Neil Kelly: All right. Thanks, Veronica. Welcome, everyone. Just like the good old days, I know Jeff from Marville is going to have his burrito today during the webinar, so we look forward to that transitional burrito that Jeff always brings to these webinars. Hopefully as enough to share.

So, let's talk about the purpose of the three-year plan. And this is right out of the Ed Code. So three-year planning process is meant to be inclusive and collaborative among entities that provide education and workforce services in the region. So when you look at Ed Code 84903, we talk about what's the definition of an adult education region?

And that's where the Superintendent of Public Instruction and the chancellor from the community college system got together with the team of state-level and field-level people and determined that the boundaries of the regional consortia would be aligned to 84903, and they used the community college district boundaries as a way to create these 72 regions, which are really 71, because two regions combined.

And then if you're curious about who can be a consortium member, that's 84905 in the Ed Code. It talks about who can join a consortium, who can receive funding. That's laid out there in 84905. Before you go to the next slide, just a reminder, that we are in the planning process. When we input this in NOVA, this is meet minimum compliance.

So if you'd like to have charts and photos, student testimonials, or things about your partners, you can add to that. You can do that outside of NOVA. But for minimum compliance, filling out the questions in NOVA and the boxes, that's what the state needs to meet that minimum compliance.

But we do suggest that you take this and make it presentable for local board presentations, as well as sharing with partners in a regional setting, and whoever else might be interested in adult education and where it's going in your region over the next three years. So you probably should already be starting that process. And then just typing all this stuff into NOVA is to be that last process after you get your local board approved or your consortia approval, and then moving on into certification of your three-year plan.

So let's go to the next slide. And so just to continue that purpose discussion, the members contribute their data-- we'll talk about that in a little bit. Implications of the data and further adult education programs. Charting that path forward for the next three years.

And like I said, so this last sentence, in fact, although the plan is a requirement meeting minimum compliance, like I said, for recipients of CAEP funding, the primary intended audience of the plan is the consortium members themselves, and, I would add, their partners, adult education partners and public officials. Next slide, please.

So let's talk about how the three year plan was set up with the legislature-- or by the legislature. And let me go into a little more detail. Next slide, please.

So when we look Ed Code 84906, which was updated just a few years ago for this round of three-year planning, it says, commencing 19-20, as a condition of receipt of apportionment of the funds, the members of the consortia shall have a consortia-approved three-year adult education plan that addresses the three-year fiscal planning cycle. The plan shall be updated at least once a year based on the available data.

So that update is your annual plan, as you know. And your annual plan drives your member work plan, which drives your member budget, which also drives your quarterly expenditure report. So everything is a hierarchy. The three-year plan is the kickoff of all this. And then your annual plan updates your three-year plan every year. And then as a result of that, you have your member work plan, expenditure reports, and things like that that go along with it.

So it's all connected. It should flow upward and downward, and you can connect those dots. The wrinkle this year is we're adding in mandatory metrics and targets and things like that in addition to your outcomes and activities. So next slide, please.

So the way the legislature broke this out, they have an Ed Code that-- the 84906, there is a section-- several sections on evaluation, several sections on actions they want to see and then several sections on descriptions they want to see. And so that's all included in NOVA so you can meet that minimum compliance of addressing those Education Code mandates.

So if you look at evaluation, the first one, number 1, is evaluation of education needs of adults in the region, and we have a lot of information and resources on that, so I'm not going to spend that much time on that. The other evaluation component is the evaluation of current levels and types of education and workforce services for adults in the region.

And the way we look at levels and types of services in the region, those are your participant numbers. So there'll be a table in NOVA that Veronica will go over and show you that you'll list the number of participants in your region. Because if you look at the types and levels, so the types would be the program areas, the seven program areas that were funded by CAEP to serve.

And the levels would be your reportable individuals, meaning one hour or more of instruction, or your participants, which would be 12 hours or more of instruction. So those are your levels. So if that makes sense. So an evaluation of those levels and types of services for adults in the region.

And then lastly, they do an evaluation of funds available to the members pursuant to paragraph 2, which is the number-- the entities that provide adult ed services.

And so that is that program area report that is due December 1 every year for the prior year, and that tells us hours of instruction by program area, and it also tells us expenditures by these-- I think it's six mandated funding sources. That includes LCFF, Local Control Formula Funding, non-credit apportionment, WIOA II, adult literacy, Perkins, I think CalWORKS, and maybe Jain Ed might be those other ones.

So those would be the ones that you fill out every December 1 and certify. And Veronica will go over how that is being brought over into NOVA for this evaluation exercise as part of this segment. Next slide, please.

And so here are the action steps that you're required to do per the legislation, is under 84906(b)(6) (7) and (8). And so the first one is addressing the education needs that we talked about. And then the next one is the action steps to improve the effectiveness of their services. And then lastly, it's actions to improve integration of services and improve transition into post-secondary education and workforce.

And under that, they have three or four sub bullets related to transition of-- or integration and transition. They talk about placement of adults, alignment of academic standards and curricula, qualification of instructors, and collection and availability of data. And so when you go into NOVA, you'll see that that is how the outcomes and activities are broken out into these action step areas. And Veronica will go over that later in the webinar today. Next slide, please.

And then lastly are the descriptions or descriptors. And so they want to know, of the entities that are providing adult education and workforce services to adults, describe who those entities are, describe the alignment of adult ed services in other education and workforce plans. So that would be like your SIB, your local WIB plans, any other education plans that are out there, or workforce plans.

And they specify including plans pertaining to the building of career pathways and the employment of workforce sector strategies. And that's where the reference WIOA-- I think it's WIOA I and WIOA II. And then finally, a description of the ways each of the entities in your consortium that contributed to the development of the plan.

So that's basically those requirements. I did want to reference-- and this is not something you'll have to deal with in NOVA for the three-year planning exercise, but this did-- in the planning Education Code that we just went over, this was included this year in the Ed Code pertaining to CAEP. So let's take a look at it. Next slide, please.

So it's under 84906(3), so this is new. It says before establishing a career tech program, each member of a local adult education consortia or the consortia as a whole shall conduct a job market study. And I think in the past, this was always in Ed Code, but they just formalized it for CAEP.

I think the K-12 adult used to do this. This was part of the Education Code as well as the community college non-credit also has to do a job market study. But they lay out specifically what that should include. If you look at the second paragraph, they talk about a using local labor market information, supply analysis of existing career tech programs in the region.

And they look at those ones maintained by the high school, the community college, and other post-secondary education institutions in the geographic region, which would be our area, which would be the regional consortia. So they want to make sure everybody's talking, things are aligned we're building those pathways. And so next slide, please.

And then the second part of this new code under (B), it says, after completing the job market study and before establishing the career technical education program, the governing body the member of a local education-- or adult education consortia or the consortia as a whole shall determine if the labor market or job market study justifies the proposed career technical education program.

So you either have to go to your local board or you can go to your consortia-- consortium. So I wanted to point that out because that just appeared in Ed Code just recently. And so I guess they put it in the Planning section, because that should be part of your planning anyway when you're developing new programs. Specifically to this, your CTE-- new CTE programs.

So I think I'll pause, next slide, and I think we're transitioning to a new-- yeah. So I'll pause there to see if we got any questions related to Ed Code and the three-year plan.

Audience: Hey Neil, when Ed Code is updated like you just showed us, how is that disseminated to the field? How should we be getting that information?

Neil Kelly: So California Department of Education, the Adult Education Office is working on a handbook, an updated handbook that should include these. And I think when we see new Ed Code like this, what we'll do is probably put something out in the newsletter. And so you'll probably get reminders shortly about this.

It was just interesting. We knew this was coming, but until I dove into the Ed code to develop slides with TAP on this, I didn't realize that it was published in Ed Code. So Christy will do our basic communication where we send it out in the newsletter as a reminder, and then we'll memorialize it in the handbook of the appropriate agency if that helps.

Audience: Thank you. Perfect.

Neil Kelly: OK. And then did we have any other questions, I think, in the chat?

