(SPEECH) MEGHAN MCBRIDE: Are with us in-- was that June? Now, I think, when we did this first part of this webinar, you'll remember that we introduced to you the new redesigned, refreshed CAEP Fact Sheets, and we gave you a first look at some of the data we have available to support your planning. At that time, we also previewed several additional tools that we still had under development. And today we are thrilled to come back and show you what is now available in your CAEP Fact Sheets. One of the things we've been really intentional about with this work is making sure that instead of just dumping more data on you, because you already have a tremendous amount of data, we wanted to organize this information for you in such a way that it can help consortia and the member agencies organize it to answer the questions that you actually face when you're making decisions. Go to the next slide. Greg. I forgot to introduce us. If you aren't already aware, we are your WestEd CAEP team, Greg, Meghan, and Debi. We're going to be taking these fact sheets and other tools on the road with us this September, so hopefully you'll join us to really dig into these new dashboards very soon. And Debi will-- somebody will add those to the chat somewhere throughout the day, so that you can register and join us at one of those. Anyway, so the new tools that you're going to see today are designed around the questions that you ask when you're doing your annual and three year planning, which are, for example, where is need concentrated in your communities? Where does the demand for the workforce exceed the training opportunities that you have available in your programs? And what programs do you already have that can help meet that demand? So those questions are very timely. I'm sure you've just submitted your annual plans. Hopefully this will help you for your next planning cycle, and you can determine where you might need to strengthen your career pathways, or how your existing program landscape compares with the educational needs of adults in your region. So today, my colleague Greg is going to walk us through the three new panels on the CAEP Fact Sheets. And these are all new, all fresh, and very exciting, we hope. So please, as we're going through these three panels, it's going to be the geographic detail panel, the pathway supply and demand panel, and the CTE program directory, feel free to ask questions. Greg can answer those in real time for you. And he'll be explaining how each one of those provides sort of a different lens on your planning, and hopefully can help you build a complete picture of your region. We're also going to, time permitting, give you an early look at another tool we've been developing to support your three year planning and annual planning, which will help you examine the goals that you've set for your annual and three year plans, your targets, with the actuals that came out through data vista later, so you can determine how well your performance aligns with what you plan to do. So we're excited to share that dashboard as well. So, with that, I will turn it over to Greg to get us started. GREG HILL JR: Thank you, Meghan. And welcome again, everybody. For those of you who don't know me, my name is Greg Hill Jr. I'm a senior research associate with WestEd, where most of my work is focused on adult education, post-secondary research, evaluation, and technical assistance. What I'm going to try to do is jump right in, as quickly as possible, to looking at the new panels in the fact sheet. But just in case folks are unfamiliar with what the fact sheets are, and generally what's there, I'll do a quick overview, just to orient ourselves before getting into the new features. (DESCRIPTION) Slide change. (SPEECH) So what are fact sheet? What are the fact sheets, right? So for those of you who've been around for a long time, you'll remember that part of the CAEP funding formula was based on, or the funding formula, really, was based in large part on various indicators of economic and of need. And so every year the CAEP office would produce data that would help inform consortia with their planning. And, I think, a couple of years in, it seemed to make sense that perhaps it would be better to have something a little more interactive, so that you could serve a number of purposes and different users could conduct their own unique kinds of analyses. And so that's what gave rise to the fact sheets. What they show are census data, data from DataVista, too, a little bit, which is, of course, the CAEP and Chancellor's Office accountability reporting system, Lightcast, which is an LMI provider. It also includes information from the MIT Living Wage folks, and our very own noncredit inventory, which I'll tell you a little bit about later. What makes them unique and different from what you can find on the US Census website or through other published resources, is that the data are aligned to consortium boundaries. And because, as many of you know, consortium boundaries overlap multiple counties, and so it is often difficult to be able to get data at the grain size to really support consortia that do indeed span multiple counties. Also, the fact sheets provide information on intersectional data points. So not just folks with high school diploma, but folks with high school diploma who are also English language learners. And some of that data may not be available publicly. We build them using public use microdata sample, which is a specialized