Jay Wright: All right. Thank you very much. OK. So I think we see the cover slide. We've got proof in the pudding that yes, we are doing data accountability for '24-'25 year. We're toward the end of the year. You can go to the next slide, please.

So here is our agenda. I know a lot of you in this group have been through this drill before. I'm not sure of all of you, but definitely the number of you that have is a much larger number than the number of you that haven't. We definitely have some veterans in the mix.

But either way, we'll talk about some basics. There are at least a few of you that look new here. So we have been really trying to focus on that, at least from a state-wide, global point of view, trying to get down to basic requirements.

That's, of course, what we also mean by deliverables, timeline, and resources. That is, more and more, we're realizing a lot of what typically we talk about in the WIOA II powerpoint, which I know most of you know and love, whether you're willing to admit it or not.

A lot of the basic entry update stuff, we never really put in CAEP, and I'm not sure why not, but we have now to try to make sure we really hit-- equip everybody with the basics. So those first two bullets for about half the session will cover some basics.

We'll talk about entry update for a few minutes, and then we'll get into timeline. We'll point out a bunch of different resources. Yeah, we got a mixed group. So good. We're doing basics. And then we'll hit a little bit of a half time because we're virtual.

Hey, we're not going to take five minutes to have snacks like we do-- like we did last week when we did regional. We're going to just go ahead and motor right ahead. But we will review outcomes. Maybe a little less of a deep dive outcome by outcome. But we do want to talk a little bit about where we're going with this, the overall structure.

And then in report, a little bit more than we have on reports. Some requests have come up recently that we never really received before. So it has kind of got us rethinking a little bit those reports in TE. So there actually is some good info on that.

Data collection tips and data diving. If we want to a eight or nine-hour training, we can go over all that. I don't think anybody does. So that'll mostly be resources. Got to say, a lot of the same resources, we've had over the last year. But we did update some of those slides for some of the regional trainings we've done over the last month or so.

So let's go ahead and get started. Next slide. Next slide.

Speaker 1: We're getting there. Give us one second.

Jay Wright: OK. There is plot. Thought it was-- OK. All right. So there is like a sticky clicker. All right. Never worries. All right. So anyway, we'll start with this one. We did this. I forget what event we did it for. But some event in the fall, where the effort was to try to come up with a slide that captures an overview of everything you do in as basic terms as possible.

I don't know if this is it, but this is what we came up with. So for all of our students in those seven CAEP instructional programs, we're recording enrollment at intake. In CASAS land, we call that the entry record.

People don't really use our forms anymore, but it is good for training to explain it with those forms, a bunch of screenshots you'll see. So you record enrollment at intake. Very prescriptive about that. Intake means day one, square one of your time with the student.

As soon as the student sets foot inside your doorway. Plenty of other cliches. But record enrollment right away at intake, represented by the entry record. After a certain period of time, or after a substantial block of instruction, record outcomes and record attendance hours for each of these learners. In CASAS land, we call that the CASAS update.

Pre- and post-test the learners in the federal WIOA II programs. That is, do the pre- and post-testing, not for everybody in CAEP, but do so for those in ABE, ASE, and ESL because it's really basic.

I'll spell it out. ASE is adult secondary. That means HSE an high school diploma. And then follow up for students that exited our program through data matching and the employment and earnings survey. That captures all the basic requirements, kind of from soup to nuts, from start to finish of that student's journey with you. Next slide.

We mentioned those seven programs. So it's kind of good to reference them. And now we'll point out which ones those are. Here's the slide. CAEP land is kind of set up to revolve around the big three. in CAEP lands, that's ABE, ESL, and career tech Ed.

There's two programs kind of related to career tech Ed that we consider official programs. One called Pre-apprenticeship, the other called Workforce Preparation. And then there's two other programs, Adults with Disabilities, Parents/K-12 Success, that we all admit don't really fit in with those other programs exactly. So those are two separate, but those are two of the seven official CAEP programs for which we're required to report.

Next slide. OK, here are the deliverables. We basically do deliverables every quarter, quarterly and end of year. Every quarter, we submit the data and the data integrity report. We use that TE quarterly data submission wizard.

Most people, I believe, really like the quarterly data submission wizard. You can do your CAEP data, CAEP DIR, WIOA data, and WIOA DIR all in one fell swoop. That's the reason why people generally like it. That's what we've been using for the past four or five years.