Veronica Parker: Yeah, there are a few. So the first one is from Eric. Since we are including LMI data in our three year plan and we will approve our plan within the consortium, does that meet the requirements of EC 84906?

Neil Kelly: Yeah it sounds like-- I mean, I would-- Eric, I would double-check the language of the Ed Code and make sure you're following what they say is the appropriate job market study. And then having consortia approval, it says and/or, so it doesn't have to be your local governing board, it can be your consortia, so I think it works. That sounds like a good way to go about it.

Veronica Parker: And then Elsa adds, does this mean-- does that mean consortia need to have a documented process in place to respond to the new language in Ed Code?

Neil Kelly: I would say for compliance purposes, you would have to have documentation. Like Eric was saying, he's doing this through his three-year planning process. And so there should be some kind of public record that this was discussed and members agreed. So you can always upload documentation in the document box in NOVA, whether it's board minutes or something like that, or consortium minutes. So I think that would be appropriate. I think-- does that answer Elsa's question?

Veronica Parker: Elsa, please let us know if that answers--

Neil Kelly: Yes, she said yes.

Veronica Parker: --said yes. OK. And then the Nahora asked, in the established CTEs, do they have to be re-evaluated based on the job market data?

Neil Kelly: It wasn't clear in the Ed Code, so we'll probably take that back and-- before we send it out in the newsletter, we might want to clarify that. But it doesn't appear it's-- I don't want to say that, I want to reread it again, but it didn't say whether it was existing or new. It just said a labor market, job market study.

So I wouldn't imagine-- I mean, personally, I wouldn't imagine you'd have to go back retro, but let me get a clarification on that.

Veronica Parker: OK. And Dana asks, how will this mandate be monitored or enforced?

Neil Kelly: I haven't thought about that, but we'll-- definitely when we send this information out-- although the CAEP funding doesn't get monitored yet, I don't know, I'll have to think about that and we'll get back to you, Dana, on that one.

Veronica Parker: OK. And Oota asks, is this aligned in any shape or form with the Strong Workforce Consortia?

Neil Kelly: Didn't say that in the Ed Code. The Ed Code was in the CAEP section. So I didn't see any callout to Strong Workforce. Unless somebody knows that there's similar Ed Code for strong workforce, I'm not familiar with that.

Veronica Parker: OK. And Jennae asks, is this Ed Code just for CTE at adult schools?

Neil Kelly: It's CTE in the consortia, so that would include any consortium member, non-credit county office, K-12, Adult. Or JPA or ROP that are members of the consortia.

Veronica Parker: OK. And Emma asks, Neil, when does the Ed Code take into effect? Since we are in the process of a three-year planning, can we include language now on which CTE programs will be explored before approval?

Neil Kelly: I believe that took effect January 1. And we'll clarify that when we send this out in the newsletter, but it was part of a-- I want to say SB or AB486. And so I think that went into effect January 1. But we'll confirm.

Veronica Parker: OK. And Jennae, she asks, can you clarify local board-- the consortium's leadership board or WIB?

Neil Kelly: So that would be your district board. So if you're a K-12, the governing board would be your district board. If you're a community college, that would be your community college board. It wouldn't be your workforce investment board.

Veronica Parker: And Nick asks, doesn't compliance with Ed Code fall on the member district rather than on the consortium?

Neil Kelly: Yes. It says for the member district to go through your consortia. So it's kind of connected. Because the funds are given to the member, and if the member is receiving these funds, they would have to adhere to the Ed Code.

So responsibility ultimately would fall on the member district, but the consortia is there either as a fiscal agent or as if they're direct-funded, still a consortia framework would help with getting this up to speed and having people understand it, providing technical assistance or reaching out to the state for additional guidance, things like that.

Veronica Parker: OK. And Wendy states, new CTE programs at CCS is already regulated with LMI in regional consortium approval, as well as ASCC circular processes, which includes the acronym PCH--

Neil Kelly: OK. So if there's other processes like at a community college that are in place that would meet that local governing board in a process, so I think that would meet that Ed Code.

Veronica Parker: OK. And Martha says, our college is developing an emergency telecommunications certificate using CAP funding. Can we include this as courses under our existing EMS program or do we specifically spell out the courses and certificate?

Neil Kelly: Did she say the college was doing this or did she specify which--

Veronica Parker: College.

Neil Kelly: So you'd have to go through your course approval by the chancellor's office, and then that would probably also include approval by your governing board at the college. So that would be that track. You couldn't circumnavigate that, because that's a mandate by the chancellor's office.

For K-12, I think you could-- well, I don't want to speculate, but for colleges, you do-- for CTE, you do already have an existing process going through course approval and local board approval and the job market study and all that. So you'd have to follow those guidelines, which align well with the Ed Code that I just presented on.

Veronica Parker: OK. And she also includes that it's included in their three-year plan for compliance under Ed Code 84906.

Neil Kelly: OK. Just make sure you follow-- if you're a college, follow the chancellor's office requirements as well.

Veronica Parker: OK. And then Mary Ann asks, for three-year plan-- for the three-year plan, are we supposed to include how we meet the Ed Code?

Neil Kelly: No.

Veronica Parker: OK.

Neil Kelly: We don't want to-- we don't want to make your three-year plan even longer than it should be.

Veronica Parker: And then Annabelle asks, could this potentially undermine governing boards if they are approved at the consortia-- the consortium level?

Neil Kelly: Well, if the community college has a process that's already mandated, I don't think it would undermine the process. And if a K-12 wants to go to their local governing board, I don't think that would undermine that process either.

I guess the thing that they want to have happen is, if somebody runs this particular program, they don't want to have someone opening a similar program trying to serve that on top of an existing program in the region. There should be communication within the consortia about CTE programs. So I that's the intent of the legislature in putting this Ed Code in for CAEP.

They want communication among members, they want to make sure that there's pathways that connect, that everybody's talking, that we're not offering multiple programs when there's a labor market data that says you miss this completely new area of CTE that you should have been while you're oversaturating this other area, if that makes sense.

So let's-- I don't want to take up too much time, but let's move into the live demo, or I'll set up the live demo to hand it off to you guys. So next slide, please. All right. So here is the timeline for three-year planning. So of course, we had the governor's budget, then we had the preliminary allocations, and now we're giving you access to NOVA.

And then you'll have a couple of months to work through that as well as your allocation discussions. And then May 2, your CFAD certification just do as well as your governance. And then right after you do that, because you can't certify your three-year plan into your CFAD and governance is certified. So once you do that, then unlocks the three year plan for submission and certification.

You can work on your three-year plan now, you just can't submit it until your CFAD and your governance is certified by your consortia. Then, of course, in June, June 20, three-year plan is due. And then that update per the Ed Code comes in August, August 15, is when you do your annual plan update based on your three-year plan.

So that's how that cycle works. And let's move to the next slide, we're all going to hand it off to Veronica, I believe. Talk about the PD opportunities.

Veronica Parker: Thank you, that is correct. Thank you, Neil. So some of the three-year plan PD opportunities that we still have available for our PLC. So we held the first PLC in January. It's a monthly PLC based on the three-year plan where consortia leads in particular and members come together around questions that they have with the three-year plan.

And so our team, the TAP team, we send out a three-session form where you will have an opportunity to identify those questions. And then we handle those questions off to our facilitators who are Dr. Emma Diaz and Mitch Rosen, we give those questions to them so that they can formulate them into our facilitated discussion.

So we have our next monthly PLC which will take place on February 25. And so we'll drop a link in the chat. If you have not registered and would like to attend this PLC, definitely feel free to come and attend. They're very informative, and not only are we working through questions that you all may have throughout about the three-year plan, we're also sharing practices that you all have either completed or completing with your three-year planning process.

So we'll have another one in March. And then in March or April, we are finalizing a date. We'll have a webinar on the CFAD and governance submission. And so this year will be a little bit different. There is an added component of the CFAD submission where you'll be able to go through a questionnaire that talks about the governance structure within your consortium. And so that will be a part of the CFAD submission.

And as Neil just stated, that in order for you to be able to submit and certify your three-year plan, you will have to submit and certify the CFAD first. So you'll have access to input all of your information, but that submission and certification three-year plan will not occur until the CFAD has been submitted and certified.

