Holly Clark: Luke.

Speaker 2: Thank you so much, I'll go ahead and quickly share the steps to access. So hopefully, everybody knows how and has logged into TE and they understand all that, and this is all-- but if you're brand new or if you're just wondering where I'm going, very quickly, you can always go to the CASAS home page, type in Rolling Hills, you'll pull up a search if you have Google Ads because I don't disable them. Just scroll past them, you'll see steps to access the simulation server.

And then it's going to take you to where to go, right? So, hey, make sure you put Rolling Hills if you're going there, or if you're logging in, make sure you select the Rolling Hills, 4908, Administrator10@rhas passwords, admin for admin, coordinator coordinator, proctor proctor, teacher teacher, right? Just simple stuff.

I'll go ahead and start sharing TE now. And let me share. So I logged in here. Let me disconnect so you guys can see what that would look like. Sorry about that. So Rolling Hills, 4908, administrator, and admin is the password. I'm going to try and go over a few things fairly quickly. We'll go over the Program Nova hours, and then I'll go over some of the reports for the CAEP stuff, and then I'll go over some of the transitions. That way, we'll try and leave the most time for you guys to ask questions. I'll go ahead and pull up the chat so I can see if anything's going on.

So the first one is if you go Reports, you can go to State Reports, California, and you'll see the CAEP Program Hours, right? Like your Nova hours, stuff like that. So when you click it, you're going to have a lot of general settings, like on all the reports under General Settings. When you scroll down, you're going to notice you have, do you want to see all of them, do you want them broken down, a ASC equals high school diploma and HSC or ABE/ASE, where you merge all three, or CTE merges the workplace and the pre-apprenticeship, and the CTE. Or do you want them all broken down in all their instructional programs, OK.

So you can kind of change how you want that to be. You want to leave the Nova, so if you don't change anything-- excuse me, and if you just generate it, you're going to get the default settings, and it's going to-- you'll get your hours, and it won't say preliminary.

Now some of you might want it broken down a little differently. And I think we've updated it where it does break it down properly in the different ways. But you can, the one thing you do need to be worried about when you do generate this is, sometimes people will say, oh, I'll come back here and I just want to run my basic skills hours, right? And you'll run your basic skills hours. And then you'll say, oh, want to just run my ESL hours, and I just run my hours, and so forth. The one thing you need to be aware of, when you do that, you're now changing how things work.

When you use those Nova's hours, say you have a CTE class and an ESL class, and it's like a 243 or something, and they're doing that extra stuff, and so those hours have to get split, right? So if you look over here on your instructional programs, I don't know if we have one in necessarily, but we're just going to-- because it's the Rolling Hills database, we can just create our own scenarios, right?

When you go in here, if you do have a scenario where you have two instructional programs selected, you want to make sure when you kind of run those final reports, though, you do leave everything enabled, right? The reason, if I go back to here, if you do it one at a time, you're going to be doubling up those hours, if that makes sense, right? Because now you're getting the total hours. Whereas if you were to leave everything defaulted off and selected properly, then what's going to happen is it's going to split properly, right? It'll split those hours because half will go CTE, half will go ESL. But if you run it one at a time, you're going to lose some hours.

The other thing is, when you mark all, I think we fixed it, though, where when you mark the basic skills, it should still split it. But I just know we recommend when you're doing your final numbers to run it. The other thing you're going to be asked is, I think, sometimes you need to pull specific classes out and all that. That's also perfectly fine. You can do that. There is no issue with that.

We just say when you're going into your class instances, when you're pulling selected things, when you're filtering properly, just know what your filters are, right? So you can do that. It's designed to do that. Just be aware of when you're doing this, you know exactly what classes it is, and then you're making notes.

The other thing you can do is on the right-hand side, you have the criteria information, I always recommend leaving this. And the reason being is when you scroll down, it tells you exactly what classes, what filtering, what settings, things like that. And so that's-- to me, that makes things easier.

Is there any-- I know I'm moving a little quick, but any weird questions? Or does that kind of make sense when you know, hey, I want the hours, you pull it up you, if you need to go filter, you can filter on the left-hand side, if you don't need the filter leave, it default? You're going way too fast. All right, Cecilia. I apologize for that.

