ADELE MCCLAIN: Good morning and thank you, everyone who's joined us and took the time out of your day to engage with us on this facilitated discussion on ELL Health pathways. Let me click and it's being recorded and to the left. 

I wanted to go over some funding and data integration strategies. We're going to be talking about in this session. You're going to be hearing from four of your peers in the field. 

We're going to be talking about braiding funding, such as combining Perkins, CalWORKs, CAEP, and WIOA to support it models, how to sustain this beyond the EEL Health pathway supplemental funding, what kind of data and performance metrics you should be looking at in order to see if you are progressing. 

So practitioner highlights, follow up ideas and faculty led outreach to collect post-program outcome data. We're going into a little data dives using alumni and student feedback to develop coursework. I'm going to the next slide. And if you have questions, please feel free to put them in the chat. 

Introducing myself, I'm Adele McClain. I'm the facilitator for this presentation. For me, partnerships are vital. I am happy to send you any ideas or resources in your area if you share obstacles that you have. 

I'm active on LinkedIn, and this is my email address for school. With this, I'm going to go ahead and introduce our panelists, starting with Dr. Thoibi Rublaitus. 

THOIBI RUBLAITUS: Good morning, everybody. Thank you so much for being here. My name is Thoibi Rublaitus, and I am the Director of the Adult Education Program at Corona-Norco Unified School district. 

I have been in the adult education field for almost 20 years, nine years of teaching, and this is my 10th year as an administrator. I also am part of the Riverside About Students Consortium, where I'm the chair elect right now. 

And those of you who come to the CAEAA conferences, we've met probably. I'm the president there for this year and next year. And then before that, I was the president of the ACSA Adult Education Council, where Adele and I are co-chairs this year. Starting next year, it'll be her turn. 

And if you haven't, I would welcome all of you to please check out the podcast that's called All Things Adult Ed. It comes through the CAEAA association. Thank you. 

ADELE MCCLAIN: Thank you, Dr. Rublaitus. Next I'm going to introduce Martha Mendez, Consortia Director of the Victor Valley Adult Educational Regional Consortia. 

MARTHA MENDEZ: Thank you for the introduction. Martha Mendez, I'm happy to be here. Thank you for-- I know there are a lot of amazing practitioners out there. So I'm just honored to be here and share a little bit of what we do in our rural area with my partner in crime, Adele. 

ADELE MCCLAIN: Next, Tami Olsen. 

TAMI OLSEN: Good morning, everyone. I'm Tami Olsen, Principal of Visalia Adult School, Visalia Unified School district in the Central Valley. I am also the President-elect for the central section CCAE. 

And then the Secretary for the state ACSA Adult Ed Council. That's where I serve with Adele and Thoibi and get lots of great time to collaborate with both of them there. And it's a pleasure to be here with you all. 

ADELE MCCLAIN: And finally, Beth Cutter. 

BETH CUTTER: Hi. Good morning, everyone. My name is Beth Cutter. I'm the Director at Castro Valley Adult and Career Education, and we're in the Bay Area of suburban mid-sized adult school and eager to get to share some of the things that we've been doing and appreciate being a part of the panel. 

ADELE MCCLAIN: And thank you all for participating in this panel as well. 

HOLLY CLARK: And Adele, I just forgot to mention I did put it in the chat, but questions will be answered via the chat. Presenters are going to present in around Robin style presentation. 

So if you have questions about a presenter's presentation, if you could please post them in the chat. When the presenter is done presenting, they will then come into the chat and answer any questions you had about their presentation. And then towards the end of the session today, there will be time allotted for Q&As. Thank you. 

ADELE MCCLAIN: Thank you. OK, for question number one, I'm going to read the overview to you, and then we're going to go in order that we chose yesterday for the different participants. 

Braiding funding streams is sustainability, how is your program currently braiding multiple funding streams to support ELL health care pathways? What has been the most challenging and aligning those funds? 

If not breeding, what are your plans to intertwine funding streams? And if there are no plans, what is your approach towards sustainability, and anything that you can offer us in long term, sustainable strategies? The first person I'm going to ask to present is Tami Olsen. 

TAMI OLSEN: Thank you, Adele. So yes, we do braid funds. Anytime I'm working with a grant, I never have it as a standalone because it could go away at any time, as we all know, with funding alignments and things like that. 

In our area, we do participate with Perkins, CalWORKs, CAEP, WIOA, and then also some other ETPL with our Title I partners funding through that and then also through other ETP grants. 

We support the ELL Health pathway. And we use these funds to open up a resident care, which would be the entry level into either a CNA or MA, that they could follow going on into higher levels of the medical field. 