End of year, we use the exact same wizard as we do for the quarterly. And on the WIOA federal reporting side, there's a little bit extra we have to do for end of year involving certification. Most of you know WIOA involves payment points.

So it's a very important part of the process that no less than 125% of the time, the agency and CASAS completely agree on the number of payment points, so we have a few extra steps related to certification. We also have that personnel wizard that we report for federal reporting once a year.

Also quarterly, for CAEP and WIOA, we do the employment and earnings survey. That's done quarterly on the exact same due date as the data, but it's a different TE wizard. In this case, it's the E and E follow-up survey wizard.

I wouldn't go quite as far along to say everybody loves that one like they do quarterly data submission, but fair to say public approval for that a lot better now than it was four or five years ago. But that's where you're surveying those exited students to find out whether they got a job, whether they got a pay raise.

We do data matching, but we know that doesn't always work. So we do that follow-up survey to fill the gaps for students that don't have Social Security number and so on, and won't be part of the data match. Next slide.

Here is the timeline. The timeline again been the same timeline for quite a while. For the most part, the due date is one month after the end of the quarter. So the nice-- well, we just had today is a due date, so we'll use third quarter.

So the third quarter ends on March 31. Fast forward one month, that's actually today. Today is a biggie. April 30 is the third quarter due date. A couple little tidbits if you're brand new to this and haven't seen this before. What stands out is that July 15, it's earlier than the others.

Yes, common sense dictates end of year should be a little more time, not less. But hey, it's less because of the federal deadline. Yes, it's very unpopular. Yes, it's very inconvenient. But yes, I gotta say, it's not-- it's highly unlikely to change. For a lot of reasons, we just need to have that deadline a little earlier. So it looks different from the others.

The other thing that stands out, and this is a really, really new thing, but when you're new, it doesn't seem intuitive at all. The start of each quarter is July 1. That is, its year to date. So like the second quarter is not really July 1, December 31, it's really October 1 to December 31 if you want to get to brass tacks.

But the data goes from July 1 to December 31 in that example. That is, it's always year to date for what I think are pretty obvious common sense reasons. But if you're looking at this for the first time, it's not always that intuitive. Next slide, please.

OK. Sticking again with resources. You can chat it if you want. But is everybody here familiar with the CASAS California Accountability page? I know most of you are. Though admittedly, I'm not sure if that's true with all of you. But are you familiar with that page? Yes or no?

I'll let you respond if anybody's willing. OK. OK. There's a no right off the bat. All right, so Sylvia is going to be bold and say no. All right. And answering first too, not last. Thank you, Sylvia. So I'll point out-- I don't think my pointing helps any.

Maybe, Fabi, if you point to that breadcrumb trail at the bottom of the slide, I'll point out-- yeah, that breadcrumb trail shows you where you go to find that page. I think our Zoom, are you-- there we go. Yeah. That's the breadcrumb trail to find it.

It's on our CASAS website. I assume Sylvia and anybody else that said no-- thank you, Nicole-- that we all do know where the CASAS website is. We've all been to www.cacas.org whether we like it or not, right? That one I'll assume is yes.

But one of the pages on our CASAS website is our CASAS California Accountability page. I'll point out again, Fabi's dutifully pointing. Thank you for helping out. We've got the little breadcrumb trail there to get to that specific page.

There's a ton of stuff on that page. More on that later. But for now, we're sticking with super basic. So I'll point out our data dictionary for CAEP agencies is there. That's what defines all of these different fields in TE.

We, of course, have the current dictionary posted for the '24-'25 year. It has all the information you need for CAEP. Unsurprisingly, there's a similar document for WIOA right there next to it on the same page. We also have attachments A through X. That list gets a little larger every year.

I think it gets larger for the right reasons, though, not the wrong reasons. Some people may beg to differ, I'm not sure. But we have attachments covering lots of different areas of data collection. An example is that second bullet attachment A, our statewide assessment policy. That has all of our statewide policies related to pre- and post-testing.

We make a big deal about that document every year, of course. This year we've made a bigger deal about it than usual because we have STEPS and Math GOALS2. It seems like ancient history now, but at the start of the year, we were transitioning to those new forms. So thereby, we had a lot of new information in the statewide and local policy. Next slide.