sample from the US Census used by researchers to develop custom data sets for analysis and reporting. (DESCRIPTION) Slide. Text: Part 1 showed who is in your region. (SPEECH) OK, as Meghan mentioned, last time we went over who was in the first three panels, I guess, which showed who is in your region and how well your pipeline might reach them. And so if you can see these, I'm hoping you can, there are the three, which is sort of your basic demographic view, followed by what were kind of the equity panel that shows proportionality relative to different populations, key program areas, and population characteristics, and then the labor market view, regional labor market view. The three panels that I'm going to share with you today complement those and extend them in, I think, some new and interesting ways. (DESCRIPTION) Slide change. Text: Part 2 shows where the need is. (SPEECH) Put another way, Part 2 today helps highlight where the need is, what's offered against it, and what also exists statewide. And so we've got the three, geographic detail, pathway supply and demand, and program-- oops, yikes-- and program directory. (DESCRIPTION) Slide change. Text: Three gaps. (SPEECH) Another way to conceptualize it is to think about these panels as meeting a series of three gaps, right, coverage, offerings, visibility. And so geographic information helps to identify where needs are, right? So you might be able to know what the population is, but, you know, there is a saying in spatial analysis-- what is it like-- about your zip code determining your future, right? Or at least it can. And part of the-- I think, the goal of Adult Ed is to mitigate that possibility, create new opportunities for folks. And doing that means being able to actually get to them, and to understand the universe within which they live and operate. So understanding that if you've got enclaves of, you know, some populations that are outside of a bus route or live somewhere or commute places where there isn't childcare easily accessible, these are going to be factors in terms of both enrollment and persistence. And while our geographic data doesn't go into that, that's certainly something we could do. Nonetheless, it helps to identify those spatial areas where you can identify and potentially develop strategies to increase spatial equity. Offerings. Right, so, you know, as part of your planning, you have to do a supply and demand analysis. One of the gaps that has persisted in the CAEP program is that while there's all this amazing data that has been made publicly available to folks for planning, there is no mechanism, currently, at the state level to collect information about specific programs that might be offered, specific CTE programs, which makes it really difficult to do a kind of analysis of supply and demand. What we have today, what I'm going to show you, isn't really quite a supply and demand analysis that would require enrollment numbers, which we do not have, right, by program. But what we can do is at least potentially highlight where pathway alignment opportunities are and sort of help foster the conversation, get it moving, and then to help, minimally, you within your regions to have those conversations and have kind of a jump start on them. And then lastly, related to the program supply and demand, program directory. So this is where we list out all the CTE programs that we could find, as well as some key characteristics of those programs. And I'll go over those just shortly. (DESCRIPTION) Slide change. (SPEECH) But first, we'll talk about geographic need. And so the key question this asks is, you know, answers, is where is the need concentrated? And I'm going to share my screen or a different screen. (DESCRIPTION) A screen pops up with text; Adult Education Pipeline. There is a map of California with demographic information in tiles and percentages. (SPEECH) So what you're seeing here is, what it looks like to me, the fact sheets on my desktop. They're going to look very similar to you just in the interest of speed. Because there is a lot of data, I'm using this view, but your experience is pretty much the same. But what we see here is our, I mentioned that, initial landing page that has all sorts of useful data points that you can click on and filter, and all these other charts will filter in response to it. The geographic detail is located here. It's from a jump link here. And so I'm going to click on that and kind of walk you through what you see. Geospatial data takes up a lot of resources in terms of-- computationally. And so we had to limit a little bit what we could show, and also wanted to be able to try to provide not just the kitchen sink, but some data points that, in concert with one another, could provide you with some quick, and I don't say immediate, but actionable insights. And so when you navigate here, you land on the statewide view. And you navigate it by using the filters up here and this drop down. And so currently, what we're looking at is what's called a choropleth, and it is showing the percentage of-- I'll click on that-- 200% of federal poverty level. So if I'm looking at here, which is actually Kern-- it's not a tract, I'll have to change that-- that 33.8% of adults, 18 and over, in the Kern consortium area are under 200% of poverty. And if you click these, you'll see changes here, going throughout. This represents English language learners with no high school diploma. More accurately, it is individuals who