And so with that, that is why we braid the funds. We use the Perkins for all supplies and materials. That is all that we use the Perkins for. The ELL pathway funds we've used for getting new equipment. That might be one time purchases. 

We've also used it to support teacher salaries. So if that were to go away, the sustainability pieces is then we would shift where those funds come from in order to continue to sustain the programs. 

And with that, all of our IEE programs that we run our ELL Health pathway through have two teachers. They have the CTE teacher and they have an EL teacher. And they work together in that program for those language learners who are going through that health pathway. So I think I covered them all, Adele. 

ADELE MCCLAIN: In case you don't know, too, Tami is from the Central Valley and has an amazing partnership with workforce. Our next panelist is Beth cutter from Castro Valley. 

BETH CUTTER: OK, thank you. Yeah, I think Tami summed it up, sounds like they're doing a lot more than we are, but we do braid our CAEP funding, We WIOA Title II, as well as CalWORKs. 

And then the other thing that I could add a little bit on is related to the ETPL. So with the most recent directive, they did change it so that you no longer need outcomes data in order for a program to be approved for funding on the ETPL. So that's a big positive change. 

And the ETPL, just to go back to basics, is the eligible training provider list. And it's a requirement for programs to be on the ETPL, which is the CalJOBS website for training funding accounts through WIOA Title I. 

And so that is a really good funding source because they'll pay for tuition, they'll pay for books for students that are eligible. And so getting your programs on the ETPL is definitely a really good strategy. 

And the other change with the most recent directive, aside from waiving the need for outcomes data to be approved, is also that the approval is now for two years. 

So if you've heard about difficulty in terms of getting programs on the ETPL, there is a lot of data, there is a lot of work that goes into it. But now it's a two-year approval when those programs are approved. So that's a positive thing. And yeah, I'll leave it at that for my contribution on this one. 

ADELE MCCLAIN: Our next person that was going to present is Martha, but on the ETPL subject, I did want to put a plug-in for Dr. Rublaitus because she was actually on a committee to try and make some of those changes that have made our lives a little better, such as having once you're on, you're on for two years. So thank you, Dr. Rublaitus for that. 

THOIBI RUBLAITUS: Thank you. Thank you, Adele, for that little add on to what ETPL does. And what I was going to add is that for the first time, if you are a first time applicant for the atpl, then you don't need the data like you used to before. 

So just to give you an example, our school added three more-- we had only one program on ETPL before, so we added three more this year. So I want everybody to know that it's easier to have your programs added to ETPL right now because they're not going-- if you're a first time applicant, then you won't need all the data. So by the second year, we will need more data to stay on that list. 

That's one thing I wanted to add. Besides that, I also wanted to add to what the previous speakers talked about braiding funds. 

One thing that I learned by being part of this group who's presenting together yesterday, I learned that braiding is the key to sustaining your program, and there is a difference between braiding and blending. 

Braiding has to do with you keep using two or three funding sources to continue your program, whereas blended is you can add something or else later, but they do not stay unique. They blend like everything else. 

So in my case, I did not know that I could braid in the beginning, because one of the programs that we have is funded by employment development department, and I had kept it very clean from the very beginning, just because I thought they wanted us to do things in a certain way. 

And my discussions with the team with whom we are working right now has revealed to me that if I had braided them from the beginning, I could have better sustainability when this particular grant ends. 

So only at the end of this grant cycle is when I'm trying to do some blending and braiding. Hopefully, that will help some, but had I known before, I would have braided it from the very beginning. 

The one advantage also that I learned about braiding is that the ELL-IET health grant, we do not have to have only ELL learners if we braid. Because I did not braid, so I was focusing only on the El learners. 

If I braided it from the beginning, I could have added some non-ELL learners too, and that sustainability would be easier in the future. So I just wanted to share that nugget with our audience here. 

ADELE MCCLAIN: Thank you. Thank you Dr. Rublaitus. And now my colleague Martha Mendez. 

MARTHA MENDEZ: Thank you. I think a lot has been shared already by means of our colleagues. We do something very similar. We do braid the funding, WIOA to our community college system. 

So our faculty salaries are funded through general funds, which allows for the apportionment and I think the sustainability of our program. There aren't any fees because it's a non-credit course. 

We also have access to a grant application, an internal grant application through our instruction division. And so with that, we've been able to request materials and supplies to offset the cost as well as lottery funds. 

We use, of course, CAEP, WIOA, general funds and these other local grant applications. The foundation supports as they offer the opportunity for us to request funding two or three times a year, and we've been able to utilize that, but we're really attempting to build something sustainable through, I guess it's a non-credit adult Ed practitioner within the community college system. 