So again, giving you basic resources. Now again, we're sticking to the very basic, starting with that entry record, which is recording learner enrollment in a WIOA II or CAEP funded program. Again, that's recording enrollment.

And as we said up front, that's pretty prescriptive. We say do that right away. As soon as that student sets foot inside your doorway, that triggers the entry record requirement. So you record enrollment as you do. You know what, please do collect all those demographics, race and ethnicity, gender, date of birth, all required.

Please do collect education level. Please do collect labor force status. Please do collect barriers to employment. You can see, and this is why I still use these old forms, we have the snippets from those forms here on the screen or on the slide. So it's easy to see what I'm talking about. All this information is information you should collect for each student upon enrollment. Next slide.

Again, we're collecting barriers in co-enrollment. Barriers I mentioned. Not really that new anymore. About eight or nine years old. It seems new to me. But when we started WIOA in 2016, a couple of these additional requirements were added. One was barriers to employment. Everybody does a great job with that. Not much to say about that one.

The second one, a little more to say. That's what WIOA-- starting WIOA is also what started the requirement to mark everyone who's co-enrolled with our WIOA partners. That is students who are in Title I, Title III, or Title IV.

That's the personal status-- thank you. That's the personal status field. Separate little bubbles for each of those WIOA partners. I make a big deal of this because we're 100% sure the data on this area is lousy.

We're way less than 100% sure whether that's because, yeah, the data is just lousy, we're not recording it very well, or whether we're doing a perfectly good job recording it, and there just isn't really all that much collaboration.

So if nothing else, we've really been encouraging everybody on this because we're trying to figure out, quite frankly, is the problem statewide, that we're just not collecting good data on this? Or is it the deeper problem, that we just really don't have that much WIOA wide collaboration?

If we rely on the data, we know collaboration is poor. But again, we're thinking maybe it might be a data issue as much or more than it's literally there's no collaboration. So if you know you have students co-enrolled with WIOA Title I, III, or IV, please mark that in personal status. Next slide.

OK. A couple more on entry records. Also, mark primary and secondary goals. This was a really, really big deal two or three years ago. Two or three years ago, we re-required goals after 10 years of it not really being required.

When we re-required the goals, got to admit, it wasn't really all that stinking illuminating. The honest answer is everybody was collecting goals anyway, even though it wasn't required. So we didn't really need to re-require it.

But because we re-required it, we put out a new attachment. If you're having trouble selecting goals, that's what you can use to help your students select goals. But please, do select that at enrollment. Next slide.

And now we're switching over to updates. So for entries, like I said, very prescriptive. Do that right away. Dates, you might say, a lot more loosey goosey. Updates, you can do after a, quote unquote, "substantial block of instruction."

Substantial block of instruction means different things to different agencies. Maybe it's a semester, trimester thing. Maybe it's monthly, maybe it's quarterly. Whatever works the best according to your class schedule or academic calendar or whatever. We say that for most of the update. There's the part above the line that I just referenced. We've had that in some slide deck or another every year since 1999.

I'll point out, there's the stuff below that goofy little line for attendance. That came up when we started WIOA. So not really new. Again, more like eight or nine years old rather than 20 or 25 years old. So by contrast, a lot newer.

But at the start of WIOA, I won't be quizmaster this time, but the one acronym answer is POPs, or Periods of Participation. For federal reporting, we use POPs, that program year, to determine the date range for federal reporting.

So that's all predicated on student attendance. It's all predicated on the federal 90-day rule, which says 90 days of no call, no show means the student automatically exits program. So you need to stay up on making sure you enter the attendance hours. So whether you're scanning, whether you're importing, or whether you're entering the hours directly in TE, make sure you get those hours in at least once a month.

You want to avoid those false positives. Meaning, hey, you get a student that exits, just because you haven't gotten attendance hours in, there's nothing you can do about it. It just means, hey, the student gets a survey for no reason other than you just didn't get your attendance hours in correctly. So make sure you get it in once a month so you don't have students exit unwittingly. Next slide.

And here's the same information blown up if you missed it the first time. I think this is pretty much the same information as the bottom of that previous slide. Next slide. OK, sticking with updates. This is just showing you field nine with all the outcomes.

