in the trades. And then when done intentionally, they oftentimes have women and minorities represented at these experiences. I know from a perspective of some of the kids that we bring, you know, seeing someone of the same gender or race and like interacting with them and saying, oh, like I didn't know, like, you know, women were in this kind of feel. That experience for some of the young women is one that you just see them smiling afterwards and saying, I want to do that too. And so it really addresses that need for minority groups to be in the trades as well. So it looks like we're getting some questions in the chat also. But if you have questions or comments on the intensive career exploration development, it looks here, Brian says, how are the future educator conferences being promoted? Jason, I'm going to give you that one for the NIU one. Yeah, and the NIU site, as I just put in the chat, we don't promote them as like, hey, here's a day sign up for this day. We develop them in partnership with, again, either EFE's or ROEs, both actually. So if there's an interest in the part of an EFE region of setting one up, that's actually something that you could reach out to me and my team on the College of Ed. I will try and drop in a couple of email addresses on that in just a moment when I'm done talking. We'd be happy to do that. And then like ISU, of course, has a different approach as Heather said, and as Dan put in the chat, they, you know, they say, hey, here's our future educators conference day. Here's the link sign up. And so hopefully this mix of options. If you want to call it, Heather did also bring up, we know community colleges are doing this kind of work as well. And so, and with our student schedules, our high school students are busy. It may be a mix. I mean, I could see a school district participating in, in two different things potentially is certainly an at least in our education space. Well, and, and in other spaces, I mean, bills got he had in the slide, what's happening regionally, for example, in manufacturing engineering technology and trades, you may have multiple intensive exploration experiences that you're offering students during the year. You may have a handful of students who are able to participate in multiple of those but in many cases it may be these are these are the students going to this one versus these are the students going to this one. And sometimes that could be just because of like what the day looks like like I can't go in the fall because I play export, and I can't be late coming back, potentially for that so anyhow hopefully that helps answer that. And your question that says what type of documentation from these events need to be added to a student portfolio. I think really that that's kind of up to your district. In a sense is that that's not a requirement as I've seen and so really kind of figuring out, you know, what, what do you have as a component of your portfolio in district is something that you guys would have to discuss within your, your own team. Correct, and I will say that when building the plans when it comes to the description of the career exploration activities, especially for those that are focused on a career fair. I ask that you include that type of information as far as the opportunities for the students to have that reflection. So is that coming beforehand or afterwards and where that's going to take place just to provide additional evidence that those conversations are not just limited to the career fair, especially if it's one where there's multiple careers there, but they are truly then guided towards narrowing down what that field is, which then could lead to that specific career pathway. And another great question from and Anna Marie is can anyone join the educators conference. If we have interested students. I think it depends on the actual conference. And I see that Dan put the information in regarding the one issue. Yeah. So you could if you just search for those, you can find them and then the links and how to register and all of that and what the requirements parameters are for all of those. All right. Let's see Heather says I issue is is full of this year. Yeah, just FYI. So, so this also for the education one. I think this is something that as you are investigating this, this one example right this education one is see what some of the local community colleges are offering. I know through a local community college where I was at, they wanted to do something where students got an experience to sit down with some of the professors. They got to attend an actual education classroom. They got to have lunch with the educator professionals. And so I think each one is a little bit different on how on depending on what the actual college can offer and what kind of programs that they have as well. And so, keeping that cognizant of the work is that, you know, you may have a local community college or college or community college that you're going to have to work with to to develop what that looks like for your kids. But it could also be looking to the or some of the larger universities to reach out to them directly and see how you can participate in one in the future. All right. So we're getting to the end here. We just wanted to share some additional resources with you. The college and career pathway endorsement website is up. Heather's done a fantastic job of getting those resources up onto the website. One of the two specific call outs is the CCP academic readiness resources that are over on the side tab. If you're looking at it, it would be over on this side of the webpage. If you click on that, you will you will see them. She also has the added list for the CCP coordinators. I'm not aware if you need to have questions for Heather. She has the office hours listed. And so we just wanted to continue to talk about that. Heather, was there anything that I missed as a part of that component to the updates to the website? No. No, I don't think so. Okay. If you're going today, if you could fill out the evaluation form, you can click on that. I'm going to copy the link and throw it in here into the chat. But please go ahead and take the evaluation if you can before you leave and we'll stay on and and just allow you to have time to finish that evaluation form. But if you have more specific questions, we could stay on and possibly answer some of those as well.