We are a partner, in a sense, to the college, so we're trying to ensure that the supportive services and resources exist in our tutoring and academic support services, so that our students have access to that in the long run. Just building the sustainability of our program. 

ADELE MCCLAIN: Thank you, Martha. Partnerships and service mapping. When developing or utilizing existing partnerships and funding, how do you determine what agency provides what program, service or support, with some considerations in instructional delivery, support services, career navigation, and data tracking? And the first person for this round of the panel is, again, Martha. 

MARTHA MENDEZ: For partnerships and services, I think I really have to reflect on our practices and three-year planning and engaging our partners. So what we seek to do is seek out the experts in the field. 

If it's workforce development and in our AJCC who can assist us with job placement, resume writing and job application processes for our students, and that's what we do. We also seek out the leadership and expertise of our local faculty within our community college system. 

But within our partners, we look at sort of like the track record, who's been doing this extremely well? And leverage that, their capacity and their ability to offer the service. 

We're very intentional with that and applying for new funding sources. So that's, in a nutshell, how we're able to determine what partnerships and who will provide what service. 

We also have a local JPA that we are engaging more with, because they lead the effort in articulating courses with the college, between the college system and our adult schools. So in a nutshell, that's how we determine who we partner with. 

ADELE MCCLAIN: Thank you, Martha. Tami, what about in your area? Oops, Tami, you're on mute. 

MARTHA MENDEZ: And I'll just add that we're rural and small. And so these partnerships are extremely significant and impactful and building sustainability and collaboration within our region. 

TAMI OLSEN: Sorry about that. I was coughing and was trying not to have my mic on when I was coughing. So for us, our we have very strong partnerships, not only with industry, with the community college, but also with our workforce investment board. 

And our workforce investment board has what we call the Tulare-Kings Healthcare Collaborative that our industry partners are involved in, as well as our adult schools that have health programs and the community college that is in our area. 

And they're very instrumental in working with us on curriculum changes, any of the board changes that come from any of the medical programs and that we make sure that we're in alignment with industry. They look at our curriculum. They do mock interviews for our students. A lot of just really great industry partners. 

We host a health job fair, and the Workforce Investment Board puts that on and then all of our students get to go and attend that. And so a lot of really good work with our workforce Investment Board. Also, our career navigators that we have in our consortium are a big part of that. And supporting services and things like that. 

And through the workforce development board in our area, they have a Title I funds through employment connection. And so they also sponsor a lot of our students fees. For the higher level medical programs, it can get expensive. 

So as we move through the continuum of being in an IET or in an ELL beginning level, and as those students gain more English language fluency and move through the programs, then those partnerships are really solid for them to work through the system and get all the supports they need. I think that's it for me. 

ADELE MCCLAIN: Thank you, Tami. Dr. Rublaitus. 

THOIBI RUBLAITUS: I was going to say that with the ELL Health grant, we really need partnerships for the clinicals and externships. 

And it is goes without saying that if you want to have a medical assistant program, then you need externship partnerships with the local clinics because one clinic is not going to be enough. You have 20 students in a class. You've got to have more than-- so we've been able to build some partnerships with about 35 local clinics in the community. 

And the way we've been doing that is through the support from our Chamber of Commerce. So when the chamber has the meetings for the health group, we join them, and that's where we were able to get them. 

The other thing is, with our consortium, we have been very good about seeing the needs in the area. We're looking at data mapping to see what is the need in the certain area. 

And so when we applied for around 3 grant, we were very particular about looking at the, what can one agency offer that another can't? And so we are not duplicating services, but we are really distributing s the services that we offer. Yeah, that's from me. 

ADELE MCCLAIN: Thank you. Thank you Dr. rublaitus. And Beth. 

BETH CUTTER: Yeah, just a couple things that I'll add. In terms of determining which agency provides a service or support, our consortium prior to the ELL Health pathways grant didn't have any centralized transition specialists or anything like that. 

But with the grant, we did decide to hire someone that would be an outreach specialist for our ELL Health pathways, and that has been a really useful strategy because within our consortium we have eight adult schools, two ROPs, and two community colleges. 

And so of those, there were just three, one of the community colleges and two adult schools, that are offering programs through the grant. And so the outreach specialist was able to do presentations across all of the adult schools, and partner and outreach to agencies serving immigrant populations to market all of the programs that are offered by the agencies in our consortium. 

And I think that has really helped in terms of getting students into the program that's the right fit for them. So, for example, when he's sharing about medical assisting programs, there's more than one that he's sharing about, and they're on different schedules. 

And one is at a community college, one is at an adult school. And so he's able to get the information out in a cohesive way to the students that we're trying to reach. 

ADELE MCCLAIN: Thank you for sharing. 