So again, to slowly kind of go over it, when you're going in to the program Nova hours, Reports, State Reports California, Program Hours. It's also under your CAEP tables, but this is just specific. We'll have a thing in there, stuff posted. You can filter, just like anything else. So if you need to filter by class instances on the left, you can. If you want to change how it's broken down, you can here, next to the CAEP program areas.

You can filter by specific programs, just make sure you know which ones you're selecting when you do it. And there's a way to aggregate hours for the consortium. If you're a consortium manager, when you go into reports, this is only when you log in at that like C30, C19, C4, C1, whatever consortium level, there will be a consortium-level manager reports. And those are going to break them down that way.

If you're at the agency level, you cannot do it at all. And vice versa, if you log in at the consortium level, you cannot log in and run agency-specific reports to get specific information that way. You can only run the consortium-level side. That might be inside ballpark some people, but I hope that kind of makes sense, as I'm trying to answer questions I might be missing. But yeah if, you run the consortium you can do the consortiums. But in the industry, at the agency, you can't run consortium, and vice versa.

OK, and then-- excuse me-- I'm a little sick, obviously. So that's program hours. Same thing, if you go reports, or any questions on that? Makes sense? Perfect. I know I'm going a little quick. The call, they was saying it is going to be recorded. But basic, it's ways to generate hours, essentially. And you can filter and change things if you need to, is the gist of it.

All right, perfect, perfect, Connie. The next one we can say and do is the big one. When everyone says, oh, I got to-- what's the tables? Is that just one table? No. No, it's not. Same thing, when it populates, again, this is the CAEP stuff. So we're getting all of our CAEP program areas. You can kind of do the same thing to help you out with the program, the Nova hours. And you're wondering why that's there. And the same thing. If you need to break it down by specific classes, you can.

Or if you want to break it down by program, you can still do that. All that is the exact same. So when you go ahead and click Generate-- well, hopefully, that muted, and you guys didn't hear me cough. Perfect. You have the CAEP summary first gets generated. And so, this is going to show you their literacy gains, the CAEP outcomes, the services. And it's going to break it down by those program areas in a nice, clean little one-page summary.

On the left-hand side, though, this is where it's kind of saying those tables. This is where, OK, summary, that's a great little thing, it's perfect. But then, if you click outcomes on the left, now you're like, whoa, what is all this great stuff? And so, now we're going to little deeper, right? So now if you tilt your head, OK, post-secondary, wages, transition. OK, you start getting all this stuff.

And then, now we got, across the board, our numbers. And like, oh, that's cool. That's all it is, right, just that? And then you say, no, there's some I-3 stuff. I think Martha's going to be going over some of this stuff. And then, you've got CAEP services on the left-hand side. So now we've got more, all the services. So all those different options, they're going to get broken down by program as well, pretty quick.

Yes. There, I guess we could-- well, on the left-hand side, you got program hours, so that's the same as the Nova hours, same exact thing that's how you can edit it. Where you click here, there's an info. Here, let's go back to Martha was saying. So if you click Info, you can kind of see the things where it's going to pull all the stuff. Is that what you're saying for the CAEP summary and how it breaks it down?

Martha Perez: Yeah, exactly. That's correct.

Speaker 2: So if you guys need it.

Martha Perez: It's just a little tip for everyone to know that is there, and it's kind of like a cheat sheet.

Speaker 2: Built-in cheat sheets are awesome.

Martha Perez: Thank you, Luke.

Speaker 2: OK, perfect. Yeah, so I guess you don't need the PowerPoint. It's all here, at least, yeah. Then, when we go back-- thank you both for that, Martha. I forgot about that one. We updated that. Program hours, so now we've got all the outcomes, the services, but now you've got the hours, the learners, if they have no hours, the enrollees with, without. And it kind of breaks it down a little more detail.

CAEP Service Enrollees by hours, because obviously, you have with CAEP, it's a little different, right? You have your people that you're just making contact with that you want to collect, hey, we provided those services. They didn't necessarily, maybe, didn't attend, but we put resources toward that, right? And so every agency, I'm going to say, is different. And I'm obviously not going to argue how you guys collect your services and information, and things like that.