There's a lot of information on that update record. For the last five to 10 years, most of it has been obsolete. A lot of those fields now you're better off leaving blank. I want to point out, yeah, a lot of stuff like update status and progress you're better off leaving blank. Don't worry about filling out the full update.

In saying that, though, I want to point out it's not that you don't want to do the update at all, just some parts of the update that used to be important now matter like not at all. There's other parts of the update that I'm showing you right now, like outcomes and field nine, that are more important than ever.

I'll point out for all this CAEP business, we'll talk about outcomes later. Way more outcomes for CAEP to keep abreast of than for WIOA because we have extra programs like Workforce Prep and CTE and so on. So tracking those outcomes, really, really important from a CAEP point of view.

You'll see some slides later, but for WIOA reporting now, that's more important than it used to be as well. More workforce outcomes, things with credits and HSE. So all this to say more important than it's been for really since ever. So it is really important for you to work with each student, and make sure you record all those outcomes for each person. Next slide.

OK. Here's that same slide for the data dictionary. Word for word is what we said. We'll go next slide. This is a segue so we can start talking about some of this other stuff. Before I talk about this slide, I'll point out what's not on here, because, hey, it's a CAEP training, not a WIOA training.

But really good chance a lot of you are interested. I'll just point out-- sorry, can you just go back one slide? Sorry about that. Thank you. Right next to the CAEP data dictionary, there's a very, very, very, very, very, very, very similar document called the WIOA II data dictionary.

It has the same entry update fields. Some of the definitions are different. Really, the definitions are the same, but there are some CAEPy things with CAEP outcomes, where we'll point out how we align some of those CAEP outcomes. So we'll go out of our way to do that in the CAEP data dictionary of course, but not mention it in WIOA.

There's a lot of stuff related to NRS tables that we go out of our way to mention in WIOA but leave out in CAEP. But I will point out the structure is the same, but the requirements are different. So we have the two data dictionaries there side by side. Just saying. OK, back to the next slide. Sorry. Had to double back. Probably not that necessary, but there you go.

Anyway, we mentioned attachments A through X. There, of course-- Who plans to go. I guess I'll say where a student who plans to go to junior college, you can enter it on the update record.

I guess I'd say, how long are you waiting if you're talking, hey, we're closing out the spring '25 semester now that we're moving into May? So we're closing out the year, and we know the person's going to start junior college on July 1 or something. Well, hey, I would mark it probably reasonable to assume that and not wait and get into new year reporting, whatever.

If you're talking about they're on a waiting list and starting six or eight months from now, well, then, yeah, you might be jumping the gun a little bit. So one of those many CAEP data police issues. We had some of those discussions at a regional training last week.

Is there any chance in the world that CAEP data police are ever going to get you because you're jumping the gun and recording this too early? If you ask me, that answer is a resounding no. So do you really need to worry about getting in trouble because you're jumping the gun on a few inter-college outcomes? Gotta say, nobody's going to give you a hard time on that one.

But I answer it pretending like there is, because I kind of feel like that's why you're asking. So there's no cut off. But I'd say, hey, if they're graduating from high school and you know they're jumping into community college on July 1, it's probably fair to think the best for the student. If you know that that's a ways away, I'm not sure I'd jump the gun. Hopefully that helps some, but that's my answer.

OK. So anyway, moving back to this slide here. We talked about attachments A through X. Attachment A, you can see here on the screen, California Assessment Policy. That's the 20 or 30-page document that has all our statewide policies about placement, about pre-testing, and about post-testing.

It lists all the assessments we can use for state and federal reporting. That's why we've made a big deal. Is, hey, the last couple years, we've transitioned to STEPS for ESL, we've transitioned to Math GOALS2. So we've been doing a lot of transitioning to new test forms.

So-- [fluttering tongue]. So we have been making a big deal about that attachment A because that's where you can find all the new information for all the kind of research info, quote unquote, "on STEPS and Math GOALS2." So we've been making a bigger deal about it.

The even bigger reason is that last bullet attachment B. We can move to the next slide. So attachment B is the local assessment policy, which is part of attachment A. But I'd like to say, in my opinion, the most important part about the statewide policy is actually attachment B, the local policy.