speak a language other than English at home and don't have a high school diploma. As a corollary, we included limited English households, which are households where there's no one over the age of 14 who speaks English fluently. (DESCRIPTION) He clicks on a button and the map shows shaded areas corresponding to no high school diploma. (SPEECH) No high school diploma, and some college, no degree, and the idea around this one is that it could potentially highlight areas that, in conjunction with the 200% of poverty areas, where folks are kind of underemployed, right, or at the cusp, or in, you know-- of having had some education, but might be poised for upskilling or whatnot. Geography is you see this across all of the panels where you just click the dropdown, and it'll take you to your consortium, and I'll do that in a moment. And then you have these toggles here, which will do nothing at the consortium level. And the reason for this is it would be very difficult to make out what you're seeing, and that'll make more sense in a moment. Also, to the right are some charts that will respond to certain actions that you take, both in terms of what you click on here, as well as how you interact with the map itself. And there are some really cool features there. And and so I'll be curious to hear your thoughts. OK, and pretty simple. And we try to keep it pretty simple here. (DESCRIPTION) He clicks on a dropdown. (SPEECH) So I'm going to go ahead and look at capital. And so, once you select a consortium, it'll zoom you in and take you to the consortium. And you can see the boundaries there. This is, again, capital Adult Ed, some high level info, identifying what it's shaded by, where the source of data is, what the universe is. And you'll note that some of these have already changed, right? And so, right now, we're looking at that 200% of poverty. This gives us that consortium view that says 25% or so, which is, say, about 350,000 of 1.4 million have incomes that are less than 200% of poverty. Which, by the way, if you're unfamiliar with this idea of 200% of poverty, what that means simply is-- federal poverty line is extraordinarily low. Many federal programs use 200% of poverty, 250% of poverty as cuts for access to things like SNAP or other state or federal subsidies. It also happens to be, in California, pretty close to the living wage, according to MIT. I think it's like $30 and $33 an hour for a single-- for one person, no children. Something like that. And so it's a kind of a useful proxy for populations who don't-- who aren't making-- who are right at the cusp, basically, of making a living wage, but maybe not. And so it's, what I like to say, at or near poverty, right? (DESCRIPTION) He moves the cursor over map areas. (SPEECH) But anyway, so once we zoom in, you can see there's information in each of the tracks that shows what proportion of the census tract meet the criteria of being whatever the filter you selected was. And so some of these, 35%, right, 34%. Notice that this is percentage of the total population, 18 and over, within the tract. There are different ways you could calculate this, by saying proportion of the population as a whole within the consortium, you could do it via density, but this just seemed like the easiest way to do it, as it helps to highlight areas of concentration. (DESCRIPTION) He moves the cursor over clusters of small dots. (SPEECH) Also, what you're seeing are all these dots and these little pins. Pins are your schools. We pulled these from the CAEP website. There's the map there that you can navigate that has everybody's info. So if it's out of date, let us know also, but more importantly, let CAEP folks know because that's where we pulled it from. And so we try to include that. The dots represent whatever you've selected here. And at the bottom, we've got our legends-- and sorry, this one's a little bit difficult to read, just sort of a idiosyncrasy with Tableau-- but identifying what the dots mean. So what you'll notice is that for all the dot options, they're limited to just four. And the reason for this is that it's just, more than that, it starts to get very difficult to make sense of. And that would make the whole thing moot. Also, it, again, it's computationally intensive. But over in the bottom right hand corner you'll see what one dot represents. So in this case, we're looking at language, one dot represents 50 people. This will change based on what your layer is, what your filter layer-- or not filter, but your overlay is. Yeah, and part of this is because, for example, with language-- and this, by language, what I really mean is these are the languages spoken at home by the populations who speak a language other than English at home. We wanted to make sure that there were smaller grain sizes so that you could see clusters that would otherwise be kind of washed out at a higher level, whereas educational attainment, race and ethnicity are going to have higher thresholds. But interacting with this, if you click on any of the legends here, it helps, sort of, immediately highlight what you're looking at. And so can help to identify where there might be some interesting clusters of populations, say, who speak a language other than English at home. (DESCRIPTION) He moves a slider. (SPEECH) And so, just pausing briefly, you click it on, click it off, you can see what's beneath there. You can also toggle the layers. So let's say you don't want to see the dots at all. Let me do that