So we'll go on to the next slide. So updates to the three-year plan guidance document. So a few weeks ago, we disseminated the updated three-year plan guidance document to all consortia lead leaders and members as well as posted it in the newsletter. And so we wanted to walk you through the update that were made to the three-year plan guidance document as it may help you through three-year planning process.

So we'll go through each page in the actual section that was updated within the three-year plan guidance document, and we'll provide a link to that in chat as well. All right, so next slide. So the first of the updates to the three-year plan guidance, the first being on page 4. So on page 4 at the bottom of this bulleted list that talks about the executive summary, at the end of section 1, previously it talked about checking the assurances.

But instead of pulling in the CFAD assurances into the three-year plan document, we are asking consortia and members to review those assurances from the CFAD prior to moving past this particular section. So that's an update that occurs there. And then on page 7, which is in section 2, the Assessment section, previously we thought that we will be able to auto-populate the number of participants served in the program area with each member agency, but now consortia and members will have to enter in the number of participants.

And so we'll show you what that looks like in NOVA, but that is a change. So instead of that information being auto-populated you will have to enter this information into that particular section. And this information can be obtained from the program area report. The 2020-21 program area report.

And on the next slide we have some updates to the metrics. And so here, we are talking about the metrics that will be listed in the three-year plan in NOVA. Two are required to be tracked at the consortium level, and that's the number of adults served and student barriers. And then there are an additional two metrics that are required to be tracked at the member level.

So we have two metrics that the consortium level and two metrics at the member level, and the two metrics at the member level are adults who become participants and percent of available funds there. And so the next paragraph we're just telling you that for each of the metrics selected in the Metrics section, you will identify targets, which will turn-- that will inform your strategies that you will put forth moving forward.

And then that next sentence talks about the student barriers. So of the four student barriers that are listed-- so English language learner, low literacy, low income, long-term unemployed, the consortium is to select one. And then additional barriers may be selected, but the consortium has to select at least one, and then they'll set targets for the upcoming three years.

And the optional metrics-- so in addition to the mandatory metrics, there are an additional 10 optional metrics that members can choose from. And so how the programming works-- and again, we'll demonstrate this in a live demonstration. But if an optional metric is chosen, the metric will appear for all members within the consortium. And again, I'll show you exactly what this looks like.

But one agency, for example, might select one particular metric that has to do with transition, but the other members within the consortium is either not providing services related to transition or do not intend to within the next three years. But the metric will still appear in their section. If a member does not choose to address this particular metric, they will enter in 0's, and that will-- because all of it are required fields.

So it will take care of the required field piece, and they'll enter 0 until moving forward with the annual plan and which strategies, et cetera. They will not necessarily have for that particular metric, but it will appear in their section-- or for their agency in the three-year plan. So that's one thing that we wanted to call to your attention.

And then with unfunded members, it's the same process. So unfunded members may not provide services, may not provide instruction, but they're listed in the three-year plan, and there are metrics that are still required of them. But if they're unfunded and they do not provide particular services or instruction, they, too, will enter 0's as well, but they will be listed on the metric section in the three-year plan.

Neil Kelly: Veronica, I just wanted to add, there's a couple of questions on the chat. And so Wendy asks, please clarify how a member that provides services But. Does not provide instructions should complete this section. And I think we talked about this before saying it's really up to the consortia and what that member brings to the consortia.

So in some cases, they might be providing services that are helping with student retention or student enrollment or transition. They might not be providing instruction, but they are helping move that along. So it's really up to the consortia to say what metrics that this member is going to be focused on. Even though they don't provide instruction, they provide services that benefit the consortia and the adult student population. And then what those targets are going to be. They're going to set their own targets.

So I hope that answers the question. Then we had a question from Annabelle that said, so unfunded members should enter 0? That depends on how you want to approach that member. That member could be-- although they don't get funding, they could be recruiting all kinds of students from their district for your program.

And so maybe they're tied into the target of increased enrollment or participants or something. So it's really-- you have to really look at what your members do, how they affect the consortia. And it's your plan. So it's not like we're going to check and say, oh, you said unfunded member x is going to-- should be doing this target.

And if they don't meet it, I mean, then you update your plan and maybe change those targets a little bit. But that's up for the consortia discussion and how you want to approach it. So there's no cookie cutter approach for members that are unfunded and members that provide services. Veronica, anything else you want to add on that?

Veronica Parker: No, that covered it perfectly.

Neil Kelly: OK. And then Cathy said, could you go over responsibility of unfunded voting members? Maybe you could cover that, Veronica. In NOVA, what does an unfunded member have to do? What is their responsibility?

Veronica Parker: For unfunded members, they are still-- excuse me, they are still voting members. And so they will have to approve a fiscal three-year plan. They approve a CFAD. So they have approval rights, but they do not complete, for example a budget or work plan, because they do not receive an allocation-- or they do not complete fiscal reports because they don't receive an allocation.

But they are still required to approve the CFAD, the three-year plan, the annual plan, allocation amendments, as well as the option to enter information for the program area report or not if they do not provide any services or instruction.

Neil Kelly: All right. And Annabelle says, if we enter numbers for unfunded members, then will they be required to report on these later on? I would say yes. If you put targets in there, they will have to report on them, correct?

Veronica Parker: Say that again?

Neil Kelly: So if Annabelle enters targets or numbers for an unfunded member, then they'll be required to give an update the following year on how they're doing. If you don't want them to give an update, I guess just put 0, right?

Veronica Parker: That is correct.

Neil Kelly: OK. And then Crystal-- I guess there's a lot of questions. How are currently enrolled students counted on these metrics? For example, the student enrolled in ESL adult school also enrolled at non-credit CAEP course at the college and transitions to credit, is that student counted twice under each member where they enrolled?

So for TOPSpro and COMIS, their data sets are reviewed, and then when the information for transition gets posted on LaunchBoard, they do a de-duplicating process. So depending on which data set you use, if you're using LaunchBoard, that transitional data will be de-duplicated, and so that student only appears once.

If you just use the TOPSpro data and look at enrollment, and if you use the COMIS data and look at enrollment, it will show that its student was enrolled in both programs. So to answer your question, Crystal, it depends on which data source you use. And so we know that LaunchBoard de-duplicates because they do the data matching between COMIS and TOPSpro. Now the individual data systems don't have the opportunity to de-duplicate until it gets to LaunchBoard, if that make sense.

OK, and let's see. Any other questions we missed?

Veronica Parker: The one from Janet just came in for those--

Neil Kelly: OK. For members funded but not providing instruction, I'm assuming they will need to report on targets as well. Yeah, for members that are funded, if you're giving them money and they're providing-- they have to provide something for that money, right? Whether it's services or instruction. So I would assume that you would have to report on targets.

It's those unfunded members where you have the ability to put no targets because they're not getting funded. But if they're receiving CAEP funds, they have to have some kind of targets. Now it's up to you to figure out, because if they're not providing instruction, then they're providing services only, what would that target look like and what's the metric you're going to focus on. So hope that helps. And that's the last question?

Veronica Parker: Yes, that was the last question.

Neil Kelly: OK.

Veronica Parker: --a question.

Neil Kelly: Sorry. So I'm going to mute, go back on mute, and you can continue.

Veronica Parker: Thank you. Appreciate the help. So the next slide-- we are-- this slide, we updated some of the dates. So originally we had the percent of funds spent in 2018-19, 19-20, so on and so forth. So for the three-year plan, we are starting with 2019-20, and that's the data that is available in NOVA, especially for the student outcome data. We start with 2019-20, and then we have fields for 2020 to '21 and '21 to '22.

However, due to the time lags in our data importing, those data are not available at this time. And so you will have your available data-- so of available funds as well as the adults served who become participants for 2019-20. And then this spring, when the LaunchBoard data is uploaded into NOVA for 2020-21, those data will become available.

But in the interim, you are encouraged to use other data sources. So if you're K-12, you're encouraged to use your TE data. If you are a community college non-credit, you are encouraged to use your COMIS data to fill those gaps or any other data that you have available in order to do your evaluation and set your targets. So next slide, please.

