Lisa Mednick Takami: Then, we will get started with some introductions.

Dulce Delgadillo: Hi, everyone. I'm very excited to get this meeting going. This is our CC TAP, Community College Technical Assistance Provider, as hosted by North Orange Continuing Education in the North Orange County Community College District. And welcome everyone.

I'm so happy that you have been able to join us for our inaugural webinar. And we have a jam-packed session for the one hour that we have together. So my name is Dulce Delgadillo. I'm the Director of Institutional Research and Planning at North Orange Continuing Education. And I'm so honored to have the colleagues online with me as part of our CC TAP team. And I'm going to go ahead and hand it over so that they can introduce themselves.

Lisa Mednick Takami: Thank you, Dulce. Good afternoon, everyone. We are so thrilled to have everyone join us online for the inaugural CC TAP webinar.

I'm Dr. Lisa Mednick Takami. I have the honor to serve as Special Project Director of the CC TAP grant. I'm now going to ask my esteemed colleagues to introduce themselves, tell you a little bit about their roles, and then we'll launch into some housekeeping items and then start with our webinar presentation. So if I can hand it over to Jaspinder to start, please?

Jaspinder Uppal: Hi, everyone. Good afternoon. My name is Jaspinder Uppal, and I am a professional expert here on the CC TAP team. And my role primarily consists of marketing, creating marketing materials, and rolling out marketing for CC TAP. I'll pass it on to Chandni.

Chandni Ajanel: Hi, my name is Chandni Ajanel, and I'm the Project Support Specialist. I mainly focus on administrative work such as collecting and archiving resources, presentations, meeting agendas, as well as creating travel expense reports and helping with the budget. I also create end-of-webinar and end-of-presentation surveys like the one that I hope you'll all fill out today. I'll pass it on to Juliet.

Juliet Lee: Hi, everyone. I'm so sorry I can't turn on my camera right now, but my name is Juliet. I've been a part of NOCE for the past three years, and I recently joined the CC TAP team this past summer. And my main role is to create all the visualizations, whether that be infographics, reports, or just anything else that's related to visuals. So if you have seen our menu of services or the flyer that we sent out for the webinar, I did create that and just other things that will come along the way. And I will pass it on to Harpreet.

Harpreet Uppal: Thank you, Juliet. Good afternoon, everyone. Thank you so much for joining us.

My name is Harpreet Uppal. I'm a senior research and planning analyst at North Orange Continuing Education and for our consortium, North Orange County Regional Consortium for Adult Education. Thank you. And then Jason.

Jason Makabali: Morning. Wait. No, good afternoon, y'all. Sorry about that one.

Hi, y'all. I'm Jason Makabali. I am the Senior Research and Planning Analyst over at North Orange Continuing Education. We support the CC TAP project and the CAEP TAP project by providing that field perspective on how stuff actually works. My main role is primarily doing MIS-type things. So good to see y'all.

Lisa Mednick Takami: And we'd also like to have Pragyee introduce herself.

Pragyee Mool: Hello, everyone. My name is Pragyee Mool. I am the Administrative Assistant for the Office of Institutional Research and Planning, OIRP, at NOCE. I provide administrative support to OIRP and I'm here to support the team with today's webinar.

Lisa Mednick Takami: Thank you, Pragyee. And I'm now going to turn it over to Chandni for a few housekeeping details.

Chandni Ajanel: Hello again. So as we see a lot of people on the chat are doing, you could take the next minute or so to just put in your name and put in your job title so we can get a sense of who's in the webinar with us today. Also, just to let you all know that the webinar is going to be recorded and will be released later. And you're all muted right now, but at the end of our session, we'll have a Q&A, and then you can raise your hand and ask to be unmuted, and I will go ahead and do that.

Lisa Mednick Takami: Thank you so much, Chandni. We'll go ahead and get started. So our-- excuse me. Our agenda for this afternoon is-- you've just been introduced to the NOCE CC TAP team and our various areas of responsibility for this really exciting and important initiative. We'll be reviewing our menu of services this afternoon.

We will be presenting findings from the Adult Education Needs Survey from 2023. We'll be talking about the importance of building a noncredit expert pool as we move forward in this work. And we will conclude with a question-and-answer period.

At this point, you have heard from all of us on the team. This picture on the left was taken at our networking event at CAEP Summit, where we had the opportunity to get to know a number of you who are online with us today. And so you've got our full team.