But there may be a debate about, hey, if you did make contact, if you did put resources, if you did help somebody out, maybe you do want to try and collect that information, right? And then, obviously, if they attend for some hours and you provide more, you have that stuff. And then, obviously, if they have 12-plus hours and you provide resources, that's also great and wonderful. But that's why you have those here, it's because it is going to be that scenario.

And oh, yeah, I guess we got a couple extra hours maybe. Career, OK. It's a good one, under the CAEP Services Enrollees. Hey, that's a good one. Good catch. We'll make sure we fix that. Butchering career and transition. So when we go into the transition we'll kind of show that there's-- how do I explain it? There's transition services received, and the career services received is, I believe, the path they're going.

So when they're exiting out-- and Janice, thank you very much posting it. It's the padding they're going through, if I'm not mistaken. Because, kind of like the 243, if you're going that way, they can do the workplace or they can do like the CTE class way. And so I don't want to say it's like on the wages and things like that, but like Martha showed, when we go over the transitions, it's going to show up if you mark it how they get marked that way, if that makes sense. There's kind of career selections, employment, things like that.

And then zip codes that we can break down where your populations are coming from. Obviously, I might be missing questions. I apologize. Or we'll try and make sure we get through everything and get back to those if I do miss something. And then zip codes, very plain, very simple, can help you identify where your populations are coming from.

Your races and populations, your demographics, you can pull all this awesome information. It gets a little small, so you can zoom in and figure that out. Then outcomes by hours as well, just like the other outcomes, except this time it's breaking down by those hours. Because again, those hours are going to be important, especially how you break it down and how you contact those people. Hours are everything. Make sure you import them. Make sure you track it. Make sure you put the instructional programs.

So this is the CAEP tables. It is a lot. It is one report with many reports within it. It's going to be confusing, it's going to be messy, but you do want to run it. You do want to go through them. Are there any generalized or specific or something that doesn't make sense? Even though I went over that very rapidly, but it is a lot of stuff. But the tables are very amazing, like Lydia's saying here.

Does anyone at least get the gist of when they say the tables, or if they say, hey, the services, things like that? Anytime they say a report with CAEP, think of it as it's probably going to just be in the CAEP tables and it's going to be on the left-hand side.

The I-3 stuff is-- Martha, if I'm not mistaken, is going to go over a little more detail. But it's essentially those CAEP things. And the feds, I think, approved it to make them I-3 now. So it goes across the country. Yeah, Martha gave me the thumbs up. So she's going to do some more detail with that and kind of explain and do those breakdowns for you.

So the CAEP tables are great. If someone's talking about something, and when you go to Reports. Or if you see it-- so you'll notice the codes and stuff-- always, if there's anybody who shows a report, there's always a code in the top right. So just make sure you always-- if anybody hands you a piece of paper, and you wonder what that report is, there's always a code right here.

And as long as there's that code-- OK, it's in TE-- we can regenerate. It if they hand you something and you don't see that code, they made it themselves, but that's OK. Then when you go to Reports, State Reports, California again-- and so if you don't see it here, and you're like, well, they said it was a CAEP table-- it was probably just under the Tables, all right?

Then you've got your barriers to employment. So same exact thing. When you're pulling the barrier to employment, you have all your program areas. You have your basic things. You can do break it down on the reporting levels.

You can also go to the class instance, break it down on classes, things like this. Every report is going to have these ways to filter. Nothing's really going to change. Under the general settings, things will change a little bit. They'll always be slight changes based on the report itself, but generally you can always kind of do the same filtering and then with barriers.

Now, you get to see all those things that you tell your students make sure you mark. Hey, it does matter, right? You can see there's some Cultural, Person with Disability, Displaced Homemaker. And it's going to get broken down by the CAEP programs, right?

And so there will be some duplication, obviously. And then you're going to show ones with how many, right? So we had three with seven employment barriers. And so it's a simple report, but it's a good report.

It's going to show, hey, here's our students. Hey, they do have these barriers. We're helping them get through these barriers and overcome them. And so it's just helping you build up that defense, showing you where you're improving.