OK. So we just talked about these different elements. So we can go on to the next slide. And then on page 16, that has to do with funds evaluation. So the funds that you will be evaluating is based on your total leveraged funds from 2020-21. So that's your program area report that you certified this past December. Those funds are total in NOVA, and I'll show you exactly where they are.

And if you want to see the different funds sources, there is a link that you can click on for each agency and you'll go directly to your program area report you'll see the different funds sources in the total there. So that was a change that we updated there. And on the Preview and Submit section, we just added a note in the guidance document that talked about what we have already covered, that in order for you to submit and certify your three-year plan, your CFAD for 2022 to '23 has to be submitted and certified. So we added that note in the guidance document.

So those are all of the areas in the guidance document where we have updated. And again, we've outlined them in this PowerPoint presentation as well as provided page numbers to use. When you click on that link for the comprehensive guidance document, you will know exactly where to go to review those updates.

Neil Kelly: I think Jamie had a question. I just wanted to confirm with you. So if members want to go-- and when the consortia is working on their draft of their three-year plan, can members go in and see the progress? Or do they have to wait until it's submitted?

Veronica Parker: No. Everyone who has access to NOVA-- so an email address and a password can go into NOVA and review your consortia for your plan progress.

Neil Kelly: All right. Great, thank you.

Veronica Parker: Yes. And Heidi, I see you mentioned that the current data is incorrect in Nova for your consortium, and it does not match LaunchBoard. So if you can send us the details on that mismatch, we can look into what is going on there. OK. And Jamie, yes, there is only one editor. So the primary contact for the consortium, that person who's listed first would be the person who is able to enter in your consortia's information.

And then are expenditures based on current reports for past funding years or at the close of the fiscal year? So it's based on the close of the fiscal-- the close of the fiscal year. So we start with 2019-20. So based on reports that were submitted and certified for that program year. OK, Neil answered that question. OK, great.

All right, so those are all of the updates to the three-year plan guidance document, so now we can move over into NOVA and we can begin the live demonstration. So as we are bringing up NOVA-- OK. So as we were bringing up NOVA, how you access the three-year plan, if you haven't already done so already, but you'll log in using your username and password. And then you will go to the blue pane on the left-hand side of the screen. Go to the programs, you'll see AP. And then you will click on Consortia and Numbers.

And you would search for your consortium, or if you know exactly where it is, or if you know the number, you will just type that in and your consortia will be pulled up. And then once you have pulled up your consortium details page, you will go to-- scroll down to the bottom. And I want to say it's the second or third section before the end of the page, and that's where the three-year plan is listed.

And so we are now here. And so Mandalee is working to pull up the consortium that we would demonstrate from. And I am on the live site. We will be demonstrating from the live site. And so in order to protect their information, we will not be entering any information because it is the live site. So you won't see input of any information, but we'll just go over the different sections and the information that is supposed to be in those particular sections.

So scrolling down, underneath the Supporting Documents, there is a three-year plan. So you'll click on that link there and it'll pull up the three-year plan for this particular consortium. And so it automatically starts with section 1, which is the Details section of the three-year plan. And so before we slow down, let's go to that guidance section, the very first section.

And so what we did is we wanted to provide as much information and guidance to you all as you were submitting your three-year-- or working through submitting your three-year plan. And so for each of the sections, we have provided this guidance section. And this-- it just covers some of the nuances that you will experience as you are completing the three-year plan, or any helpful information that we thought would be important for you to have.

So of course, we reminded you that your three-year plan is due June 20, 2022. And that it will only become available-- well, now it is available after we submitted the preliminary allocations. But in order to certify your three-year plan, you have to submit and certify your CFAD. So that's the guidance document to the guidance that we have provided to you all.

Underneath that is the next section. It's information that's automatically imported about the consortium. So it goes over the consortium name, the number, address, whether they are a fiscal agent or direct-funded, and the total allocation for the consortium. So if you scroll back up, Mandalee, the next section is the--

OK, so underneath the consortium information, you have your consortium primary contact-- or consortium contact, excuse me. So the consortium primary contact, the individual who's listed first, that will be your editor for the three-year plan. And then underneath there we have other contacts for the consortium.

The consortium primary contact, which should be the consortium lead or the consortium director in most cases. Those are the people who can enter in the three-year plan information. And then underneath, we have our Member Agency section. So here are all of the member agencies who are a part of the consortium, as well as the contact people for the consortium.

And so as long as this information-- basically the people who certify the CFAD will be the same people who will have to certify the three-year plan. So all voting members who certified the CFAD are the same members who will certify the three-year plan. And they should be listed here in this Member Agency section.

I'm going to scroll down, and then we get to the executive summary. So the executive summary, here is where you will just provide a summary of each of the sections in the three-year plan. So you'll provide a summary of the Detail section, the assessment metrics, objectives, activities, and outcomes, and fund evaluation.

Please remember that the character limit is 5,000 characters. So when you are drafting your three-year plan, let's say, in a Word document, be sure to count the characters so that when you come to copy and paste it into NOVA, you don't run into any issues where you may have to update the section in order for it to fit in this character limit.

And above the actual entry, we have provided what we are describing as helper text. And so this, again, is just helpful information for you as you are completing these sections. Within each of the written sections, you do have a few formatting tools. So although you are unable to enter or upload images, graphs, et cetera, you do have the option to do some formatting with your text. So you can use bold, you can use italics, underline, bullets, numbering, et cetera.

So how you will access that, Mandalee, if you could just click into the box, the executive summary box. And then you'll see your formatting tools right above where you can use some of those features that are available to you. So that's a little different than the three-year plan where the three year plan you only can enter and static information.

Neil Kelly: Veronica, you might have covered this, but do the characters include spaces in that count?

Veronica Parker: Yes, the characters do include spaces in the count.

Neil Kelly: And commas and all kinds of-- anything like that, right? OK.

Veronica Parker: Yep, yep, all of those things. Mm-hmm. All right. And so that's section 1. Section 1 is pretty easy. It's just asking you for the executive summary, and all of your other information will be pre-populated. So we'll move forward to section 2. And section 2 is your Assessment section.

So again, we provided guidance text to you. So here, one of the helpful tips that we have provided is the regional service providers. You will enter the number of participants in each applicable program area based on the available student data. And then, again, do the time lags, at this time, we only have the 2019-20 LaunchBoard student data available. However, you do you are able to use other data sources.

And at the bottom section, it's asking you about your service provider. So the first section are the member agencies within the consortium, and then the bottom section are the service providers. And so if you have additional service providers, you are able to add those additional service providers, and you just check off which program area they are providing services within the consortium.

So the Pre-Planning Assessment section, this just asks you to provide a narrative describing the assessment conducted by the consortium, including the overall approach, the process undertaking, and the data sources and your contribution to the assessment. And again, keep in mind that 5,000 character limit which includes spaces, punctuation, et cetera.

And then your Regional Alignment section, that's actually to provide a description of the alignment of adult education and workforce services supported by CAEP with those and other education and workforce plans. And then underneath here, the next section talks about evaluating the educational needs of adults within the region. Again, providing that narrative description, and then contributions by entity.

So you would describe the ways in which each consortium or partner contributed to the development of the three-year plan. And so this should include a list of the consortium members and partners who contributed, and a brief description of the ways in which they contributed to the three-year plan. And note that this particular section, contributions by entities, is 2,500-character limit versus the other ones. I think the vast majority of the narratives are 5,000-character limits, so keep that in mind as you are drafting the three-year plan.

So here is where I talked about entering-- for each member agency provider, you will enter the number of participants in each program area. So all of the member agencies are listed here, and the person who is filling the slot will have to enter in the number of-- scroll back up, please, Mandalee. Thank you. They'll have to enter the number of participants for each of these program areas.

And then at the bottom-- excuse me, on the far right-hand side, a total will be automatically populated, so you'll be able to see that information. And then if you scroll down to the next section, that is where you will be able to add a service provider. So you'll click on this Add button here. Mandalee, if you click on that. If you click on that Add button there, then you will be able to search for the provider's name. Or you can create a new one by clicking on the link above.