MARTHA MENDEZ: I'll just add one thing, Adele, if I may. One other thing that we leverage is our strong workforce. So strong workforce hosts like industry sector, fairs. And so most recently they hosted one for health. And we were able to engage with employers and make connections for our ELL student population. And that way as well. That's been really helpful as well. 

And so I think moving forward, also in the upcoming year, they're going to assist with some PD and some other collaborative efforts. So that's another partnership that we're leveraging. 

They already offer like these large scale job fairs in our area. And we've been able to participate and invite our students to join us. So those partnerships have been really helpful. 

ADELE MCCLAIN: Absolutely. And question number three, how are you using existing systems like TE, MIS, or other data platforms to track student progress? key considerations, have you had to modify or expand your data systems, and if so, what changes were necessary to ensure accurate reporting? I think with this one I'm going to start with Martha Mendez from the college. 

MARTHA MENDEZ: Thank you, Adele. We use other core enrollment model. So our ELL students are already in our TOPS enterprise system. And we use CASA's assessments to guide the placement and make recommendations on support that they will receive. But our community college registration system differs where we keep attendance and that kind of thing. 

Oftentimes they come in for services and they're not yet students. So while we're guiding them through the process, we have an internal tracking method and an Excel spreadsheet when we do follow up and we call and ask about job placement or if they received a wage increase. 

So those interactions are tracked manually, where we do use Tops Enterprise to inform our recruitment efforts and placement as well. And make recommendations for ELL Health pathways placement for our English language learner students. So that's, in a nutshell, how we use these different platforms to track student progress. 

ADELE MCCLAIN: Thank you. Beth, how are you using existing systems? 

BETH CUTTER: Yeah. So yeah, we also use TE, but I would say in terms of tracking student data, we just have a lot of spreadsheets. There's a lot happening on Google Sheets. And it's working pretty well. 

In our preparation for the panel, one thing I shared that we've found to be really helpful in terms of tracking student progress, so not necessarily the data platform, but a strategy around it, we do have a job developer on our staff. 

And so when it comes to reaching out to students after they've completed a program to ask them about their wages, are they employed. And so forth. They're being asked those questions by somebody that they've met. 

And so we've really tried to frontload with our students that we will be reaching out to them. It's very important that they get answer those questions. 

And then we do think that it has made a big difference that the person that they're sharing that information with is somebody that they have literally seen and met. And she's the person that helped them get into their externship site. So I think that relationship has helped us to get more, more complete data. 

So right now a lot of it is just being tracked in spreadsheets, but we are actually looking at investing in a CRM, a Client Relationship Management or Customer Relationship Management platform that we think will be useful not just with student communication management, but also with outside partners. 

Since we are finding as we're developing these partnerships, and we have more staff involved, that managing that data is requiring more attention than in the past. 

So my advice would be to consider how you're structuring that data early on and to really spend some time thinking about what you want to capture and what you're going to want to analyze, so that whether it's in a spreadsheet or in something like a CRM, that you are front loading so that you capture everything that you're going to want to be able to analyze later. 

ADELE MCCLAIN: Thank you. Thank you, Beth. Dr. Rublaitus. 

THOIBI RUBLAITUS: So in addition to what others are doing, a lot of Excel sheets is what we started. But our grant is funded by EDD, so we were required to use CalJOBS from day one. So having had the opportunity to work with CalJOBS really makes us a little bit more data detailed, right? And then to have the right data inputted on 

CalJOBS we have to have clean data first. So Excel is what we use a lot too. We use TE, and we also are piloting with Gradtracker. And Tami also doing that I heard. 

The one thing that I was going to add in terms of data collection is we use a three-pronged approach. Our program directors, when they meet the students at intake, they're very particular like making it clear from the beginning that we are going to come after you for the data, right? We're going to call you two quarters after exit, quarters after exit, right? And that's very clear. 

And then the second part of the prong is we have a transition specialist who help the students get the externships or the clinical placements. So that person also follows up. And the third person who follows is the person who does the data, the one who is putting in data. 

So from the very beginning, our students are introduced to these three people. And we make it very clear that we are getting these free classes just because of the fact that they are going to allow us to follow up with them. Otherwise, at the end, we are not able to give that 70% completion and 66% employment rate. 

So to be part of ETPL to be continuing in the jobs with these numbers are just at the top of my tongue all the time, 70% completion, 66%. In fact, we are trying to increase from 66%, we're saying 70% completion and 70% job placement. So that's what helps us to keep on track. 

ADELE MCCLAIN: Thank you, Dr. Rublaitus. And Tami. 

TAMI OLSEN: Yeah, so pretty much everything that everyone has said. We are also piloting Gradtracker with our summer school classes that are starting and then bringing in more in the fall. 