Andy Pham, who's at the left, was not able to join us today, but everyone else you have met in the webinar this afternoon. We are going to start by learning a little bit about you. We have a poll of, I believe, three questions that we would like you to answer so that we have a better idea of who is with us in terms of role and how long you've been involved with CAEP. So I'm going to ask Chandni to go ahead and operationalize the poll. Enable the poll, please. All right. There we go.

You could just take a moment and answer those three questions. Thank you so much for working through those questions.

We'll give about another half minute or a minute to answer the questions, and then I'll hand it over to Dulce to share the results. OK, Dulce, it looks like maybe people are still responding.

So let's go ahead. If you're wondering, the other two questions, you can scroll down for the other two questions. Many people have already answered. All three.

Dulce Delgadillo: All right, so I'm going to see because I'm going to-- I'm not sure if we end it. Do people see the results, or should I just? OK, all right, great.

All right. The researcher in me, my heart, is just going really-- is getting really happy because we're getting around us 87% participation rate.

So it seems like it kind of-- oh, all right. It leveled off a little bit. So I'm going to go ahead and close it.

Thank you so much for participating. All right. And I can go ahead and share the results right here. OK, great.

So in terms of the sector, we can see it's a pretty even split right here. We only have one more in terms of representation from one of our partners, but we have pretty equal representation from both our community college district partners and our K through 12 adult school partners. We also have some individuals from County Office of Education and additional from others.

So we as part of our CAEP work. We are partnering with other institutions, nonprofits, other community partners out there. So we're really happy that everybody is really involved and is present here today. So thank you for spending some time with us today.

So the next one we have, What is your role in regards to-- are you a consortium lead, an administrator, a counselor? And I'm not sure if we have-- I don't think we have-- I'm not sure how these are being displayed, but I can actually see on my end just a mixture.

So we have some administrators, a teacher, an assistant principal. We have several coordinators, some CASAS program specialists, area coordinators. I see several consortium leads, some administrators, program directors, K through 12 administrators, and sometimes co-lead for CAEP, fiscal and budget analysts. That is great. So we got some good diversity in terms of roles and stakeholders.

And then, the next one we have is, How long have you been involved in CAEP? So we see that across our audience members, we actually have around over a third. So around 37 have been around for seven or more years. So we definitely want to pick your brains and get your perspectives as the context knowledge holders of what's happened in these last several years.

We also have around 1 in 5 of you, is around 4 to 6 years into the CAEP world. We have about 1 in 4. So a little over or slightly over a quarter is one to three years. And then around 12% is less than one year.

I hope we keep you longer than a year. So that is our results here. So I'm going to go ahead and stop sharing. OK, all right.

Lisa Mednick Takami: We need to back out of our poll so we can go back to our PowerPoint. Did I just bring this up again? I can just start. There we go.

Chandni Ajanel: And answer Janice's question, the recording is on.

Lisa Mednick Takami: Yes, the recording is on. Thank you very much. So we have had opportunity to connect with a number of you either at the directors' event, the virtual onboarding leads, the CAEP summit. But for those who may be new to CC TAP, we wanted to review what we are doing. So we are a $1.8 million Chancellor's Office grant that was awarded to NOCE to provide technical assistance primarily to community college noncredit adult Ed providers.

However, we are part of an integrated CAEP TAP office where we are serving the entire field. Our focus is on data and accountability, training, and technical assistance ultimately to improve our student outcomes. One of our areas for Vision 2030 is really looking at those transitions and improving metrics around transitions for noncredit students. We, over the last six months, have established infrastructure that includes staffing of our team, that includes a variety of policies, and procedures, and processes, working with the Chancellor's Office and other partners, and that's an ongoing part of our work.

One of the things we'll be talking to you about a little bit later in the webinar is our current activity around fostering an expert pool. So we know that there are folks within the field who have expertise in a variety of areas, as we do in our own office. Dulce mentioned that we are a research team, both qualitative and quantitative. And there are so very many needs within the CAEP ecosystem.

This morning, Dulce and I participated with some of you who are online in a meeting about annual three-year planning, annual and three-year planning, and NOVA reporting. So there's just a wide variety-- excuse me. --wide variety of areas where we are building up our expertise pool.