And so the NOVA system will automatically capture that service provider. And then once we have entered a service provider-- so you can click out of the Add a Service Provider. And then click the Add Service Provider again. OK. OK. And then let's just enter-- enter the letter A.

OK. So nothing is appearing, but you will enter in a service provider name, and again, if they are not already in the NOVA system, you will create a new one. And then once you do that-- OK, so let's click on Cal Urgent Business. And again, this is a demo, so we can remove all of this information.

But if you click on Add, OK, now you can see that that agency's has appeared. The provider type, which that's a business, will appear. Those are all automated. And then you will check each of the boxes for the program area in which this service provider provides services to the consortium.

But you have to select at least one box, because you have identified this particular agency as a service provider. And so we'll delete this, Mandalee.

Speaker: So Veronica, there are a couple of questions. I don't know. One is, is there a reason why some of the entry fields are flagged red?

Veronica Parker: That's because there's no data in there as of right now. Whenever you see a red-- entry field that's red, that is a required field. But again, this is the live site, and we don't want to mess up this consortium's three-year plan, so we're not entering any hard data. But that red field will be removed as long as you enter in a value of at least 0.

Speaker: OK. And then the follow-up question is, why are some of the data fields pre-populated?

Veronica Parker: That's just the way the programming was designed. The programming was designed to bring in some data and then enter other data.

Speaker: And is the data pull for 2021?

Veronica Parker: No, not as of yet. The data pull's from 2019-20. The 2020-21 data will be available this spring. And I believe Neil put in the chat around May.

Speaker: OK. So I don't know how you want to handle the rest of the questions, they seem to be coming in. Neil, do you want to try to handle them in the chat and we just move on?

Neil Kelly: Yeah, let me just speak to-- so like Veronica was alluding to on the programming from LaunchBoard, there appears to be a little difference between how we call or name entities in NOVA and how they're named in LaunchBoard.

So in some cases where they brought over to launch data, it didn't match up. And so that's what you'll see, in some cases, there won't be any pre-populated data for certain schools.

And so that's just-- I mean, having that LaunchBoard data is nice to have, but because the LaunchBoard more data is going to be late and because of that time lag that they have every year like 10 months after the prior year, we encourage you for planning to use your TOPSpro data or your chancellor's office MIS data to help in that planning and updating, because that data is a little more timely. You might want to update that on a semester basis through data mart if you're a college, or through TOPSpro on a quarterly basis if you're a K-12 or county office.

And so those pre-populated didn't work probably the way we wanted to because of the different naming convention, but you should still be tracking this a little quicker than waiting for LaunchBoard to come out in April or May of the following year. You should be setting up some kind of process.

Then your consortia where you're looking at your targets periodically, whether that's quarterly or on the semester basis or semi-annually instead of waiting till the end of the year to see your progress. Now remember, we're not a performance-based program, so it's not tied to funding, but you do want to check for progress within your consortia and with your membership on how you're doing with the plan. And then you adjust in your annual plan the following year.

So I'll go ahead, Veronica and, answer the rest of these questions, but I just wanted to remind people that the data we're bringing over isn't going to be for everyone. So you should still have some kind of process in place at your consortia where you look at the data in real-time or at least quarterly or semi-annually, and then you have data sources that would tell you how you're doing on your targets. OK, turning it back over to you.

Veronica Parker: All right. So we can-- the last section within section 2, the Assessment section, is asking you to evaluate the current levels and types of education and workforce services for adults in the region. So here, you're just describing existing educational workforce services.

The description should include the levels and types of education and workforce services currently offered by the consortium, and in evaluation of whether the existing and types of services if they are addressing the educational needs identified in this section. So be mindful of that when you're doing this evaluation piece.

So we'll go to the next section, which is the Metric section. And so again, we have provided guidance-- guidance information here letting you know about the data that has been imported and that will be imported. So 2019-20 has been imported. 2020 to '21 and 21-22 have not been imported, and we are asking you to set targets for the next three years. So 2022 to '23, '23 to '24, and '24 to '25.

And the LaunchBoard data, as we have mentioned before, will be available this spring around May for 21-- excuse me, 2021, and then next spring, spring 2023 will be available for the 21-22 program year. But you are able, as Neil has mentioned, you are able to use other data sources to fulfill your metrics needs in order to set those targets.

One of the things that Neil just mentioned that I want to reiterate is the fact that some of the agencies, there is a naming-- convention, excuse me, a naming convention mismatch between NOVA and LaunchBoard. And so some of our unified school districts as well as our ROP programs and county office of educations are not appearing.

Their student data-- their names are appearing in NOVA, but not their student data. So we'll show you what that looks like below. And everything else we have mentioned. So we can scroll down, Mandalee, to the actual table for the metrics. And so here the mandatory metric-- one of the mandatory metrics for the consortium, which is the student barriers.

So if you click on the dropdown menu, you'll see each of the four student barriers. And so the consortium is to identify at least one student barrier to set targets for. So in this case, low literacy is selected. And so we'll see low literacy in the Consortium section below. Now underneath, we have our other optional metrics.

So we have Progress, Transition, Success, Employment, and Earnings. And so how the consortium will access these metrics or you will click on the checkbox, and when you click on the checkbox, a dropdown menu will appear. And so you will be able to identify the metrics underneath this particular topic in which you are able to set targets for.

So let's say-- let's check the participants who completed EL civics COAAPs. So we'll select that metric for progress and we'll show you what it looks like down in the table below. So if you scroll down, you'll see the consortium-level metrics. So again, we stated that there are two mandatory metrics for the consortium at the consortium level.

We have the number of students serve. And so the data has been imported from LaunchBoard for the total number of students served for the consortium. So all member agencies combined, and that's where you get the total. So for 2019-20, there were 10,686 students served within this particular consortium. And then underneath, you see the student barrier.

So that's the one student barrier, which is a mandatory metric, that we selected for the consortium. And the number, the actuals for that particular metric was 8,604 for the consortium. Now you see that there are blanks for a 2020 to '21 and '21 to '22. Again, once those data become available, then we will enter the data for those particular metrics.

Now all of the other fields are required. And so you will have to set targets for 22-23 through 24-25, and these are whole numbers. So make sure you enter in whole numbers. And these are mandatory, so the consortium will set targets for this particular metric-- these two particular metrics for the year and enter in those numbers. And so those fields are required in order to move forward with the three-year plan document.

So if you scroll down to the member-level metric, the asterisk, of course, indicates mandatory for all members. So as we mentioned before, adults who become participants is a mandatory metric for the members. So each of the members within this consortium will have this metric automatically listed within their member-level metrics section.

Now we did select an optional metric at the member level. So the optional metric we selected was participants who complete an EL service COAAP or course. And so that metric now appears for all of the members within the consortium. However, not all members within the consortium provide instruction or services within this particular area, or have not up until this point, but it still will appear.

So if since this is an optional metric, if a member either does not provide instruction or services or no longer choose to or this is something that they plan to do in the future-- so they want to set targets, they will either answer 0 if it's something that they are not addressing or no longer will address, or they will enter in an actual target if it's something that they are existing, if it's something that they are already addressing or plan to in the future, or they have not up until this point but plan to in the future, they'll set targets for this particular metric.

But again, because each of the individuals may set different targets-- excuse me, will set different targets for the metric, all of the metrics will appear for each of the members, although particular members may not be addressing that particular target. So I hope that makes sense. It's a little clunky in terms of way the programming, but I hope that you all understand how this will appear in the system. And if there are any questions, definitely feel free to let me know.

But that's for the member-level metrics. Again, there are 10 optional member-level metrics that can be chosen, and they will appear for each of the members. But there are two that the member have to address, which is the adults who become participants-- that's one metric. And then if we scroll down to the bottom of the page, we have of percent of funds spend.

So if you keep scrolling down-- so member spending targets. So this is another mandatory metric at the member level. So for each member, the percent of available funds spent for 2019 to '20, 2020 to '21 and 21-22 are available-- not 21-22 yet, because we haven't closed out the program year. But for 2019-20 and 2020 to '21, the percent of available funds is provided.