We've also been long time partners with the CalJOBS. And so the nice thing for the entrance part of that with being on CalJOBS and working so closely with our workforce investment board, we have a referral process form that is electronic, that goes between all our service agencies. 

So if somebody goes in and they need housing, but they're also needing to finish their education, the housing folks let them know through the internal referral process, hey, the adult schools in your area here, the ones that offer that, and then we contact them once we receive that internal referral piece. 

So that's on the front end. Again, TE, ASAP is the platform that we use to collect a lot of the information and notes. Instead of having all the shadow Excel systems, we put it right in the notes. So then we just have one Excel spreadsheet that gets pulled from that to log all of that information. 

We again use our navigator to help with that process as well as teachers. Teachers are with those students every day. And so at the end of the second quarter, fourth quarter, our teachers also reach out. 

And if a student hasn't let them know that they've gotten a job or that they've, whatever, they pass their licensure exams, those types of things, then the teachers reach out and go, hey, I'm just checking to see how you did and where you're at. 

And then we also like to let them know from the get go, we're going to be pretty much hounding them until we know that they've gotten a job. And in that hounding piece, it's also then what support do you need from us. 

If you haven't gotten a job yet, how can we support you in that? Do you need to come in and do another mock interview with the navigator? Do we need to help you with your resume? All of those types of things. So those are the platforms that we utilize for our ELs as well. 

ADELE MCCLAIN: Thank you, Tami, and Thank you for also mentioning that we almost all use ASAP. Going to the next slide. OK. How do you coordinate data collection and reporting across partners within your consortium or area? Key consideration, what steps are taken to ensure consistency and accuracy? Beth, I'm going to ask you to address this question first. 

BETH CUTTER: Sure. Yeah. I mean, for us, it's pretty simple. We have a monthly meeting with a lead rep from each of the agencies in our consortium that's a part of the grant. 

And so during that meeting, we check in on progress, how are things going, what's new. And then also looking ahead at what the reporting is that's coming up and making sure everyone's on track with that and the due dates. 

For us, my agency is the fiscal agent for the grant, and so I have the people from each agency enter their data directly into NOVA, and then they provide me with the backup reports. So I can cross-check what they've entered. And that's basically how we do it. And 

ADELE MCCLAIN: Dr. Rublaitus, I know you mentioned you use jobs before. What else do you-- 

THOIBI RUBLAITUS: Our consortium, my executive assistant sends out an Excel sheet that has the same required responses from everybody-- not required details. It's quite a detailed Excel that we all have to complete for how many students enrolled, how many still in classes, how many completed, what kind of support we're providing. 

So that has been what we're doing with our other at a consortium level. And what steps are we taking to ensure consistency and accuracy? We are very fortunate that now we are going to have a strong workforce partner being our hub. 

So far we haven't done this, but we've wanted to do this for a while. We want to standardize everything and the hub of our round three application, We were able to get IEDRC, Inland Empire Desert consortium. 

They are part of the Riverside Community college district, and they have been funded by strong workforce, and they have been doing this work for higher Ed as well as K-12 for a long time. So fortunately, we are now part of that. 

That opens it up for more adult schools also to be there because until now it's like, OK, you have the K-12, you have the higher Ed. There's a gap in between. So we are fortunate to partner with them to fill that gap. And they're going to be helping us with bringing in consistency and standardization for our consortium. 

ADELE MCCLAIN: Thank you, Dr. Rublaitus. Martha, how do you-- 

MARTHA MENDEZ: I-- 

ADELE MCCLAIN: No, no. Go ahead. 

THOIBI RUBLAITUS: Yeah. 

ADELE MCCLAIN: I was just going to repeat the question. I'll let you answer. 

MARTHA MENDEZ: No, no, great. And thank you, Dr. Rublaitus. I have to add that we also are part of the same consortia and IEDRC, the Inland Empire Regional Consortia has also offered to support us in our hub and efforts. 

So we're one of the other consortia who sought them out as well. And have had a partnership with them already, having attended other events, but it's nice to solidify the partnership. 

They were able to provide data from the centers of excellence, working with our workforce development director, also directed us to centers of excellence, and that's who provided us our data. 

And it was really eye-opening to under-- not eye-opening, but just understanding, well, one of those sought after skills, according to this data for medical assistants, is that they know Microsoft Word and also that they're phlebotomists. 

So these are things that we were looking at and thinking about stackable certificates and how to make them more competitive that we need to do with our ELL, not necessarily doing it maybe as effectively as we could, but looking to do that in the future. 

With our partners, this is a new area for us because in round 1 and 2, our agency was the only one to participate in ELL. And so moving forward, it we are including two other adult schools. 