We're also focused on operationalizing the survey results on-- from the adult Ed needs survey, which we'll be talking about in a little bit more detail just a little bit later.

We have a PD plan for both years, year one and year two of this initial grant. And so we are offering a wide variety of professional development activities, this being our kickoff one. So you'll be hearing from us. You'll be hearing-- receiving invitations via the Listserv for a wide variety of PD activities that we have planned. We're also very receptive to the needs of the field.

So you'll have an opportunity to complete a survey at the end of every CC TAP program, including our webinar today. We really take feedback quite seriously, so we encourage you to complete the survey and share with us what you would like to see. Some examples of programs that we've done already include CAEP noncredit 101, COMIS reporting.

We have yet to talk about LaunchBoard and NOVA reporting, but those, I can assure you, are items that will be coming up in subsequent programming. Here is our marketing brochure. You have some of the members of our team pictured here.

This was developed in conjunction with our communications team here at NOCE. And if you have met us at the CCCAOE conference or some of the other conferences, this is among marketing materials that we have developed to promote our program. And now I'll turn it over to Dulce, who will tell you a little bit more about NOCE OIRP.

Dulce Delgadillo: Great. Thank you, Lisa. So Office of Institutional Research and Planning at North Orange Continuing Education was actually established in April 2016. So we are young. We are a young research team. But really, what is unique about us is that we were really established in a standalone, noncredit institution, which means all of the data and all of the institutional research we conduct is on noncredit adult education.

And it does because we are an institution, and we're practitioners out in the field, in the land of CAEP, and in the land of other community college initiatives. We are very well-versed as to how is noncredit data, the ebbs and flows of that data within your credit institutions, within your multi-college community college districts, and overall how it's also impacting CAEP outcomes and how it intermingles with other data sources, such as TOPSpro Enterprise data or other third party sources for other initiatives. So really, what's unique about our office and our expertise is that constantly being in noncredit data.

So we are very well-versed in that. And so we are very excited to be able to share that knowledge with everybody and to be able to provide lessons learned and tools across the entire system as to what is the best way to look at this data. We know that some of the milestones are not necessarily the same as our credit counterparts.

How are we measuring? I even saw-- I think I saw something in the chat around tracking of the transition. So how do we make sure that we're capturing those pieces and we're taking into account the experiences of all of our students within our institutions on the ground, and that it's reflective in that data, in those data milestones that are being reported through the legislature, but also end up in NOVA and in all of these reports and the planning processes that we're going to embark on right now for our three-year planning.

In addition, we are not only a CAEP institution, but we also receive, like I said, we are part of a multi-college community college district. Our sister colleges are Fullerton College and Cypress College.

Our students are all flowing within our district. And so in addition to that, we also receive student equity and achievement plan. So we advocate for noncredit and adult education within these initiatives around student equity and achievement and student services specifically. We also are a Perkins school, so we are very well-versed in what does it mean to report to the feds. And what does that look like? And how does that overlay and impact the reporting that we are doing through CAEP and to the Chancellor's Office as well?

We are a WIOA II. So we are very familiar with TOPSpro Enterprise. In fact, we know Jay. He's partnered with us, Jay Wright from the CASAS team because we've gone to him as a resource for how do we navigate TOPSpro Enterprise. But really, what our perspective is, is how do we navigate both of these data systems and how do they impact what our data looks like in these reporting tools, such as LaunchBoard.

And then the last one is strong workforce programs. So as you notice, these are the initiatives, the community college initiatives that are really focusing on noncredit student or noncredit adult Ed learners and those pathways, whether it's pathway from noncredit to credit transition, pathway from adult schools to credit or noncredit programs and what those pathways look like, all the way ultimately to employment outcomes, and improvement in livable wages.

So we see those metrics across all of these initiatives. And so again, I'm excited to be able to bring gather lessons learned from all of you as well as we build our expert pool to be able to centralize this and really build a community around what are the best practices across, to be able to handle the reporting and to be able to have meaningful conversations with the data across all of these initiatives.

Lisa Mednick Takami: Thank you, Dulce. So I wanted to spend a couple minutes talking about our menu of services that fall into a few different areas. Again, if you have met with us at any of the convenings that took place this fall, you may already be familiar with our menu of services. It was sent out to the Listserv.