And so each member will have to set a target in a percentage of the-- percent of funds that will be spent for 2022 to '23, '23 to '24, and '24 to '25. And again, those are not numbers, those are percents. Any questions about the metrics? And again, I'm just covering the NOVA component. I'm sure there are questions about the actual data, et cetera. But any questions that I can answer at this time?

Audience: Yeah. I'm wondering which metrics are the optional ones. We have a little confusion between that and what totally required.

Veronica Parker: OK. So we can scroll back up and go over that. Mandalee, if you want to scroll back up to the actual metrics. And you can find this information in that guidance information that we have provided, as well as in the guidance document. But here-- so student barriers, that is a consortium-level metric that is required for the consortium.

So the consortium has to identify at least one student barrier of the four that are listed. Another consortium-level metric that is required is the number of adults served. That is a required metric. So those are the two required metrics at the consortium level. And then we have two required metrics at the member level. One being the number of adults who become students. That's one required level-- excuse me, that's one required metric at the member level. And then the percent of funds spent, that's a required member-level metric.

Now what you see here, Progress, Transition, Success, and Employment and Earnings, those are metric topics, for example. But if you click on the checkbox, if you click the checkbox, then the metrics within that topic of transition will appear, and these are optional metrics that the members can choose, and there are 10. So within these four topic buckets, there are 10 metrics that the members can choose. Does that answer your question, Todd?

Audience: Yeah, thank you. So of those 10, an agent-- we're not actually required to choose any of those 10, is that right? Just-- the only thing we're really required is the number of adults-- well, the percentage of funds spent and the number of adults that become students, right? The 12 hours?

Veronica Parker: Yes. Mm-hmm. Yeah.

Audience: Thank you.

Veronica Parker: You're welcome.

Audience: Can I ask a follow-up question to that? Same consortia. Thanks, Todd, for kicking that off. So these-- I think you call them submetrics or metric topics of transition, success, employment, and earnings. These are not required. This is not how-- so I get where-- for the consortia, the entire consortia we're selecting a metric. So for ours, we're thinking about low income, because it's comparable across the college and the adult schools.

Does that mean that we don't have to-- and so below, we set the metrics-- I'm sorry, we set the targets. Here where it says transition success employment, does that mean we're not required to measure that barrier by these goals of transition, success, or employment, and earnings? Is one question.

And then my other question is, if we have three different members, how are we entering their individual metric for the individual members? Or is that done later on in their annual plan?

Veronica Parker: Neil, do you want to take the first question?

Neil Kelly: Yeah. So the mandatory metrics are-- there's two at the consortia level. So you'll be tracking that at the consortia level. So for student barriers, that's at the consortia level. So there's no drill-down to the member level. All that data that we all have tracking that will be related at the consortia level.

Same thing with enrolled or reportable individuals. That's at the consortia level. And those are the two mandatory for consortia. At the member level, you're doing percentage of fund spent and a number of adults served or reportable individuals that become participants. So that's being tracked at the member level.

And so those are the only two member-specific consortia that you're required. Now you can select optional metrics in addition to those, but you're not required to do so.

Audience: Right, I'm clear about that. But these checkmarks here, potential checkmarks of progress, transition, success, these are-- is this what you're calling optional? Or is that how we're tracking the consortium-- those two student barriers of low income and low literacy?

Neil Kelly: So that's how we group the metrics for the optional ones. So if Mandalee clicks on the dropdown for progress, you'll-- so for success, we're only looking at high school diploma and who earned post-secondary credential. If you look at Transition, it's transition to, I think, ASC, transition to CTE, transition to credit. And so these are all optional.

And then if you go up to the progress one, I think that's educational functioning level gains and EL civics, COAAPs completed, those are all optional. So you don't have to select any of these. All you have to do at the minimum, minimum compliance, is the two consortia metrics and the two member metrics that I discussed. So these that we're looking at are all the optional metrics.

Audience: OK. Thank you.

Neil Kelly: All right. And Veronica, if we have time at the end, I want to go back through the chat, but I want to let you finish up your presentation and then we can go-- because there were a lot of questions in the chat. So maybe if we have time, we can go back to the chat and try to hit some of them.

Veronica Parker: OK, sounds good. So we'll go to the next section, which is the Objective section. So the Objective section here, you are providing a description that will include the strategies to achieve the objective, and the objectives are Address Educational Needs, Improve Integration of Services and Transitions, and Improve Effectiveness of Services.

So here, you're just describing the strategies that the consortium will use to address these particular objectives, and each of these sections are 2,500-character limits, so keep that in mind as you are drafting your three-year plan. So we can scroll down and go actually to the Activities and Outcomes section.

So now that you have identified what your objectives are, you will now work through identifying the activities that will address those particular objectives. So you will take the activity name. And then from the dropdown menu, one-- excuse me, each of the objectives will be listed.

So the Address Educational Needs, Improve Integration of Services and Transitions, and Improve Effectiveness of Services, that will be listed from this dropdown menu. And so you will select one of the three objectives that correlates with this activity. So that we have some alignment between your objectives and your activities.

And so underneath in that next section, you will provide a brief description of the particular activity. And that goes back up to 5,000-character limits. And then these next three sections, you will identify the short-term, immediate, and long-term outcomes based on this particular activity and this particular objectives.

So you have 500-character limits here, and so your short-term will be within the 12-- the first 12 months. So what outcomes do you anticipate seeing for this particular activity that aligns to a particular objective? And then your immediate outcomes from one to three years, what outcomes do you anticipate seeing? And then between three and five years.

And then you're going to identify your proposed date of completion for this particular activity, and the adult education metrics and student barriers that correlates to this particular activity. So we selected student barrier low literacy as one of the student barriers. So that is what is selected here and that aligns to this particular activity.

And then we would identify a responsible person. So note that responsible persons are selected from agency contacts. So those people who are member representatives within the consortium, those are the people who will be listed here as could be a responsible person for this particular activity. And you can also add a responsible person as well by clicking that button there and in their information. Oh, excuse me, that's how you add the name of the person.

And so section 6 is the Funds Evaluation section. So here, this is auto-populated information for each member agency's prior year total leveraged funds and program area status. So the prior year would be for 2020-21, and that's provided below. So here are the program area reports for this particular year.

And if you scroll down, here are where you are identify-- where you would describe your evaluation. So the evaluation should include an overview of adult education funds that will be allocated over coming three years and other resources not reported in NOVA that are available to the consortium, and how CAP funds and other funds will be leveraged to implement the strategies and activities and achieve the outcomes in the plan.

And if you scroll up, in case you're wondering about the different funds sources that are available to the consortium, you can click on each agency name, and that will take you to your program area report so that you can see each of the fund sources that makes up that total. If you scroll down, you can see the leveraged funds and each of the fund sources, and then that total.

So if you wanted to get a preview as you were completing this section, you were able to click on the agency name and identify those pieces of information. So those are each of the six sections of the three-year plan. And the next section would be the Preview and Submit section. So again, the consortium lead is the person who will submit the three-year plan and each of the representatives who completed the CFAD will be provided an email, and it will ask them to approve or reject the three-year plan. And so that's how you go about certifying.

But again, the Submit button will not be available until after the CFAD has been submitted and certified. So as you can see here, A, we didn't complete the three-year plan, so we can submit. But also, even if we have submitted-- even if we had completed each of these sections, the Submit then would not be available because the CFAD has not been submitted or certified.

So that is the three-year plan in a nutshell. Any questions I can answer? And then we can turn it back over to you, Neil.

Neil Kelly: All right. Let's go back to the chat, and I might have Mandalee go to certain sections. So let me open up the chat. I think I stop with Cynthia, her question. So let me go back up to Cynthia. So Cynthia asks, spending targets are per year example-- percentage of 22-23 funds that will be spent that year are within the allowable carryover time.

So if, Mandalee, you can show the section where we have the percentage of funds spent, I believe it's by year. And as you know, CAEP has three active years' worth of funding. So it shows-- so right now, it's like 19, 20, 21, 21-22. So it would show how much have you spend of 19-20? Which should be 100%. How much percentage you spent of 2021 and how much you spent of 21-22-- I believe that's how it's set up. Is that how we're showing it?