Or you might see, hey, actually, we've got a lot of language as a big barrier or low levels. And then you can apply resources and try and counteract those things, right? Because that's the whole idea.

Where's their problems? Where's their issues? And then apply resources and services to make it a little easier for the students. So this will kind of help you out a little bit here. And obviously, it's also broken down by program.

Any questions? Barriers to employment, pretty self-explanatory. Anything specific here? Oh, everyone's asleep. OK.

Show the drill down. We're going to show the drill down, Connie. We're going to show the drill down. So, simple thing. So this is where we're going to have fun. Connie already knows I'm going to have fun. She knows me too well.

The Cape Data Integrity. Yes, my friends. Yes. The most magnificent report to solve all issues you will ever have is the DIR. Now I will say one simple thing-- if you're worried about testing, don't worry about the KPIR on your testing.

The reason being is you're going to have those extra programs that do not require you to have testing, right? So if you've got those CTEs, or if you've got those workforce, if you've got things like that, careful with the call pass. They're not going to--

I'm just operating the chat. They're not going to work because it's going to be inflated, right? So when you come down here, the numbers are inflated. So we recommend just running the regular NRS/DIR to compare your testing because that's just going to run the WEOA, just the ABEE cell, HSC and HSD.

But for missing birth dates, you've kind of got the situation where you've got five missing birth dates. Now, if you left click, boom, it's going to pull up the five students. And you can see that there's no birth date.

And obviously, you can double click on the student, and then you can select the student up in the top because now we're at that highest demographics level. You can edit the student, right? And now we're literally in the students database and saying, hey, you need a date of birth. And that's your date of birth. And we can save that, right?

And so we can fix these students by doing that. That's one way to do it. And that's how we would kind of recommend. You just click it and fix it.

The other thing is if you're trying to figure out a specific-- mostly with testing and other things. Like Connie was saying, if you right click, it gives you a lot of options. One of them is called the drill down to NRS monitor, drill down to the outcomes.

And so you can kind of do all those same reports, but the big one is drill down to NRS Monitor. And you can do this on any report with any group. And it's going to give you those federal tables monitor.

If you've ever ran it, it's going to show you their pre, their post, their start date, end date, their drop reasons on the far right. Obviously, these are-- we're only looking at missing birth dates, so that's why it's all one here. But then also, if they had a level gain, things like that.

So this is going to be a case where, hey, we do want to solve these because we could earn some money, or we can show progress better, or can help out our federal tables, things like this. Yeah, so first person. So I hope you saw how I cleared it out. So, yeah, for item 1, you want to just left click and click through them. And then you can always do the drill down to see exactly what's going on.

When you're running some of the federal reports-- so if we regenerate it, we're now going to have only four because we fixed that one, right? I'm trying to keep up. Some people are direct messaging me. That's probably making less sense. Sorry about that.

So essentially, you have to regenerate it to show that, hey, when we solve that one, it now does come down to four, OK? So because we clicked it, opened up the student, added the date of birth.

Now, when it says 18 to 110, that literally means their age range, right? So when you go in there, you might notice, oh, this student is 18, right? But what's going to happen is there are two factors of the 18th birthday.

We reconfigured it to look at program enrollments. So we'll go ahead and open up another student. So you can left click, click a student, click a student again. Here's their name.

So when you click on the name, it's now going to take us to-- notice how we have more things on the left hand side of the Navigator? We're now at the very highest level. We can't click anymore. This is like essentially the demographics level. So we're the way. So again, you can click Edit. And this is 10/6/2006. So it's out of range necessarily.

So the other thing you can look at is Program Enrollments. So with Program Enrollments, you're going to be looking at, say, this is-- say they just turned 18 like right now, right? Like in 12/7.

But say you have your e-testing set up where you know how you can choose test date or program your start date? So this might be like an accidental 7/1/2022 or '23 because it's this year. And so because they have a program enrollment essentially on 7/1, they're saying, hey, they entered your program on July 1 when they were 17, right?