That is, the statewide policy requires you as local agencies to develop your own local policy and update it at the start of each program year. There's the little template in attachment B that makes it easy for you to do this.

I'll point out better late than never. We posted a Word copy about a month ago. That was a few years late, I admit, but there is a Word copy there now. So you can easily adapt it to your own local agency. But that's your own local road map, where you're kind of putting your own local policy in. What's your testing schedule for your local agency?

I'll point out that the agencies that do best at this absolutely go out of their way to set their schedule at the beginning of the year, and they put it in their policy. So all the staff know that schedule, all the students know that schedule, and so on.

So again, it's your own road map, where you've got your testing schedule, who are your certified proctors? Who are your test coordinators? What are you doing about things like test security? And then you can put your own local preferences about, hey, are we using reading or listening for ESL, or are we using reading or Math for ABE and so on?

OK, yeah, here in a little bit. But it's right there in the same link. I'll say the link is right there on the slide. It's on that breadcrumb trail. Next slide, please. So here's all the attachment-- thank you. Here's the attachments A through X.

So in any case, [vocalizing] here's some of the other materials. We talked about attachments A and B already. Yes, we're cherry picking. But I'll point out attachment G-- thank you. Attachment G DIR, nothing to really say about that one per se, other than we did update it. It was kind of a while ago now.

A lot more geeked up, I guess to say, this last September, because it was new. It's not really now. But we did update it last summer quite a bit after a few years of neglect. I guess what makes it useful now is there will be a CASAS web training Monday afternoon I think at 1:00 on the DIR mostly covering this attachment G If you're interested. But a lot of updated information on DIR in attachment G.

We also updated that new agency toolkit, which is [vocalizing] that's the one. It's an old link here, but it's attachment K. It's the screenshot. It's a little old, but attachment K, the new agency toolkit, has also been updated a lot.

If you've been around a while, if you've been around a while, you might remember those old ESL and ABE handbooks we had long ago. We got rid of those long ago and replaced them with the new agency toolkit.

Got to say, a year ago, it kind of got where that was getting a little long in the tooth also. So one of our staff did a really good job updating it over the summer. So that's now also updated. We don't really have any new agencies this year, but we have lots and lots and lots and lots and lots of new staff. So it should be useful to new staff, whether they're from a new agency or old.

We also updated short-term services. We've been talking about that a lot more. Got to say, services keep gaining and gaining. The more we talk about the importance of workforce collaboration. got to say, the more we're sort of implicitly talking about the importance of tracking services, whether it's data collection or some other way.

But we had some good discussions recently about how to streamline this. I know I've talked about streamlining this without really doing anything about it. Somebody provided me some good ideas yesterday. So there might be a little bit more to work on now because I've got a good idea for a change. I'll let you know about that, but that's attachment S.

And then if you're a cut to the chase person, kind of way old news now. Probably more useful here for a few months when we update it for '25-'26. But the summary of changes basically lists everything that's different in our '24-'25 dictionary from the one we had posted in '23-'24. So thanks both of you for posting this information. Next slide, please.

OK. And then this, again, seems like old news. Kind of curious. I've been asking folks at regional training, is this something you all did long ago? That is, transitioning to listening and reading STEPS, transitioning to Math GOALS2.

Is this a topical issue for all of you, or is it closer to, gee, this is like so 2023? I almost forgot we even did that transition, it seems so long ago. Which one is closer to what you think? Does it seem like so 2023, or is it something you're actually kind of dealing with right now on a day-to-day basis? Just kind of curious.

Nobody. Anybody? Bueller? OK, nobody really has an answer. OK, there we go. So 20-- thank you, Marla. Somebody's got an answer. So 2023. All right, well, somebody's answering for me. Hey, and somebody-- OK, there we go. A couple other answers. All right, thank you. A couple thumbs up. All right, great.

So nobody it's really new. So it does-- I'll just say I guess I ask it because that is how it seems to me. But again, we're now down to where it's just the new assessment's now old news. OK, Thank you. Thanks for humoring me.

But again, this is just showing that we have the new assessments that are authorized. Last year when we were talking about this, that tended to generate a lot more questions. Next slide. Next slide, please. Thank you.

There we go. OK, so a few more resources here. OK, so we've got the quarterly data submission wizard. So we mentioned how that relates to your quarterly data submission. This is the tool in TE you use. Like I said, everybody uses it. Everybody finds it a lot better than what we used to do. This is just a link if you need help with the STEPS in TE. Next slide.