So scrolling there, if we get to--

Veronica Parker: That's correct.

Neil Kelly: OK. Yeah.

Audience: Hi, Neil, it's Cynthia. So the question would be is, are we saying the percentage of 22-23-- like, say, Amador County Unified, their 22-23 target-- of the percentage of their allocation for 22-23, you're saying percentage spent by the end of the active years that it's allowed?

Neil Kelly: Yeah. So let's say, for 19-20, they got a million dollars, and they spent a million dollars-- that's why it's showing 100%. So for 20-21, they've only spent maybe $500,000, that's why it's showing 53% roughly. And then for 21-22, they haven't touched it, so they're showing 0. So you know technically it's $3 million allocated, but they've really only spent about a million and a half.

But the way you shows it, based on your allocation for each year, and it's going to show you how much you've spent. Now when you spend the money, it takes the oldest money first. So it'll liquidate 19-20 first, then start spending down 20-21, and so on if that makes sense.

Audience: Correct. So ideally, all of our members, because it's oldest-- the oldest is spent first and they have about three years to spend it, they do spend 100%.

Neil Kelly: Right.

Audience: Because they have those carryover years.

Neil Kelly: Yeah. I mean, technically, what we'd like to see is the first two years spent and you're just working on current year.

Audience: Right.

Neil Kelly: But I know some people have carryover from prior year. So right now, there's legislation that could impact that. But for now, we've set some targets for you guys to shoot for, but it's up to the consortia to decide what the ramification is if you don't meet those targets, but it's not a state-level issue. So this is just to put that in front of you to see how you're doing.

Audience: Neil, I have a question.

Neil Kelly: Sure, go ahead.

Audience: So I noticed that if you were to put by 22-23, you put in over 100% because you're going to be spending some of those previous years, it won't let you do over 100.

Neil Kelly: Right. Because what-- Marie, what it's doing is saying, in 22-23 you get another million. How much of that you're going to spend-- it doesn't factor in the carryover. And so what you have to do is-- so let's say you're going to do a projection for 22-23, but you have all this carry over for 21-22 and you have carry over for 20-21.

So that would give-- so if we're using the million-dollars-a-year scenario, so you have a million-and-a-half carryover, and then you get your 22-23 funding, which is another million, so you have $2 and 1/2 million. So realistically, are you going to spend 100% of your 22-23 allocation? Probably not, because you still have millions to spend in prior years.

So I guess you just have to factor that into what you're going to project. Now if the state comes along and 1491 passes, you're going to have to change your targets, because you're limited to the threshold, whatever is in that bill. But that's something we'll have to discuss when that becomes passed by the legislature, and that's probably a year or two out anyway.

But you have to deal with a year by year, and you have to factor in your past year carryover. So you can't go over 100% of your current allocation, you can only spend up to 100%, knowing that you have these other carryover dollars to spend down. So is it practical to say, I'm going to spend 100% of my 22-23 allocation? Probably not. You're not going to reach that 100%, if that makes sense.

Audience: But wouldn't you eventually be spending 100% of it? I mean, that's why I think I'm confused, because we're allotted the time to spend it, but how-- are we saying in that particular year, in the 22-23 year, we are only going to spend this much of that year's allocation?

Neil Kelly: I mean, it depends on how you want to set your targets. I mean-- if we looked at-- this is your plan, if you go to your board or your partners or member and you say, oh, I'm going to spend 100%, so then they look at the end of 22-23, did you spend on all your funds and you projected 100%, is that realistic when you're carrying over a lot of money?

I mean, the state refrains from 60% right now, and you can have 40% carryover. So if you want to use your state targets, you could do that. But if you really think you're going to spend 100% and all your carryover, because the way NOVA calculates it, it spends the carryover down first. So if you're projecting out 22-23, realistically, you have to spend down all your carryover before it starts liquidating your 22-23 funds. So you have to consider that in your calculations for the percentage.

Audience: So Neil, it sounds like these numbers will vary by how each consortium states their target, because one of us could say our target is June 30, 2023, and the other ones could say target is June 30, 2025. And so by then, I could more than likely put 100% in the first two years and the last year maybe put 60%.

Neil Kelly: Yeah. I mean, if you think-- it depends on how much carryover you have bringing in, what's realistic for you to spend. I mean, this is your spending targets, this isn't something we're going to be checking and seeing if you're adhering to. This will help you be conscious of your spending, but we're not going to use this as a compliance tool or anything like that.

And if you need more help, you can always reach out to TAP and they can walk you through this. OK, so I think we got through some of the chat. There's a few more questions here that we wanted to get to. And so I hope I answered Wendy's question. Is that percentage of funds spent on that metric or on all activities during the year?

Audience: Yes, you answered it-- you answered it, thank you.

Neil Kelly: All activities, yeah. OK. And then there's just so much chat here. I don't know. Maybe help me out, somebody.

Audience: Neal?

Neil Kelly: Yes.

Audience: This is Wendy again. I would really love to go to what is essentially an attempt to do a logic model in here with the Activities and Outcomes section. My question is, how granular do you want us to be in there?

Because I know the way we write our plan is we pick broad strategies and then list a bunch of potential activities that we might do, and how we decide to do those activities is dependent on what our faculty are willing to do and what the other context of the college is at that time. And so do you want us to list like 100 activities or is like five big strategies with some exemplary activities adequate in there?

Neil Kelly: I think for tracking purposes, because this is going to tie to your member work plan and your budget. And so do you really want to be tracking those 100 items? And so I think based on your activities and what's manageable for tracking purposes and how it's going to affect your budget, I think it's your call on what you want to do, but remember that this ties to your annual plan, which ties to your work plan, which ties your budget. So there's that cascading effect.

And so you want to be specific enough because you're budgeting to that, but like you said, you don't want to be tracking hundreds of activities. So I guess you have to reach a certain balance that allows you to budget appropriately, but yet not overwhelm yourself with so many activities. And that's probably not the best answer, but I'm going to leave it to you to decide on that one, Wendy. So I would just say to have some balance.

OK. And then Mitch asked, can only one item from the dropdown-- can you select-- can you only select one item from the dropdown list? So if it's student barriers at the consortia level, you only have to select-- you have to select at least one. And then for optional metrics, you don't have to select any, but if you do want to select, you can select all of the optional metrics or you can select one. And so you don't have to select one from each of those sections, progress, success, or transition. You don't have to select any of them. So it's your call on that one.

And then-- so Rick-- maybe you can help me with this one, Veronica. Will those unpopulated historical actual boxes be opened up so we can enter data prior to it being populated or should we just keep that off to the side? I don't think they can do that. Can you confirm that, Veronica?

Veronica Parker: Those unpopulated historical actual boxes--

Neil Kelly: I think it's for the--

Veronica Parker: Oh no, it will not be opened up.

Neil Kelly: Yeah, that's for the types and levels of services, I think.

Veronica Parker: Right, yeah. We'll have to wait for the data import from LaunchBoard. So no, you are unable to enter information into those boxes. Only the fields where you're able to type into.

Neil Kelly: Yeah. And that's why I suggest that the Rick, maybe keep your own where you get your data sources from, what data it is, what metrics did you select, how that fed into your targets. And then you could update that on a semester basis or quarter basis, depending on what system you use. And then you could see your progress.

And so that way, you're not-- because of the naming convention and some of the data is appearing for some members and some isn't appearing or auto-populating, that you have the ability to put your own data in there and have everybody on the same page. And maybe give that out at consortia meetings to show progress.

And then Jeanine, maybe I had a typo. What are-- I think it's past data that I responded to. Rick, if you had an additional question, if you want to unmute and ask it, we can answer it. And let's see. Anything-- I mean, I'm kind of wading through here. Let's see. If anybody has a pressing question, I think we're--

Audience: Have a pressing question, Neil.

Neil Kelly: OK.