And so for the process we use the Google shared document and where they entered their anticipated enrollment and budget. So we'll continue to use the spreadsheet and modify and update that so that we can collect the data in a timely manner for reporting. 

We are also the fiscal agent. So I think I'll be doing some of what Beth's already doing as well. But Thank you. That's that sums it up for us, so far. 

ADELE MCCLAIN: Absolutely, and Tami. 

TAMI OLSEN: I don't have much to add. Beth pretty much covered everything that we do. We are also the lead for our consortium. And there's only one other school. And the first two rounds that-- so we do everything in NOVA. And then all the backup comes to our consortium director and making sure-- 

And then also another key factor of that is our programs that have their own boards or their own like nurse assistant. We have a lot of state reporting that we have to do already. And so we just use that same information that we're reporting for those completions and pass rates for licensures and things like that, are all included in that same document. 

ADELE MCCLAIN: Thank you, Tami. I'm going to go on to the next question. I will remind our panelists. We have three questions left and 20 minutes. How do you coordinate data collection and reporting across partners in your consortium, which data shared by different stuff? 

THOIBI RUBLAITUS: I think that's the same one we just. 

ADELE MCCLAIN: Yes. 

TAMI OLSEN: Yeah, I think we just answered that. 

ADELE MCCLAIN: OK. Question 6, what strategies have you found effective for linking data to funding? How are you demonstrating outcomes to justify continued or expanded investment? And we'll start with Martha. 

MARTHA MENDEZ: Linking data to funding, for us, our students come into office and require a lot of support. So we are very intentional. We know who our student population is that we serve for ELL, and we have a designated number of spots within this noncredit health pathway program. 

So we know that our five are in this class. We also require them to engage with our professional expert who's a bilingual phlebotomist, for example, and that's required in order for them to earn the ability for us to offset their exam fees, like for NHA. 

So we could see that the first round, we didn't necessarily have that component in place, but by the time we had our second group of phlebotomy students go through, they were engaging with our professional expert, and they passed the majority with exception of one. 

So I mean, is it a direct link? We're trying to make connections and links. Our community health worker class, we have a bilingual faculty. It's been very effective in terms of our students satisfaction and placement. 

So we have some of that information that helps us and guides us in linking data to funding, I guess more outcomes to funding. But I think, as always, work still in progress for linking the data to funding. 

ADELE MCCLAIN: Thank you, Martha. Beth. 

BETH CUTTER: OK. Yeah. So like Martha was saying for this question, I was thinking about the kinds of data that we are tracking. 

And so some of the things that we've been looking at most recently are changes in wages. So obviously the pre-program wage compared to post-program wage, how many months to employment. So that's something that our job developer tracks as well. 

We also look at the passage rate for the state certification exams. And then those categories of data as well as others, we're always looking at our ELL group relative to our native English speaking group to see how comparable those two groups are. 

So for us really trying to make sure that the outcomes for our language learners are on par with our other graduates. And so originally, when we first started tracking that data, we actually were seeing gaps, but we've been closing those gaps, which has been really rewarding to see. And I guess I'll leave that as my contribution for this question. 

ADELE MCCLAIN: Thank you. And Tami. 

TAMI OLSEN: So along those same lines, NTE, we track those completions as well as the progression in the pathway. If they started in resident care, then did they go on to community health care worker, did they go on to medical assisting. Did they go to billing and coding, or did they go in on into natp or where along the line in that pathway did they go? 

And then how far did they go into that pathway. Did they go all the way up to vocational nursing and then bridge over to our community college for an n program? So we've been tracking that data even before this funding came along. 

For all students, now we're just disaggregating it more for also the ELL population, and are they progressing at the same rate and getting those jobs at the same rate. 

We're finding in some jobs, like community health care worker, they're getting it faster because they're bilingual already. So they're getting out and getting those jobs quickly where somebody who's not bilingual and/or they won't get that job, so they'll need to go into a different pathway. 

And so for us that's we look at those next steps. We look at the transition data of licensure, pass rates as well as the job placement. Like Thoibi was talking about that 70% mark. And we're trying to get-- well, our medical programs have over a 90% pass rate of licensure exams. 

So then it's like, OK, we need to look at how we're hitting the 80% job placement rate instead of in the 70s. So that's some of the strategies that we've been looking at to link the data to the different funding sources that we receive, not just the ELL pathway funding that we receive. 

ADELE MCCLAIN: Thank you, Tami. And finally, for this question, Dr. Rublaitus. 

THOIBI RUBLAITUS: Thoibi is fine. Thank you. 

ADELE MCCLAIN: I'll get with Thoibi from now on. 