Here is the same sort of thing. This is for the E&E survey wizard. This link takes you to TE help documents for this particular wizard. In this case, it's going to take you to four different documents, one for each quarter. Next slide.

OK, related to Employment & Earnings. We didn't really get into this. Talk about something that kind of feels like ancient history now, but we still are under OCTAE goals for follow-up reporting. Never mind the parties. I'm not sure if it matters anymore if we have OCTAE goals or not.

They're a shell of themselves these days. But officially, we still have goals with OCTAE. And we've had these same goals since November of 2022. But in any case, our performance with follow-up in California has always been overwhelmingly lousy. That's been true since about 1999.

The short explanation is a lot of it requires data match, which requires Social Security number, which is always a soft spot and a sore spot for us and tends to guarantee terrible performance on our part. So that's why we do the E&E survey.

By the way, when WIOA started, the feds really wanted us and everybody else to do data match because they knew that worked a heck of a lot better. But, hey, because of our issues with SSN, our data match yielded overwhelmingly lousy data. So the feds called us on us and quite frankly, insisted that we came up with something better than what we were doing. So that's why we came up with this survey.

We started it a few years after WIOA 2019. The survey did improve things a lot, but not nearly enough. We were still way worse than what everybody wanted us to be. So in 2022, the feds threw down the gauntlet and put us on formal goals, which you see on the slide.

Statewide performance goals of either 45% of our students statewide provide a Social Security number, or we get a 60% student response rate on that employment and earnings survey, either or. The most recent data, I think, has us at about 27%, 28% Social Security number. We've actually gotten a little better on that in the last year.

And then response rate is still around 30%, 31%, I believe. I'll just say, if you look at these goals, it sure seems like we're still doing overwhelmingly lousy, but those numbers are actually quite a bit better than they were when they assigned the goals. So they're happy with our progress, not upset.

They have not taken us off the goals, however. From a formal point of view, we still have them, and we still have a long way to go. Though it's worth pointing out they've given us what I like to-- I like to say they given us a pat on the head for showing a lot of improvement. And they don't really bother us anymore. And I kind of say they really don't bother us now that they're-- the way they are now. Next slide.

OK. And then another issue, these aren't really are-- these aren't really about our goals. But a couple years ago, we started using ITIN or taxpayer ID. That was allowed at the start of the '23-'24 year. For some of you, that's a big game changer. Others, not so much.

But for some of you, you're definitely saying it helps. But again, it's students that maybe aren't eligible for SSN but can still get a taxpayer ID. If you enter that, that will work the same as Social Security number. Taxpayer ID is a nine-digit number. Just like SSN, it always begins with the number nine.

OK, thank you for that. OK, thank you. All right, next. Next slide, please. All right, so we're at a transition point. We're right on time here. Looking pretty darn good, I'll say. I'll just say any questions about that, we're-- that was-- concluded the run of basics review.

We're probably jumping in a little bit more of an intermediate level here, starting with this one, just saying. Nobody's saying any questions. So let's go to the next slide. OK. So here's just reiterating these same seven programs.

I do that a little more than I need to here, I guess. But I'm using it to segue in a little more detail. But we identified the 7-K programs at the start. So let's go to the next slide. This is just digging in a little bit more. So we said up front, CAEP land is structured to revolve around the big three.

In CAEP land, that means ABE, ESL, and career tech Ed. In CAEP land, they kind of have it set up to revolve around the big three, perhaps a little bit more than the real world typically would do. An example is to the left, hey, the blue box for ABE.

In CAEP land, that's one program simply called basic and secondary education. CAEP land, that's one program. A lot of you would probably rightfully argue in the real world, that's probably more than one program. It's at least two. ABE is one, ASE is two.

A lot of you would probably rightfully say in the real world, that's actually three, not even two. ABE, one, HSE, two, high school diploma, three. But just saying in CAEP land, that's considered all one program. ESL is ESL. No real differences.

Career tech Ed, they're similar, but not the same type of programs. That CAEP kind of tends to-- like a NOVA, it rolls up a lot of these under the CTE umbrella. That's why we kind of list it the way we list it here. Next slide.