Audience: Let's see. I put it in the chat, and it was-- you mentioned earlier, we're keeping it clean, we're keeping it as simple as possible. But let's say some of our workgroups want to submit students' success testimonials. You mentioned something earlier about that, but is there a website? Where else can we upload it? Obviously not in NOVA.

Neil Kelly: So a couple of options there. You can-- if you want to include it in your report, I suggested you create your own local board or public official report with photos and student testimonials, and take the text out of NOVA and put that into your three-year plan. If you didn't want to do that, you could still load student testimonials into, I believe-- and Veronica, correct me if I'm wrong, there's a process where we collect student stories and we post those on the website? And there is a process for nominations that we go through?

Veronica Parker: Yes, that is a part of the model program, and that information will be released this spring. Additionally, if you have three-year plan and a formatted document and you would like to add it to NOVA, you can always upload it to the Supporting Document section and you can have it house there as well.

Audience: Wonderful. Thank you so much.

Neil Kelly: And then Emma asks, Veronica, does that mean the consortia director is responsible for all activity?

Veronica Parker: Yes. And I answered that, and I said no. Your member representatives are listed as well when you click on that Add a Person button. When you click on the Add Person button and then the dropdown list, your member representatives are listed. And so you can select a member representative who is responsible for a particular activity.

Neil Kelly: OK. And then I guess that answers Nahar's question about, wouldn't all members be responsible to the committed activities? Or is it referring to the lead that can be available to clarify in any case? Is that confirming what you just said, Veronica?

Veronica Parker: Yeah, a member representative can be the responsible party for that particular activity.

Neil Kelly: OK. And then Paul asked, what are the preliminary allocations expected and when will these figures be updated in NOVA for the CFAD? They're already updated, Paul. They're available right now in NOVA, correct, Veronica?

Veronica Parker: That is correct, but the CFAD cannot be certified until we get that Governance section completed.

Neil Kelly: OK. All right.

Veronica Parker: So we still have a little bit of time there.

Neil Kelly: OK. But the preliminary allocations are posted in NOVA right now, correct?

Veronica Parker: The CFAD is available, mm-hmm. You just can't submit or certify at this time.

Neil Kelly: OK. And then Todd asked, the targets for 1491, I think currently there are 15%, but we still have to go through hearings and things like that. So stay tuned for that. I know they-- at CAEAA, they talked about some changes for 1491. So I would not go on the record of what that target percentage is. It was 15%, but I think they're having discussions about that.

And, then I think-- and then-- seeing if-- so Eric asked, is the percentage noted in 20-21 available funds based on first quarter budget submission or is it live based on any data entered into NOVA to date? So if this is-- we're in 20-- no, 20-21 would be as of Q4 right, Veronica? Because we're into 21-22 right now. So 20-21 should be wrapped up, correct?

Veronica Parker: 20-21 for available funds?

Neil Kelly: Yeah.

Veronica Parker: No, 20-21 is still available.

Neil Kelly: Because that wrapped up in September or October of 20-21, Q4.

Veronica Parker: Oh, you're talking about this for the program year? Yeah.

Neil Kelly: Yeah.

Veronica Parker: Yeah, that's correct, yeah.

Neil Kelly: So the percentage noted is as of Q4 what you certified, and anything for 21-22, how would that be displayed? Because we're in Q1 right now, we're headed to Q2. NOVA updates it at the end of the quarter, right? They don't update it during the year.

Veronica Parker: So if an agency has already started spending their 21-22 funds, then as you are submitting your quarterly data, that percentage will be updated.

Neil Kelly: Yeah, OK. And then Jamie asked, is there a place to view the dropdowns available for metrics if one doesn't have access to NOVA? I think we listed them in the program guidance, didn't we?

Veronica Parker: Correct. In the guidance document. I can pull the page numbers, one second.

Neil Kelly: OK. And Annabelle asks, what data do we have to wait to be populated from LaunchBoard again? Well, the LaunchBoard for data is not available until April or May of each year. So all your data that you see of those metrics is also available in LaunchBoard, but you do have to wait until April/May for that to become available.

If you can't wait you can always use your chancellor's office, MIS through data mart, or you can use your TOPSpro consortia reports. The only thing sometimes with that is the de-duplicating, like we mentioned earlier, or the transition data, because that has to do with data matching. I know TOPSpro does have some of the transition data, but it's self-reported. And so if you want to wait for that data match in LaunchBoard, for you'll have to wait until that April, may date each year regarding the transition data. So hopefully that helped.

And we've got Janet's question. OK. Looks like we're getting caught up here. And I think that's it, right? Did I miss anything, Holly, Mandalee, or Veronica? I think we're caught up on questions?

Veronica Parker: I'm looking now and I believe so, too, yes.

Neil Kelly: So I think are-- what are we, over time? 15 minutes?

Veronica Parker: We are.

Neil Kelly: So if anybody had a question they wanted to unmute and ask, we could do that right now.

Audience: Neil, I'll jump in real quick.

Neil Kelly: OK, Eric.

Audience: So my question, 20-21 funds are still being expended. You have a two-year period plus--

Neil Kelly: Oh, I see, I see what you mean, yeah.

Audience: So when I look and I see percentages still available for some of my members, or a percentage expended but not 100%, my question is, what are those percentages based on right now? Is it based on our last budget submission or is it live based on what we have put into NOVA even if we haven't submitted it yet for Q2?

Neil Kelly: I don't know, Veronica. Did we explain that or is that some kind of gray area?

Veronica Parker: Say that again?

Neil Kelly: What Eric is saying is currently we have some carryover in 20-21 that they're working on. And so when they project out the percentages, should that be based on at a point in time, like as soon as they submit the plan? Should that be based on at the end of the year. At what point should Eric estimate his percentage? Should it be at Q4 or it should be in real-time?

Veronica Parker: I would imagine a Q4, because that's where the percentages are updated.

Neil Kelly: That makes sense.

Veronica Parker: --for the entire year.

Neil Kelly: Yeah, because Eric, if NOVA, when they do the auto-populated updates for that metric, they're going to go based on Q4. So in order to match that spend-down, you should do your projections based on what you're going to see at the end of Q4. Because that's when we're going to pull the data.

Audience: OK. So based on what we think we'll see at the end of this fiscal year as far as any remaining funds from--

Neil Kelly: Yeah. So if somebody had a million, and at the end of this fiscal year they're going to spend $500,000, and it you should project a target of 50% at the end of the year for that particular year metric, although we're not looking at 20-21, it's 22-23 you have to put the targets in.

Audience: Yeah. So obviously that plays into if you've got money still available and it's--

Neil Kelly: Right.

Audience: --play out in the--

Neil Kelly: Exactly. Yeah, that'll impact any money going forward like I was explaining to earlier. That carryover will impact what you're projecting out in future years because you're still spending down your carryover.

Audience: Yeah. I mean, it's cascading to 24-25.

Neil Kelly: Yep, yep.

Audience: Thank you.

Neil Kelly: OK. Anybody else? Appreciate you guys hanging in there with us.

Veronica Parker: Yes, thank you all.

Neil Kelly: Just let me add, remember, this is your annual-- I mean, your three-year plan. So make it work for you. And if you have questions about whether you're doing it right, you can always contact TAP. They can help you out in that regard. So appreciate everybody being on the line, and we'll be bringing Myra Diaz up on all this. And we welcome her to-- this is her first webinar, so we hope she enjoyed it. A little jam packed, a lot of questions, but that's how we like our webinars, right?

Veronica Parker: Yes we do. Thank you all very much. Thank you, Neil, thank you Myra, and thank you Mandalee and Holly. And everyone who attended today's webinar, we have posted a link to the evaluation. That's definitely an opportunity to identify areas of opportunity, like Annabelle has mentioned in the chat. Thank you, Annabelle, for that comment, we will definitely take that under advisement.

Also, be on the lookout for future opportunities to engage, especially with the PLC. That's coming up, so if you haven't registered, please register for that. If you have received the pre-session form, please complete that if you have additional questions. And then we'll hold another webinar towards the end of March, so we'll continue the conversation about the three-year plan.

So thank you all very much for your time and for joining us this afternoon, and we'll see you all later. Thank you.

Neil Kelly: Thank you.