One of our big buckets is one-on-one technical assistance. We've been very pleased to receive technical assistance requests either from the CAEP TAP office or directly through our CC TAP email address, which will be put up in a slide for you a little bit later. These are some of the areas where we have received technical assistance requests so far, allowable expenditures, discrepancies between EAP metrics and campus numbers around data and attendance reporting, NOVA, I mentioned CAEP data and accountability. Dulce was talking about CASAS and also MIS data, capturing reporting adult learner student services.

We've had a number of requests, for example, from basic districts that are working with their leadership to advocate for noncredit programs, and we anticipate that there will be technical assistance requests that are not on this list. And so all of these are living documents, which will change as we see the needs within the field changing. We communicate with the field, so we are working with SCOE TAP to maintain the CAEP website. We'll be talking about that a little bit later.

You are now familiar, many of you with our Listserv, which was created with the support of the Chancellor's Office team, and we have disseminated a variety of information to the field through the Listserv. We are grateful to the Chancellor's Office for that support, which reminds me I neglected to offer to Mayra Diaz and to Cora Rainey to introduce themselves. So I'd like to take a pause so they can say hello, and then I will continue with the Menu of Services. Mayra, are you there?

Mayra Diaz: Yes. Can you guys hear me now?

Lisa Mednick Takami: Yes, we can.

Mayra Diaz: OK, thank you. I think the way the Zoom is set up, I can't unmute myself. But thank you. Good afternoon, everyone.

Thank you for joining us. We're happy to be here and get to hear from our integrated CAEP TAP office. You'll continue to be hearing more about our integrated CAEP TAP office, which includes the extended arm of SCOE and NOCE.

The state is really looking to continue to provide support, resources, professional development, training to you all across the state. And we are looking to enhance that support. And think today will give us an opportunity to hear also on that survey results, I think we issued out a survey earlier this year. And today will give us an opportunity to really hear back on that feedback that we collected.

And it's a way for our system to conduct continuous improvement by listening to the fields and be able to take that feedback and implement that statewide so that we can better support you all and improve our services that we offer statewide through our integrated CAEP office.

So thank you. Thank you all. Thank you for having us here.

Lisa Mednick Takami: Thank you, Mayra. Cora, would you like to say hello?

Cora Rainey: Hi, everyone. My name is Cora Rainey, and I'm the Program Manager at the Adult Education Program at the Chancellor's Office. And yeah, thank you for attending CC TAP today's first webinar. We're excited to see where this project goes. And let us know where we can help.

Lisa Mednick Takami: Thank you, Cora. We are grateful to be working collaboratively with our integrated CAEP TAP office and the Chancellor's Office. So as Myra mentioned, a little bit later, we'll be talking about the spring 2023 needs assessment, survey, and findings.

We are anticipating that we will have another needs survey deployed sometime in 2024. We're working through the findings of the 2023 reports at this time. Over on the right, you'll see some of our workshops and trainings. We have offered our noncredit 101 three times now, both in person and virtually, have found it to be very popular. And we have had requests to take some of the topics that we have presented and offer single webinars on those. A little bit more to come on that a little bit later.

You'll see some of the other bullet points. For example, CAEP Student Services. So we know that successful adult education students are not only supported in the classroom, but outside of the classroom by counselors. And you'll see some of the programs that are integral to vision 2030, such as pre-apprenticeship, gaining attention and traction. And so we have a variety of programs that we have planned. But as I said, we're super responsive to the field, and what it is you all would like to see presented.

One topic that we have been asked to present is leveraging and braiding resources for CAEP partners in terms of funding. And so when Dulce was speaking, she indicated that NOCE is a good example, not only of a standalone noncredit campus, but also campus that leverages and does braid a variety of funding sources.

So that will give you some idea of where we are headed in terms of services that will be offered through CC TAP. I'm now going to turn it over to Jason and Harpreet, who will talk just a little bit about our TA request received up to date. And then Juliet will be talking a little bit about the Listserv. Jason and Harpreet. Are you there?

Jason Makabali: Hi there. So to go over our process and how we've received them so far-- some of them have been forwarded to us from a CAEP TAP, the SCOE side, versus-- and we've received some directly in our inboxes as well. We have been receiving multiple questions from regarding a variety of topics.