Even though you're saying, no, no, no, they turned 18, then they entered the program, you want to check the program enrollment dates to see if that date was before their birth date, right? And then the other thing is to see if you guys enrolled them in classes. And so this is where we're going to say make sure when you're enrolling them that you're keeping accurate dates, right?

Because if they are enrolled before they are 18, or maybe they were signed up, but they didn't start until thereafter, it's one of those things like, oh, we accidentally enrolled them too soon, even though, technically, they didn't even show up until after they were 18, right?

And so it's one of those things where you want to make sure you're very specific. And when it's not like, oh, yeah, yeah, we're starting that class. They all start on this day. But it's like, well we had to hold this person back a couple days.

So that's where I'm not going to argue schematics. I would say please talk to your-- like Jay or Barbara or whoever your consultant is. I'm not going to say there's exceptions or not exceptions or rules. Every agency is different. Everything is different. Every grant is different.

What I am saying is I would not-- clean accurate data is clean accurate data. And if somebody gets dropped off, somebody gets dropped off. But if you need to help somebody from your agency, I would contact them. And I don't know if there's a list or something.

I know years ago, there was kind of an exception thing where you could sign off your DAR and things like that. I don't know if things like that have changed necessarily. But would contact your consultant.

I'm not going to say there is or isn't. Every single year, it changes, everything like that. I'm just saying you always want to have clean data. Don't change it. You're an agency. Things happen, services have to be given. We kind of-- we understand that respect.

So when you're talking about less than 12 hours and the different hours, so the big thing is you have one to 11 hours-- I need to speed up a little bit-- and you have zero hours. So zero hours normally means you made a mistake in your class setup.

So when we go back to-- hopefully, I still have it. I don't, obviously. So if you have zero hours, that means the student is getting zero hours. You're most likely just missing a class instance, instructional program under the class instances.

So here you would just want to go in and make sure you add like if it's high school diploma class. And then those hours in that class would start getting picked up properly. So that's the big difference.

Whereas, when it's one through 11, that means, hey, they actually are attending. That means they are getting some hours. But most likely, they're just one through 11, meaning they're missing a few hours, and they're not at 12 yet; or they're a brand new student and they're getting the hours, then hopefully in a few weeks or next week, they'll have more than 12 hours. So that's kind of the big difference there.

No gender, same thing. You can go through that. Race/ethnicity, the same situation. Labor force, same exact thing. You can go in and fix it.

The whole thing with the pre-testing, again, we would prefer just running the DIRs or changing the program areas because this is going to include those extra programs that don't require testing, right? The X's in any area, that just means you've got like a pre and a post.

Shall students with zero attendance not imported? Again, that's where you can have students with no hours if and maybe you're collecting those services, right? So remember when we ran those CAEP tables, Eve was saying like, hey, should we not import students with no hours? And so that's where it's kind of how you guys set up your system.

Do you set it up where you give-- maybe they're receiving some services, but they don't have any instructional hours. And so hey, we've got 50 students this year where they didn't necessarily come in 10, but we gave them some counseling. We gave them some of these services. We helped them out with some of these things.

And so we're technically giving them services, but they're not going to be participants. They're not going to have any hours. They're not going to show up in those other things. But we provided services to these students. And we want to track that, hey, these students came in through our doors. We provided services to them. And we tried to help them out that way.

And so some agencies have it set up where they try and track those. Even though they're not necessarily going to get hours, they're going to track those students coming through their doors. So that's kind of what you want to be doing.

If you're in a situation where you did like an accidental rollover-- you're saying, like, hey, you did some proxies and they never showed up-- that's a little different. They never technically showed up this year. But if you've got people coming through the doors and people you're seeing and the people that are testing, you want to be tracking those things or people were enrolled and things like that.

Now, if they never showed up, if they never did that, that's a different kind of thing. But you do want to be tracking those people to show, hey, they came through our doors. We provided things for them. That's the whole idea of it. Even if they maybe didn't get hours, you still help them out in some way.

Same thing-- so they're achieving their functional gains, high school credits, ninth, 10th to 11th, 12th. They're earning things, the HSC, high school diplomas, the gaps. These are those POPs. Remember, if they have missed 90 days, and they create a new POP.