again just so-- if you click here, this little stack of papers looking thing, you've got all the layers here. So I can just turn dots off for a moment and just see the choropleth. And so if looking here it looks like that around Davis Adult Ed there is a little kind of concentrated set of neighborhoods where-- and actually what I'm going to do is take a look at limited English, there it is, limited English households. So there is some concentration here, not huge percentages but not nothing, either, of households where, again, English is-- where no one over the age of 14 speaks English fluently. I want to pause there. Debi, you have a question or? DEBI PEZZUTO: Yeah, we have a couple questions in the chat. So one from Susan Nguyen, just asking to clarify again where the data has come from. GREG HILL JR: OK. So the data comes from-- it's US Census data. So it either comes from the American Community Survey, I think-- well, I know-- it's like the latest five year, so 2024. Or it's from the public use microdata sample from the US Census. Both of those come from the same source, they're just published at different levels of detail. And I'm glad, actually, Susan asked that. So you'll notice that as I zoomed in, that some of these census tracts will overlap the consortium boundaries. At the higher level you go, the higher you go-- which is to say, if you're just wanting to know what population characteristics are represented within a consortium boundary, it's relatively safe to use some standard methods for interpolation. Which is to say, interpolation is just a fancy way of estimating what proportion of a population that is within one geographic area might inhabit another geographic area that it overlaps. But the more granular you get-- difference being like, oh, we're looking at adults five-- adults five and over-- adults 18 and over, or-- is one thing. But if we want to say, adults 18 and over who are left handed and walk to work, while the n size gets smaller, and so what starts to happen is your estimates start to lose validity. And so rather than try to interpolate something like the languages that are spoken at home, the decision was just to keep it at the tract level, it's OK to see the overlap. Because let's face it, you it's not like your students run into an invisible wall at your consortium boundaries. So it's going to be-- I mean, some of these census tracks are going to be huge, and that's because they are contiguous by design. That doesn't mean that people are located, spread out equally. In spatial analysis, there's a concept of gravity, which is to say that where there is population, people tend to be closer to population centers, and then it kind of fans out in different ways. And when we do interpolate, and for the dot view, these are estimates that were made, these aren't actual households, these aren't actually where people live, it's just US Census data at a tract level that we did use block level data to help estimate locations for. So Debi, you got another one? DEBI PEZZUTO: I do, actually, I have a few questions. John Russell asked, what are some steps or who should they contact if a member school is missing from their consortium map? For example, if there's no pin. And then Carla asked a follow up question to that, or if a school is included but is not a member of the consortium? GREG HILL JR: Well, the first, I would say, I think it's fine if you want to just let us know, we'll add it. I think what would be-- I think the best course of action would be to let the CAEP folks know so that they can update that map, because this comes directly from that. So it's literally, it's pulled programmatically. And so, for consistency, I'd probably recommend that. Now if you're like, there is someone listed, or an agency listed, but they're not part of the consortium, that is probably a little trickier. I mean, that, definitely, you'd want to say something to the CAEP office. And I would also say that if that entity, irrespective of whether they're participating in the consortium, if they provide programs and services that overlap with CAEP program areas, then that's still probably valuable to know they're there or if they're like a partner, especially if we're thinking about spatial issues. Having them there might also help identify opportunities for collaboration and support of populations that may be somewhat out of reach for your other agencies. So, case in point, like community schools can be really great spots for providing ESL and things like that. So anyway, so that would be my recommendation. DEBI PEZZUTO: OK, we have another question, too, from Alejandro, saying our consortium is in a rural area with a nearby state prison. Does the population and no high school diploma data include the incarcerated population, and if so, is there a way to separate it from the community data? GREG HILL JR: Hey, AC, what's happening? They are not typically included, no. The US Census-- it's because the way this is conducted, it's basically somebody-- the census sends things to you based on your mailing address, and then they will have people literally come to your door. And so just pragmatically, folks aren't going to do that. And also there's an understanding, same thing with college students, right, that where they are for a particular moment isn't where they live or consider home. There are data points in the US Census, and particularly the decennial census, which is a full headcount, that does include people who are