Our primary area of expertise is generally more on the data and accountability and reporting side, though we have also received requests regarding allowable use of funding and program effectiveness and program improvement type questions. So we do our best to support in any way possible, ultimately, especially for the allowable use of funding ones we do put in the research. But ultimately, specifically for the community college side of how community colleges should be using funds. But ultimate say comes from those overseeing the program.

So we just put in some research. We bounce ideas back. And then, we just lend support to however we-- and however manner we can, basically.

Lisa Mednick Takami: Thank you, Jason. And then, Juliet, would you like to speak about the Listserv, please?

Cora Rainey: Yes, thank you, Jason. So as some of you guys may know, we have recently launched our Listserv. Yay! So if you or any of your colleagues would like to join, please use the link that we have on the slide there, or you can scan the QR code. And if you could share it out to your colleagues, that would be great.

And so after you pull that up, you put in all of your information, and you submit, and one of our team members will approve your request to join shortly after. So I wanted to emphasize the purpose of this Listserv. It will be used to notify the field about upcoming CC Tap events that we may have, and it's also a discussion platform to share out resources or tools or ideas that you have with one another.

So it's not just a one-way street. Everyone can email out to the field, but we, as the CC TAP team, will be moderators of this Listserv. But if you need help with technical assistance, please email the official CAEP TAP email, which we have right there. It's the tap@caladulted.org. So in the chat, too, I'm going to drop the document of the full guidelines and regulations of the Listserv. And after that, we can move on to the next slide.

Lisa Mednick Takami: Thank you, Juliet. And just in terms of that technical assistance, many of you have been using the Cal Adult Ed email address. CC TAP does have its own email address. Either channel, it will get to us. So whatever works for you, please feel free to email one or the other, and we will respond.

I will note that our time to respond depends on the complexity of the question. So there are some questions that come in, it's very easy for us to get a response out to a provider. Sometimes, we receive technical questions where we in turn need to consult with Myra and her team at the Chancellor's Office, and it might require a little bit more research. So just know that we are tracking all technical requests and reporting on them to the Chancellor's Office.

You will always generally hear from me personally when the request comes in initially. And then I will provide some indication of who will be following up. I don't always provide a timeline because I'm not always sure how long a question will take to answer but just know that we take each and every technical assistance request seriously and look forward to being able to provide answers to you. Juliet, are we ready to go on?

Juliet Lee: Yes.

Lisa Mednick Takami: OK. So at this point, I'm now going to turn it back over to Dulce, who will introduce the 2023 Adult Education Needs Assessment Survey results.

Dulce Delgadillo: Great. Thank you, Lisa. So in early 2023, you-- if you were here, you might have remembered that the Chancellor's Office released an adult education needs assessment survey.

And so knowing that the integration of CAEP TAP, which includes SCOE TAP, who's been doing amazing work this last couple of years, and really set a strong foundation as to what technical assistance for CAEP looks like and really extending the support over to community colleges and strengthening bringing that expertise of MIS and noncredit data and the co-mingling of other pieces, what really was to be able to address the needs of the field. And so in order to address the needs of the field, we need to know what those needs are. And so really, the intent of this adult education needs survey was to get a pulse of what are the needs and really where are some of the areas that this new integrated TAP team needs to focus on, and what are some of the themes that surface.

So I'm going to go over what those themes are, some over big picture of findings of what those, the survey resulted in. So overall, we had over 200 responses there.

You could see that slightly over 50% were representatives from community college districts. Around 38% were K through 12 adult schools. Nine were COEs, and eight were others. Again, we know within our work with CAEP, we have partners and community, and again, we want to hear back from those key stakeholders as well.

So we specifically wanted to focus on professional development, knowing that we were going to go out and create these workshops to address these needs. And so really, what we wanted to ask about what were the topics that the field was interested in. And so what you can see is those top three data and accountability.

So again, to no surprise, we know, especially being out in the field, we have been in conversations as to what does CAEP data look like, why doesn't it always appear, what I think it's going to appear like. And how do we make sure that we use it in terms of our reporting and use it to improve our programs? So really, there was an area of interest around data and accountability in terms of professional development needs.

In addition, an extension of what that is, as well as program improvement and evaluation. So how do we do that? How do we evaluate the impact of our programs?

We always hear the stories of our students, and we hear the stories of our faculty members out in the field. And so, how can we translate that into this reporting that we're doing as part of the impact of CAEP? And then the last topic of interest was leveraging and braiding funding. So really, it's about, how can we be fiscally responsible. And how can we make sure that the funds that we are using are making an impact and are leading towards these outcomes that we have outlined in the LaunchBoard and in the legislation?