The IET thing was the vessels. Earned IET, no primary goal, no secondary goal. At least one barrier-- the barriers we went over. And so all of these are essentially the-- what's a POP? So a POP is a Period of Participation.

So that's where we were talking about how if they have-- missing 90 days, they're going to get dropped, right? So we'll do a drill down like Connie likes. Right click NRS Drill Down Monitor. It's going to pull the federal tables monitor I need to hurry up, probably.

So they get a start date, and they get an end date, right? And remaining are separated. So if there's a 90-day gap, they'll get dropped off. This is not a great example. Let's see if we can find a great example for you.

I know I'm going a little outside. You'll have the drill down option when you right click, yes. So here's a good example. So 8/31/2023 dropped off on 9/21, 120 days missed. But then they came back on 1/8/24.

Obviously, this is fake data. And so now they're creating that second POP. So instead of it just being one POP, one POP, one POP, they've got one POP in a year, and now they've got two POPS in this year.

And so they can have three, right? They could drop off again, have another 90-day gap come back, have another POP. Or vice versa, you could have somebody who attended five years ago constantly had attendance or a test, because that's what's considered activity test, and hours. So attendance and test is considered activity. And so it could be 2020 all the way till now, just one continuous POP. And so that's kind of how the federals do that.

So any quest-- so I know data integrity, there's a lot of things. It's very good. [inaudible] the reports this year. Yeah. So the other thing you can do is-- so, again, as you can see, more things qualifying for the CAEP, qualifying for that, the SSN things. The ITN we added if they're missing a phone number.

I'm not going to say it gets less and less important. It's just information, right so if you're concerned, like, oh, they didn't sign it, but they did sign it, it's just more information. Or if they're missing a phone number, they don't have a number, they don't have an email, it's going to help you with NE obviously, so we're going to recommend, hey, try and track them down.

But any specific questions with DIR before I move on to some of the static reports since we're going to be adding some more of those as well? I know I answered a couple at the top. Mostly, these top ones are very important because these are going to affect you because these are going to be drop reasons. And then these ones are going to kind of mostly help you out with making sure you're checking your accounts. Hey, this is how many grads we have; this is how many reporting, things like that, making sure all your numbers match.

So some of the static reports are when you go into your state reports, you have static statewide reports. And so this way, we can see-- you can double-- or I guess download or open. I guess I should just opened it since we're here.

I think you guys-- so if you click Open, you can't see this. So let me new share here. I'll just do Share Screen 2. I don't want to do Share Screen 2, but I will because I'm nice. So does everybody see this?

So essentially, instead of seeing your agency, you can see the entire state if that makes sense, right? So 9,000 people are missing birthdates. So we got to say outside of the range or outside the range. Maybe there's 17 or maybe they're 111. You don't know.

But yeah, work on those, obviously. And then same thing with-- so we can close that. And you can open up the NRS one. And then we're going to add more reports this year. This year, we'll be adding more reports. So keep an eye out on the static reports because we will be adding more. Thank you, Nicole.

All right, and now, just to make life easy for everybody, let's hopefully-- I will quickly go through outcome and services. So since I'm-- well, we're doing good. So WIOA core, you've got Title I, Title II, Title III, Title IV.

Same thing. Most of you, job careers counseling, job search, adult education, high school diploma, experience, job seekers including getting unemployment benefits, Title IV, disabilities, employability, integration-- all those wonderful things doesn't really matter. But it kind of does matter, right?

Adult education, dislocated worker, Wagner-Peyser/one-stops, vocational rehabilitation. Those are the different breakdowns in the WIOA programs. They can also mark it. So make sure students are still marking those. So if you're like an adult school, and they're going to those other places to get those extra resources, they're still marking that just like in the transitions.

Now, when we go down to WIOA Alignment, you have your indicators-- employment, wages; MSGSs, literacy gains, post-test, secondary, training milestones, skills progression. I'm talking way too fast.

And then if some of you might have remembered the old AB 104 before it was the CAEP stuff back in the day, they had the different outcomes, right? And so what I think most of you guys are really looking for is these.