in-- what are they? I think it's called institutionalized settings, but it just means, you know, like prisons, colleges, things like that, even. Actually, I'm not sure about colleges, but I know it includes prisons, group homes, things like that. But typically your estimates won't include those numbers. Yeah, because there's-- yeah. Any other questions there? DEBI PEZZUTO: It looks like we're all caught up. Thank you, Greg. GREG HILL JR: Yeah, sure. MEGHAN MCBRIDE: As you were, buddy. GREG HILL JR: So, as we were saying, OK, so turn off the dots-- we're just sort of looking at, OK, limited English households. There's sort of a hot spot here around Davis. There are some hot spots over here where we're seeing-- by the way, I should mention that the color ramp here is quartiles. And so it's just dividing it into fifths based on the population. (DESCRIPTION) He exits out of fullscreen. (SPEECH) Oops. I know, sorry. Hold on. I hit the wrong thing. Come on. All right. There we go. (DESCRIPTION) He brings up a Dashboard on the left-hand side. (SPEECH) Whatever. (DESCRIPTION) He exits out of it. (SPEECH) OK. So we see some hotspots there again. So I'm going to turn the dots layer back on for a second. And this is where, I think, the spatial information can be really valuable to highlight some of these gaps. So we know Spanish is sort of spread out across in a bunch of different ways. (DESCRIPTION) A map shows clusters of purple dots. (SPEECH) We've got a large Ukrainian population, right, because there's a lot of refugees. A lot of them are concentrated here. (DESCRIPTION) A map shows clusters of Spanish speakers. (SPEECH) Trying to see. Yeah, they're less so in this area, so more concentration of Hispanic or Spanish speakers. And what I found, and this is what started us, is this sort of little enclave of Chinese speakers. And so let's focus on here for just a moment. (DESCRIPTION) He zooms in on an area where there is a cluster of Chinese speakers. (SPEECH) And this is where I get to show you some of the cool features. So first things first, if you are using a mouse, you can use your wheel, if you've got that, or trackpad, to zoom in and out. (DESCRIPTION) He clicks on a button labeled Reset Map. (SPEECH) One thing that you should note is that if you want to reset, you can just click this guy here. Or you can also zoom in and zoom out using these buttons. The other thing that's available are a handful of tools. So the first lets you zoom to a specific area. (DESCRIPTION) He clicks on a Pan tool. (SPEECH) This lets you pan. So if I click on it, I can left click, and drag, and move stuff around into view. Then you have a few selection tools. So you can select as a rectangle, as a circle, there's also this little lasso select, or a bean, which is kind of free form. But the thing that's really cool and very new to Tableau is this one, which is Drive Time. And so what this lets you do, and you can see here-- it's hard to see the text, but right now I just clicked and dragged, and you can see 20 minutes. See this weird little design? That's called an isochrone. And all it does is it makes three dimensional travel time. So basically the tips there represent as far as a person could go within 20 minutes of center. And so I'm going to release. So you'll note all these changed, right? And so I'll do that again to highlight. (DESCRIPTION) Davis appears on the map. (SPEECH) So I'm going to start with Davis and I'm just going to pull out. Just clicked, and I'm going to go 20 minutes out. (DESCRIPTION) The Language distribution updates. (SPEECH) So within a 20 minute drive time, we can see that-- wow, right-- 42% of those who speak a language other than English at home speak Chinese. This this is a pretty big chunk of folks, right? Over 2,000, almost 3,000 individuals. There are other languages here, too, but I struggled with showing these, but they tended not to cluster in meaningful ways. And so I just rolled up, but you can see some other clusters, too, Spanish, Korean, small number of Arabic population. What we also see is that among those individuals, 41% or so live under 200% of poverty. High school diploma is less of a thing, right? No high school diploma, which is actually not surprising to me. (DESCRIPTION) He hovers the cursor over Some college, no degree. (SPEECH) Interesting proportion of those who have some college but no degree. OK, now. (DESCRIPTION) he clicks on Race and ethnicity. (SPEECH) We can also, like I say, toggle race, ethnicity, and see how things cluster there. Notice that the dot changes to one out of 500. And you can do the same thing here, but I'm not going to go into that. What I am going to do, though, is click that off and then bring us back statewide. (DESCRIPTION) He clicks on Statewide from the dropdown. (SPEECH) And there we have it. You will note that as you play around that-- and I'm thinking about you, AC, like when you look at Palo Verde, there's, like, a dot. Like there's not a whole lot that this is going to tell you at this grain size. There are ways, for the record, to estimate populations in more diffused rural areas. I've done it. It's a little bit more complicated. You have to use different data sets to interpolate or estimate. I've done it with using satellite data before. So if you're wanting to know more about where people are, where there might be concentrations that aren't as evident in some of the typical census tables or whatnot, or maps, let me know, and I'm happy to talk to you