So that is all over this, data and accountability, program improvement and evaluation, and more of that fiscal aspect as well. But I think also with the funding, we've also heard a need around just how do noncredit and adult education initiatives overlap. And how can we make sure that we're reporting along the same parameters?

Next slide. All right. So we also asked a timeline in terms of their engagement with the CAEP world and so how long they have been in those roles. And so, as you can see, we have majority of our participants who are between the 1 to 3 and the 4 to 6, with a few being in the less than a year and then it dwindling off in the 7 to-- beyond the seven years.

So with the majority, when we look at the disaggregation of these, within our community college respondents, we had the majority of them be in roles less than six years. So with over half of them being less than three years. So again, what does that look like in terms of making sure that we're reporting? So all those pieces.

So to 47 stated that never attended CAEP TAP events. This was really-- a question for us as to why. So is it marketing? Is it a question of that people just didn't know, or what are the best ways to be able to communicate out into the field?

And in addition, we had 33 of those who had said that they didn't attend those events were administrators. So again, who is our audience, and how can we tailor the content of these workshops to be relevant to the stakeholders who's in our audiences? All right.

And then the last one is just a really quick preference over for virtual, in-person, and except for in conferences. So we are back to in-person conferences. We literally were in a bunch of them in a couple of weeks ago. But we do see that is a trend.

And this survey data has actually also confirmed that for conferences, the field is really interested in being in person and leveraging that in-person collaboration. But for some settings, such as maybe a workshop, a virtual is-- works just as well. Next slide.

Lisa Mednick Takami: And what I would just add to that is since we have a number of these webinars planned, one of the questions in our survey today is preferred time of day. We know that we can't accommodate necessarily everyone. What we're looking for is trends.

So we chose 1:00 PM to start off today. But we are flexible. So please do answer the question. And let's go to the next slide. OK, all right.

So I will continue with the Needs Survey findings. One of the things that we wanted to highlight for today was the feedback that was received regarding the CAEP website. We've begun discussions with the CAPE Integrated Office and the Chancellor's Office around the comment sampling, some of which you have below, and the overall sentiments that were expressed that the website is a bit busy, that it's hard to find necessarily what people are seeking and that the site is difficult to navigate.

So we are supporting a potential project to update the website. We're at the very early stages of this. So again, if you have feedback about the website, go ahead and throw it into today's survey.

This was deployed last spring. I think it was March and April. The data was analyzed in May, and it came to us towards the end of June. And that's what we'll be doing another survey.

There were some positive comments about the website as well. There was a lot of valuable information on the website. What we're really looking at with our partners at the integrated office is how best to present this information and make for an easy UX user interface experience.

Yeah. And we have, again, some of the topics that came up in the survey. Understanding changes in CAEP policy, understanding CAEP at a technical level, which mirrors some of what Dulce was saying a couple of minutes ago, a preference for networking. And we know we've done a lot of in-person networking this fall, which has been really a joy to meet so many colleagues and be able to exchange ideas in person is just something I think we all really value coming out of the pandemic.

Areas of low knowledge, again, this reflects what Dulce shared earlier, COMIS reporting, TOPSpro reporting. And because there was a high proportion of respondents who were in the community college world, just about half indicated that they don't use or they don't know of TOPs Enterprise and, of course, the Adult Education pipeline. So finally, what are we doing to address the findings from this year's survey?

Well, one of the things we're doing is the conference sessions. So we have, as I mentioned, did sessions at the directors' meeting, the virtual leads onboarding and the CAEP summit. We will be-- we were at CCCAOE in the fall. We'll be at CCCAOE in the spring and through these webinars.

I've mentioned the technical assistance. Here are just a couple of examples of the wide variety of questions that come in that have come to us directly or through our colleagues at the integrated office. I will mention that our next webinar is scheduled for Friday, December 15, on Noncredit 101,

an invitation for that, we have not set the time yet, but the time and the date, and all the details will be included in an invitation that will be deployed through the Listserv, probably by the end of this week. In January or February, we'll be starting professional learning forums. That will be an opportunity to have a topic-specific conversation among colleagues and an open in an open forum format.