THOIBI RUBLAITUS: Yeah. So for this one, the thing that I really thought about when I saw this question was like, sometimes we're already thinking about what can we do more, but we tend to forget that we need to look at data to continue to fund a program or not. 

And yesterday I shared this with my colleagues that at least in our region, we have noticed that the pharmacy technicians, after we get them to pass the test or everything, getting a job has been very difficult for those students. 

And what we are learning from the agencies that have partnered with us is that they don't need pharmacy technicians as much, because AI is being used by bigger companies to get those positions filled. 

So this is a good opportunity for us to then say, what else can we put those funding into instead of continuing pharmacy tech that cannot get jobs? So we are looking at redirecting the funds more to CNA because the need for CNA is growing and growing. That's just from an agency perspective. 

And from a consortium perspective, we should be looking more into our data to see who should be getting funded more. But fortunately, in our consortium, the growth is equally the same in most of the adult schools. And so we've been very good about just distributing it equally, the funds when we get them or when we apply for these grants. 

However, we also noticed that some agencies think they can start a program but starting a program sometimes may be very difficult because of the challenges of getting a CTE teacher or to get the right accreditation or approval from CDPH to start a CNA, for example. 

So one of our agencies have not been able to use their funds, and another one took a while to get their program to be approved by the Academic Senate. So now they're sitting on some funds. 

So I am happy to report that with the support of the Chancellor's Office, we've been able to redirect some of the funding that was for one agency to another one that was proving better with their outcomes. 

So I think that's a good strategy for all of us to take as consortiums, because the legislators have given us these funding. And we have to make good use of them, and only then we can ask for more. 

But if we are sitting on it and we can't start up the program, so we can't. It's better to talk within the consortium members to see how one can use it. If one of the members could not. 

ADELE MCCLAIN: Very, very good point, Thoibi, and it speaks to equity too. Final question, how are you using your data to inform program improvement and decision making? Key considerations, moving beyond just compliance reporting to drive meaningful strategic growth. And with this question, we will start with Beth. 

BETH CUTTER: OK. So just an example of this. We recently did student surveys to alumni, current students and students in our one bridge class. We have an introduction to health careers class that's specific for English language learners that are-- their literacy level is lower than what's required to take the CTE class. 

And based on the survey data from students, along with an evaluation of CASA's test scores, so looking at the task analysis and the English language proficiency standard content areas and teacher input on where they're seeing gaps in skills, we basically did this really big data dive looking at these different areas I just shared. 

And from that we're developing two additional bridge classes and trying to be really systematic in terms of how we're dividing up the literacy standards so that we see gains in the areas that address the gaps that we're seeing. 

Because one of the areas that we've seen a need is that we have a lot of English language learners that want to go into these training programs and get into these jobs, but they're still at a literacy level where we may not be setting them up for success if we put them straight into the CTE program. 

And so we felt by talking to our students directly that have gone through the program as well as those in it and those that intend to be in it, along with the teachers as well as the actual test information, we feel like we have a good, very intentional approach to the bridge classes that we're developing for next year. 

ADELE MCCLAIN: Thank you, Beth. Tami. Tami, you're on mute. And we have eight minutes. 

TAMI OLSEN: Yeah, sorry, I bumped it. So same thing as Beth. We do student surveys. We also do partner surveys. So any of our clinical sites, anywhere that our students go or people who have hired our students, we also give that survey. 

We work closely, like I had said earlier, with our workforce partners and the workforce investment board in our area, in different monthly meetings. 

Advisory boards, we have advisory committees for all of our industry sectors, including the health care, so that we can get that information and data from them to determine what programs do we grow and what programs, like Thoibi mentioned are, is saturated. And so now we need to shift. And that all comes from that relationship with our community and industry partners. 

ADELE MCCLAIN: Thank you, Tami. And Thoibi? 

THOIBI RUBLAITUS: I have already shared some that how we use our data to improve decision making, and especially the case of the pharmacy tech class reusing that fund for some other things. 

Moving beyond compliance, what do we do for meaningful growth is, like Beth shared, we also looking at the student intake, what level of classes score do they succeed better at? And if they're not succeeding, what is going on and offering a lot of tutoring support for our ELL learners is one strategy we are using right now as we are doing the premium classes. 

ADELE MCCLAIN: Thoibi, there was a question in the chat about, did you mean that they're using AI instead of human. 

THOIBI RUBLAITUS: Mostly to do AI-- like the pharm tech job is taken over by IA. 

ADELE MCCLAIN: OK. Thank you for the clarification. And we'll close up this question with Martha. 

MARTHA MENDEZ: I think our programs were a little later to launch. So phlebotomy for us started this year in January and our second cohort in later in spring. So our students just completed the NHA and are ready for clinical placements. 