But just to make sense of it, NOVA tends to roll these up. But we have CTE. Again, there's those two programs that are CTE like. And again, I'll say like, L-I-K-E. Not lite, L-I-T-E, but like, L-I-K-E. CTE like, better not CTE, one called Pre-apprenticeship, the other called Workforce Prep.

I'll start with Pre-apprenticeship, which just like CTE, is a long-term program and focuses on a particular occupation. CTE and Pre-apprenticeship both do that. Obviously, the delivery model, way different. I'll point out Workforce Prep is workforce-related but completely different in structure. It's short-term and not occupation specific.

So for Pre-apprenticeship or CTE, that would be welding or HVAC or carpentry. That is something that takes a while to finish, something that focuses on a particular trade. Workforce Prep would be things like Microsoft Office skills, or OSHA handwashing skills, or first aid CPR, workplace safety, or something like that.

That is something short-term that applies to just about any occupation and is not a specific occupation. That's the difference between CTE and Workforce Prep. So mostly, this is here under CAEP reporting because this is how it's listed a lot of times under NOVA. But it's also an excuse to spell out that question that comes up a lot between specifically Workforce Prep and CTE.

OK, I'm not seeing any questions here, so we'll move on to the next slide. OK. A little bit of a bird walk here, but we've talked a little bit about WIOA a couple times. I'll go back-- I'll back up a step, go out of my way and admit, yes, this is a CAEP training, not a WIOA training. What are you doing listing all this WIOA stuff when it's a CAEP training?

Obviously, in CAEP land, we are aligned to WIOA just like WIOA is. Obviously, some of the stuff breaks away, but from an official point of view, CAEP is aligned to WIOA. We're worried about WIOA collaboration in CAEP land just like we are in WIOA II.

A lot of what we're doing is modeled after WIOA. Some would argue we're doing a good job with that, others not so much. But either way, we're definitely aligned to WIOA. So it's worth pointing out, here are the areas of WIOA.

Early on when I talked about co-enrollment, these are the title numbers I was meaning. That is the four titles of WIOA. We're Title II. Title II is the one that addresses adult Ed and literacy. Title I refers to our workforce partners. That's the one that has the lion's share of authority, as well as the lion's share of responsibility at the state level and the local level. Why? Because the federal legislation says so.

Title III is also workforce, but it's more short-term workforce. Title I is represented by our local workforce boards that basically allots money to different training programs to do things like welding training and carpentry training and so on.

The Title III one stops are our HACCs that are doing more short-term work. Hey, the job search banks and the little workshops on job interview skills and that kind of stuff. Title IV, Voc Rehab, that supports individuals with disabilities as well as individuals receiving worker's compensation.

That I'm kind of fond of saying I'm not sure it matters anymore. WIOA is not that new. But when WIOA came out, the big difference was with the goofy graphics at the bottom. We've had the same title numbers since the late '90s. That hasn't changed at all.

From what I know with a lot of the proposed new legislation with this, that will continue to be the same. I don't think people are really interested in changing this part of it one iota. But I will say, for WIOA, the big piece that's changed is the collaboration piece, and I really do think that part is going to keep ramping up more and more.

That is in every state and every local region, all of these title numbers are required to work as one big happy family, rather in silos. Obviously, some regions, this works better than others, but it's definitely moving more and more that way.

From our point of view, I'm not sure it really matters. But from the student point of view, it's a lot better to be in collaboration. The whole point of it was, I think from a student point of view, when we were more siloed, and, yes, there were a lot of student complaints that the title numbers didn't work with each other.

Lots of redundant steps students had to do just because local WIOA partners were doing a lousy job collaborating. So the feds did take that law into their own hands, and now they've required us to collaborate. Next slide, please.

OK. This, I admit, I feel a little goofy talking about. If this was in the fall, I was talking it up a lot, but it is hard to rail on some of this. There is a lot of uncertainty on where this is all going. But from an official point of view, from what I know, this is still where we're moving.

That is, we have NRS tables in TE, otherwise known as the fed tables. We've been moving to this new, more robust way of reporting. Long story short is at the bottom of this list, it includes workforce-related stuff that haven't really been on the federal tables historically.