So it will probably be the CC TAP team presenting some content, for example, on, let's say, allowable expenses or some topic. It might be 605, and then, an opportunity for colleagues to contribute information and ask questions. As I mentioned, we're discussing the CAEP website design and content currently with the integrated office with our colleagues there, and we are moving into building the expert pool that I spoke of earlier. So I'm now going to hand it over to Dulce to talk about that expert pool.

Dulce Delgadillo: All right, great. Thank you. So because we are researchers, we created a survey to gather feedback. Yeah, that's exactly what it is, Chandni. Thank you.

So really, like I said earlier in this webinar, we really want to build community because we know that CAEP is right about building partnerships to best serve our students. And so we really want to tap into everybody's expertise. And so build, again, this community of just learning, lessons learned, how can we scale best practices, what are some tangible tools that people can use for planning or for evaluation, or for continuous improvement.

And so we know that there are some great things happening out in the field. So what we are asking you is to either recommend someone or, if you're an expert, please fill this out. We have an expert interest form. You can go ahead and use your phone.

You can scan this QR code. We will also be including this as-- we'll probably also post this through other avenues as well. But since we have all 141 of you here, we figured we would ask this group here.

And so, please, we're just basic questions of who you are, your time in the consortium, and then what are some of the topics? To be really honest with you, we're building what these themes are of expertise. So I think getting some feedback from all of you through this form will also help us identify what are some of the pieces around these buckets or these themes around expertise.

So we know already from the survey that data and accountability is going to be one. So if you know that you are great at data and accountability tools, you have established a process that works really well within your consortium, across your partners, fill out the forms, see-- throw your name out there. I promise you we'll make it easy for you to be able to collaborate with us.

And if other colleagues-- one of the things that we know is, sometimes fiscal, that is one of the things that we also have technical-- some questions around. So what are some fiscal allowances, or how do I integrate the fiscal of CAEP with other initiatives? Again, if you have a best practice around that, please share this out.

We're going to continue to have this opportunity to be able to throw, put build expert pools because as we launch in quick preview of what's happening in 2024, we will have professional learning forums. And these are going to be really themed conversations with practitioners out in the field to be able to have a conversation around what does it mean to provide student services to adult Ed students and noncredit students. What does it mean to make sure that we are tracking those services and that we establish a process? How do we start having conversations to create adult Ed pathways across our partners? --so really tailored conversations with the field.

So my last plug here, please make sure that you take your cell phone, use that QR code, and pass it along to other colleagues. We are always in room for noncredit and adult education champions. We can all learn from each other. And we all have lessons learned and scalable practices. So thank you.

Lisa Mednick Takami: Yes, exactly. So we will probably drop the expert interest form into the Listserv when we send the remediated recording from today. So we are asking that if you are online, still to go ahead and fill that out.

But this will not be the last chance. So if you know of a colleague who wasn't able to join us today, who has expertise in a particular area that might have been mentioned, or maybe one that wasn't, this will not be the last chance. But we do encourage you to fill this out, and thank you for doing so as we continue to build an expert pool.

At this time, we would like to turn it over to those of you who have questions. Chandni, let me know that we already have some questions in the chat. So Chandni, I will go ahead and ask you to pose those questions, and then we can give folks the opportunity to be unmuted if they would like to ask a question themselves. Chandni, did you want to start with a question that somebody posed?

Chandni Ajanel: Sure. They're on the Q&A function. So someone asked if the group will be addressing dual enrollment and assisting consortiums who have hesitant colleges.

Dulce Delgadillo: Yes, dual enrollment is definitely something that's been in conversations within our district as well. In fact, we've had with our credit colleges. But being a standalone noncredit institution, we have honestly have tried to see what does that look like for noncredit. And so we definitely feel that this is going to be a topic that is going to come up more and more.

So we do foresee this coming up, as part of those conversations. And we will definitely note as that being a topic of interest for a potential professional learning. So if you are an expert in dual enrollment, let us know. But yes. All right, so I'm going to go ahead and type in.

Lisa Mednick Takami: All I would add to that is you may be an expert, or you may be at the beginning and need help. And that's what we're looking for. We're looking for where do people need technical assistance, where do they need support information, and where are they already expert.