And what we learned in our process is that there's a prioritization order to this. And so clinical placements are based on ranking for the NHA exam. Very pleased to say that one of our ELL students placed number 3 and the other within the top 10 as well. 

But what that means for us is that there is a bottleneck in terms of clinical placements and that that's going to delay, which means that there might be some that learning that just took place, there might be a need to refresh and go back, especially with English language learners. 

So that's something that we need to look into. I work in partnership with our director over noncredit services, and I don't necessarily schedule our ESL classes whatnot. So I'm a partner in this effort and adult Ed partner on boarding and providing orientation and supportive services for ELL students. 

But what I've noticed is we only test in the reading modality, where a lot of the challenge for English language learners lies in speaking and listening. And so where they may place at a higher level, because they have an understanding, they can read, they can write English, for pharmacy, tech and phlebotomy, it comes down to your listening and speaking skills as well. 

And so there are some deficiencies there that do need to be addressed, where we only test in the one modality. We're like, well, they placed like a level 6 and we knew going in, but we need to be more deliberate with how we address those gaps for our students going forward. 

ADELE MCCLAIN: Thank you. Some final thoughts. In conclusion, what we've learned is that increasing our outcomes benefits our students, our partnerships, our community, and our ability to apply for more funding. 

And it increases us as a valuable partner each. School community and ecosystem is unique, but we can all learn strategies from sharing our experience and management strategies. 

Objectives to support your existing El programs include identifying the needs of your community, identifying untapped resources, and identifying potential partners. With that, I would like to open it up to any questions that we might be able to answer in these last three minutes? OK or I will hand it back to Holly then. 

HOLLY CLARK: Thank you, Adele. And I do want to take a moment and thank Mayra Diaz from the Chancellor's Office is here. Mayra, I don't want to put you on the spot, but if you would like to say anything, we can give you a moment to come off of mute. 

And it looks like Mayra actually may have left. I do know that Mayra was here. She was very impressed with the presentation. She did reach out to us privately. She was very impressed with the presentation today. Mayra was here. 

We do have IRC is in attendance, our partners at CAEP TAP at NOCE is here. And so you guys had a great audience. To the presenters, to Adele, for facilitating, thank you so much, it was very interactive. To the attendees, we thank you for being here. 

Yes, Susan and Josh, also another arm of the Chancellor's Office. We're here representing the Chancellor's Office as well. So we just we're very appreciative of your presentation. 

This was very well put together, well planned out, very informative. And I think I don't know, I could be looking into a crystal ball, but we might be hearing more from this panel soon. 

So this is being recorded. And like I said in the beginning, we are going to be sending this out to be remediated. It usually takes about two weeks to get back. We are working on remediating the PowerPoint. 

Once we have those posted to the website, we will be sending everyone a link with how to access it on our website. So please be looking for that in just about two weeks to get that back from our vendors and from the internal remediation of the PowerPoint. Until then, any final comments from panelists or the facilitator Adele? Just any last comments? 

TAMI OLSEN: Yes, thank you, Holly, and Thank Mandlee. Thank you both for, one, inviting us to do this. And it was a pleasure to be among these colleagues. 

MANDLEE GONZALES: And I really appreciate everyone being here. And I also want to mention we do have the CAEP Summit, which is coming up in the fall, so I'm hoping to potentially see this as a presentation. Proposals are open. And we have extended that. It's not official, but it's official. We'll be sending out notifications. 

So if you anyone here even in the room, consider submitting a proposal as well as the ELL Health pathway convening is on September 17 down in Irvine. We have put a lot of stuff in the chat, but there's also a lot of love and thank yous, so go ahead and save the chat for all of those additional details. And Linda, I see your hand up. 

LINDA: Yes, thanks, Mandlee. I know it's related to the summit and not to this presentation. So I try to register for the summit and I'm a director, so we get there a day in advance, right? And it was saying that I needed a code and to contact CTTAB and-- 

MANDLEE GONZALES: Let me reach. 

LINDA: Yeah, and I haven't heard back, so yeah. 

MANDLEE GONZALES: OK. You know what? I'll reach out to you offline. OK. 

LINDA: Sounds good. 

HOLLY CLARK: I was just going to say I dropped their email in the chat. I do know that we have someone, I believe from CTTAB on, but Mandlee will reach out to you offline. 

LINDA: Wonderful. Thank you. 

MANDLEE GONZALES: Thank you to everyone. 

ADELE MCCLAIN: All right, everyone. Thank you. Enjoy the rest of your day. 

HOLLY CLARK: Thank you, Adele. 

MARTHA MENDEZ: Thank you, Tab. All right, Bye bye. 

ADELE MCCLAIN: Bye, Holly.