As Martha showed you when you go in there and you click the Info, it shows you the exact breakdown. This is also going to show you the exact breakdown, meaning when you mark these on your update records, this is now going to count as literacy gain. When you mark this, this is going to count here.

When you mark these, this is going to count for post-secondary. When you mark these, it's going to count as transition. When you mark this, increased wage. Interim employment's going to-- when you mark these, right? These are all going to be the triggers.

And so when you see here, here's the triggers on your update record, right? Under your student records for your results, here's all the triggers. So I'm not going to go over these. I'm not going to kind of go through them.

But the idea is you can kind of print this out or look at these and say, hey, do these go with any of our programs? Are we making sure we're asking these questions maybe during the update time? Are we making sure we're getting everything updated correctly, right?

And so here's another thing. And so this is what you saw when you clicked Info, how it kind of-- and this looks like it in TE with the work results and all the different results on the TE side, how when you mark it, these are the triggers for those things. Perfect. Yeah, exactly, Clarence.

Hey, print them out. Make sure everybody understands them, make sure they know the triggers because this is what's important, right? Don't necessarily be guessing. We kind of have that plan laid out for you for your agency, right?

Maybe you have some of these programs. Like, oh, we have a program, or maybe you have another college on-site where they go through and they get signed up, and you have that enrollment. Or you can contact your secondary positions where they're going to and getting lists and matching them, seeing, hey, did they pass GD, things like that? You're kind of making sure you're not missing anything.

Same thing. So again, just breaking it down the different ways and the different courses. Some tip sheets. Actually, I think we're good. Yep. Post versus literacy gains. And so it's going to break down with post-secondary? Attained credential, occupational licensure, occupational thing, versus longer term program versus longer term completion of a shorter term.

And then so when you break down the occupational, you have these educational outcomes, you're talking about these sides. And so you can kind of to-- this is kind of your cheat sheet if that makes sense. If you ever were unsure or were debating, go back to this-- I think we posted this. It'll be posted again. But use this as a cheat sheet.

And I've used way too much time. Any questions as I went through this before I pass it off to Martha? And hopefully, we'll have some time for obviously more questions. Sorry for the voice. Martha, take it away.

Martha Perez: Thank you so much, Luke. Thank you so much for all that interesting very important information. So that's amazing to know how much we can learn and how much we can report in TOPSpro Enterprise. So bear with me. I'm just sharing my screen.

And so we're going to continue with the-- let's see, with the second part, which is part of the employment and earnings, employment and earnings part. So we're going to start with doing a quick overview of the employment and earnings survey.

I'm going to do a quick overview on how to send those employment and earnings, and then show you all the reports that we have available, of course, under the Reports menu. So we would start with-- under the Reports menu under State Reports, we want to generate the Core Performance Population report. This Core Performance Population report will give us the exact information on how many students were selected as exiters for a particular time period.

So the report by default will show the current program year. So what we want to do is always go back to two quarters back, which is the quarter where we're going to select the exiters from. So we want to see the ones for the '23-'24 program year. For right now, we are in-- physically, we are in quarter two of the '23-'24.

But I want to see who needs to be surveyed. So we want to go to the '22-'23 program year. We want to go back to quarters. So that would be in quarter four of the '22-'23 program year. So I'm going to select that program year and click on the Generate button.

So once we click on the Generate button, that should be showing all the information for the '22-'23 program year. It's just taking a few seconds. And then this will present us with all the exiters from exit quarter one.

If you want to only reduce that to quarter 4 learners, then we can scroll down to the bottom section. It will show us which quarters we want to include. Well, I didn't unselect any of the others. That's why it took a little longer to populate.

Remember, you can always unpin this navigator on the left so we can have a better view. So it will give us from exit quarter, and it will include if you're also NRS-funded, like WIOA-funded. It will also include a list of the exeters, and it will separate them.

It will give you the period of participation, when they exited, the exact exit date, and also include a Y if the student has a Social Security Number. This doesn't mean that these students that have the Social Security number will need to survey because, obviously, they won't.

They have already a Social Security number. And CASAS will do the data match for these particular students. So it is just telling you that they were selected as exiters. The total amount of students, for example, on the quarter 1 was 554 on the NRS side.