Chandni Ajanel: I'm also going to read a few of the ones that have been answered just to show everyone. But someone asked what CCCAOE was, and that is the California Community College Association for Occupational Education. Someone else asked-- they wanted to confirm that the expert pools form was not for someone looking to connect with experts and mentors, but instead is for experts and mentors to sign up.

Lisa Mednick Takami: Correct. We're looking for folks who are experts in particular area. If you are looking to connect with an expert, that's something that you could put into today's survey. I'm looking for help in such and such an area. Thanks, Chandni. Go ahead.

Chandni Ajanel: Someone else asked if-- "Does CAEP support all noncredit courses as long as they fit in the key program areas?"

Lisa Mednick Takami: In terms of funding?

Dulce Delgadillo: No, I believe-- so does CAEP support all noncredit courses? So as long as they fall within the CAEP areas, I believe so. What you would have to look at, and I'm going to tag Jason and Harpreet for this one as well. I believe you will have to look at your coding to see.

So it's really up to your course coding as to whether or not they fall within those CAEP program areas. And so that's where knowing what the data dictionary, the MDD, which I know our research team is very familiar with. But is the definitions that the LaunchBoard is using, and what codes are being used to define those CAEP areas that is what's being-- what is those parameters. So it's not necessarily.

What we had in our experience at NOCE is we said, well, because it's in the CTE program, it's automatically CTE. And it's not necessarily the case. It's dependent on the coding. So I want to let Harpreet and Jason chime in to see if they wanted to add anything.

Harpreet Uppal: No, I think you covered it, Dulce

Dulce Delgadillo: All right. I also see another one I want to address as well here. Can you clarify how K through 12 adult Ed folks are to CC TAP? I noticed a lot of K through 12 in this session, but the topics tend to focus on community college. I just want to know which webinar sessions we K through 12 should be attending, TAP or CC TAP.

So we are actually an integrated TAP. And because the work is in partnership with community colleges and K through 12s and other partnerships, we're trying to cover that whole realm across SCOE TAP and NOCE TAP. So in regards to how can you tap into CC TAP-- so one thing I do want to clarify, CAEP TAP, which is made up of SCOE TAP and NOCE TAP, will address both K through 12 and community.

If it is a CAEP question, we will address it whether it is through our local CC TAP email or through the typical-- what you well know already, through the CAEP TAP website. So I first want to make sure that everybody understands that your questions will be addressed, CAEP, because we have just extended the work and the capacity of the CAEP TAP team as we integrate both SCOE TAP and NOCE TAP.

With that being said, we are bringing in that community college perspective. But as K through 12 adult Ed folks as community college partners, we need to know what's happening in the K through 12 world because, as CAEP partners, we are also integrated in that. And so we do that with our consortium and in some of the technical assistance and support projects that are being handled on that end.

With CC TAP, we hope to be able to provide those-- that support and that glimpse into what is happening on the community college side of the land in the CAEP world. So we have MIS submission. We have the intermingling. So if you are a K through 12 partner that's in a consortium, that has community college in it, your data is being intermingled in some way, shape, or form as a consortium for outcomes with community college data.

So it's really about being able to identify to see what is the resource. So what is the resource that you need in order to best serve what you're trying to address within your consortium? So if it's a K through 12 specific question, there may be a webinar through CAEP TAP, or we may do combine webinars. So I would say that both SCOE TAP and CC TAP and NOCE are going to provide information that's going to be relevant for both partners because CAEP is a partnership between both systems.

Lisa Mednick Takami: Right. And then I'm seeing another question. "I'm hearing that you are tracking noncredit adult Ed programs. What are you doing to track K-12 adult school-to-credit classes, transitions? And then this seems like something that would be good to know, but the current MIS data poll seems to leave this data out."

This is an area that we are working on through Vision 2030, are developing metrics around credit to noncredit. Sorry, noncredit to credit transitions. Did anyone else on the team want to respond to this?

Dulce Delgadillo: Yeah, I can. And then I'll open it up to Harpreet and Jason as well. So this actually came up in our directors meeting.

And so we are trying to provide some clarity as to. So there are transition metrics that are being tracked. The biggest gap, honestly, for both community college and the K through 12 side is the social security.

So it's our understanding that the matching is happening with date of birth, first name, last name, social security, or sometimes, sorry, gender, date of birth, and first name, last name. And so it was our understanding. And we have to do some clarification as to what is being matched up on the CASAS side and then what is happening on the community college side with MIS data.