Toward the top, there's some detail-oriented things that were added. Things like high school credits and HSE subsections that we've started reporting on already. So I'll admit, I've talked a little less about this because things are so uncertain. But I think the way it is, is we're proceeding ahead with all of this.

I won't go over details now. But more on our WIOA side, we have what are called federal tables. It will include a lot of additional outcomes now. It will still mostly be about pre- and post-testing, but there'll be a lot more to it than just pre/post.

I'll point out the top row 1a, we still have pre- and post-testing, but you might say it has its own lane now. So it's a lane of this rather than the whole enchilada. You can see there's separate columns to report all of these additional outcomes that we'll now be doing for federal reporting.

The two big highlights, I think, are at the top, where we have things like high school credits, HSE subsections. We actually reported that to the feds already at the end of last year. We'll be doing it again on the WIOA side this year.

A little bit out of turn, but on the WIOA side, just because I know some of you are thinking about this, well, it won't really be part of the update form, but it'll be aligned. If you look at the CAEP and WIOA dictionaries, we align those update fields.

So we're definitely not changing the form, but we did update the data dictionary to show how some of those update fields align to the outcomes. So the short answer is back there 10 or 12 slides ago when we gave you that reference to the CAEP and WIOA II dictionaries, you can look through there.

And we-- we tried to keep it mostly the same, but we did realign a little bit, where it's what some of those bubbles will yield. When you bubble it, there's a few things that changed in the NRS fed tables. Because there's a few things that will change in the NRS fed tables, that will mean some of the CAEP reporting will change, you might say by proxy.

So that's why I bring it up, is I know a lot of you are WIOA also. So that's the practical reason why it really isn't bad to bring this up. But from an official CAEP point of view, we are aligned to NRS. The fact that we are going to be realigning some of these for NRS federal reporting necessarily and rightfully means some of those CAEP outcomes will change.

Most of them are the same alignment as always, but there's definitely a half dozen of them or so that are now using different bubbles based on these changes. Well, as far as CAEP goes, no, it'll be one category.

I'll use that as I think it'll be the same. I don't know if the timing's exactly right. But let me finish the NRS WIOA thought here. What I was going to go on to say is some of those things, like I said, like HSE subsections, we actually started reporting last year. So it goes without saying we'll definitely be doing that again this year.

But what I want to spell out on the WIOA side is that's just for federal tables, not payment points. What CDE people say is some of these, not all, but some of these definitely most likely eventually will be payment points. But bottom line is-- bottom line is that won't start till the new grant cycle, which I think is like '26-'27 or thereabouts.

So I would look for these to be payment points eventually, but definitely not right now. To your question, Carla, it's not like the CAEP tables necessarily need to be in lockstep with payment points, but I think if we do anything like that, it would be a similar timeline.

I don't think this is the same issue. It's two completely different issues. Yeah, it'll be-- it might get added, but not right away. What I got to say we'll probably do in CAEP land is, again, I'll believe [audio out] see it, but they're talking about data discussion groups.

So I got to say, way worse than 125% stupid to do anything other than nothing now when they're saying they're actually doing these groups. I admit I'll believe it when I see it with them actually having these groups, but we're not changing anything until after they have these discussion groups.

To some extent, bringing this up as leverage or evidence that we need to make such changes is a good idea. If we go willy nilly making it before the discussions even happen, got to say, that's about the best way possible to just shoot ourselves in the foot and torpedo the whole thing. So sorry, resounding no on that question. Sorry.

Anyway, so we are still reporting subsections though for NRS. And on the other side of it, I'll point out-- and yeah, we are till 1:30, I'm pretty sure. Because you set that out now, I'm wondering either am I wrong, or did we forget 1:30, or did I forget 1 p.m.? OK, just making sure. That looked like the informal five-minute warning there to me. OK. Just checking--

Speaker 1: No, just for those that leave at the one-hour mark.

Jay Wright: OK, got it. All right. Yeah, all right. That just looked like a five-minute warning. Sorry. Anyway, the other thing about this, sorry, I'll get-- I'm having trouble getting rid of this slide, aren't I? So the other thing at least worth pointing-- no, sorry, you can leave it there. I'm taking too long on it.

Anyway, one last thing to point out at the bottom, type four and type five. Type four is workplace literacy. We haven't done it yet. It's not worth getting that much detail into. But it does relate to providing programs directly with the employer.