And then 23 of them have Social Security numbers, so they won't need to be surveyed. As you can see, there's a little note in here. 23 students have SSN that they won't need to be surveyed.

So then we will have another list for CAEP students. You may not see the NRS if you're only CAEP-funded. So this is also included in here, as well the same legend for the students who have Social Security number which doesn't need to be surveyed.

So once we review this report, which you can print and export if you like, now we know for sure exactly which ones are the exiters. So once we know that, we will be running the Core Performance survey, which is under the Tools menu.

In the Tools menu, we'll click on Core Performance Wizard. And once in this wizard, we also want to make sure to retrieve back the '22-'23 program year and click on the Next button. For right now, of course, we're using the Rolling Hills, but the survey has already been generated for all the quarters.

Anyway, once you go through this wizard, you will be seeing the exact same list of exiters. So I'll go ahead and cancel this. And once you have generated your Core Performance Wizard, then you want to go to the Records menu and click on Core Performance Students.

This is where you're going to find your list of students that got selected as exiters. And you may notice that this already has an filter embedded by default to go back to the two quarters behind. So two quarters back, this is going to be filtering for those students who exited two quarters back.

So as you can see here, there's quarter 4 exiters from the '22-'23 program year, which are the ones that are targeted to be sent out all the surveys. So from this point of view, you can start sending the survey invitations.

You may want to-- I don't know. That's up to you, whether you want to sort by English or by native language. You can send them in native languages. We have about nine different native languages translated into these surveys.

So I would recommend starting on the very first language on the top. And that way you can filter and send out all the survey invitations by selecting them all and going through this Survey Invitation Wizard. That would be the first step on how to send out all the surveys.

If you like, you can send them all in English by just doing Control A; and that way, you'll be selecting every single student. And you can send the survey invitation all in the English language.

So this is a task that every agency must go through every quarter. I usually recommend to put a note in your calendar and a reminder to be able to send that a survey like at the beginning of the quarter or as soon as you can at the beginning of the quarter, because, that way, you will have more time to be able to follow up with all the students. And then how you would follow up with all these students once you have sent out all their invitations, you would go to the Records menu and then click on Survey Responses.

And again, I'm just doing this quick overview of the survey invitations and the Employment and Earning surveys. So once you have sent all your surveys for the current quarter, again, there is a filter embedded by default, which is set to the current quarter, which is where they need to take the survey, which is in the current. For people who exited in the fourth quarter, they need to be exited in the second quarter, which is the current one.

You may want to pay a special attention on this when it's the end of the quarter. For example, on December 31, we'll go into January 1 of next year, and that is when the time physically changes. And you want to pay special attention in that time after January 1 because it's not going to be in the current quarter, but in the previous quarter. So that's where you can change your filters and then go through all the other-- the previous quarter exiters, which is also going to be a reportable for the second-quarter deadline, which is on January 31. OK.

So once you go through the Surveys Lister, why you would want to filter for the people who have responded. So I would click on-- OK, I have a question. All right, Molly, give me just one second.

So I want to filter for the people who have not responded to our surveys and then click OK. And once I get this list of 66 people, I will go ahead and send them out a second time. I will send them out a second time. And like Molly said, do you notice that the delivery status says Pending or Delivered? So the delivered is pretty self-explanatory. That survey has been delivered.

But for the pending surveys or the pending delivery status, it means that it's probably still going through, like, getting out of TOPSpro Enterprise, and sending it out into every customer or every user or student that has exited the program. So if you see this pending, it's probably because the California server might be getting a little traffic through sending out the surveys.

But if you notice this on the next day that you send out the surveys, and it's still showing as pending, please give us a ring or send us a message to techsupport@casas.org so we can ask our programming team about it. Sometimes like these, there's many agencies sending out surveys at the same time, so they have to do like a mass push out of all those surveys.

Now once you have a-- you can resend surveys up to three times from TOPSpro Enterprise. As you can see, the recent Invite button will be enabled, and you'll have to go over through the wizard again. You don't have to make any overrides or anything because if you already did some customizations, they will stay in there until you change them. So you can resend the invitation.