about it or help you with that. That's sort of a broad view. OK, now, before I move on to the other panels, any final questions on this guy? OK. All right. So while we are looking at my little builder view, I'm still going to use-- so the way that you would navigate to the new program supply and demand-- which is actually pathway, I need to change that-- and program directory are using these buttons here. And so I'm going to click that, and it's going to jump us over here. Now this has a lot of information that's going to be a little bit complicated. (DESCRIPTION) A page titled Pathway Supply and Demand. (SPEECH) And so I'm going to ask you to bear with me in that. (DESCRIPTION) On the page is a graph titled Supply versus Demand by Career Sub-Cluster. (SPEECH) All right. So this is a kind of first gesture at trying to understand supply and demand, and it leverages the non-credit inventory that WestEd put together. Which is to say, we scraped all of your adult school websites, pulled data from COCI and tried to normalize it as best we could using zip codes, and SOC codes and whatnot, based on what was there, and to compare that with what the labor market data says needs are. And so, just like with some of the other, all the other panels, up at the top, we've got our statewide, we've got our toggles. (DESCRIPTION) Clicks on dropdown. (SPEECH) Remember that there are some consortia that cut across counties, so there's also this county toggle. But you will find, and I'll explain why in a moment, that some of these won't populate, even though-- some of these charts won't populate, even though, let's say, you do have two counties and you select one, part of that is because of other filters that are in play here. And I'll, again, explain. Up at the top, just some high level information about programs, colleges, adult school programs. That's what the bars represent. So adult schools are on the right, colleges are on the left. Statewide, 279 offer CTE, annual, non-credit, accessible openings. This is a term of art which basically means jobs that don't require a college degree. That doesn't mean they don't require, necessarily, other forms of certifications or whatnot. It's just less than an associate's degree is the typical entry point. And then percent of openings at a living wage. Again, living wage, we're using the MIT standard. There are others, including University of Washington self-sufficiency standard. That's just not the one we're using. (DESCRIPTION) He scrolls down the page. (SPEECH) This has three panels. The first is the sort of what I'm calling kind of a gap analysis panel. And then we've got-- something to address-- coverage, and then opportunities. So we'll go top to bottom, starting with our supply and demand. So as you can see here each point is a career subcluster that has at least one program in whatever the geographic area is. And before I go on, I should probably explain what I mean when I use a few terms here, career cluster and subcluster. If you are familiar with-- well, yeah. So basically what these are is-- yeah, there it is. The way that we've grouped, and a lot of the labor market data and program data is, we've leveraged the career cluster framework. So advanced CTE maintains it. It was updated in 2024, actually, WestEd helped with this. And basically what it does is it takes occupational information, occupations, and clusters them into career clusters, broad fields like healthcare and construction. In this way they look a lot like industry sectors. There are, I think 14 career clusters, which is more-- there are more career clusters than there are sectors. And then it classifies further into 72 subclusters which group career areas that share a skill set. One of the reasons why we use this is because it's most commonly used for program development, and they align to CIP codes. So CIP just stands for-- oh gosh, what does it stand for-- classification of instructional programs. And it is the classification that most schools, colleges, other training programs use. California is just getting on to using it because we're special snowflakes here. So we don't do anything like anybody else because they can't make us. But we're making our way, which is great, I think. And so that allows us to more reliably connect the programs of study, because CIP codes are genuinely designed around occupational goals. So it just helps us better and more reliably connect to those occupations, just like every other crosswalk, and so that is what we do use here. Oftentimes, it's a one to many. So as many of you who are on the call already know, you probably started off as whatever major in college, and who knows whether it actually had a direct connection to what you do now. But I'm going to-- I'm realizing I just ate up all kinds of time, so I'm going to have to fly through this, the most complicated things, in a whole, you know, five minutes. OK, but back to this. So supply and demand, career cluster, subcluster. So every point is a subcluster that has at least one program. So that means statewide-- let's actually pick-- let's go to LA, because at least then there'll be a lot-- all these subclusters have at least one available program. And so if you hover over it, it'll tell you. So this is real estate with a wage range of, you know, $30 to $35, it is above the living wage, highlights annual openings, percent of openings at a living wage, which in this case is 100%. (DESCRIPTION) He hovers his cursor over the Real Estate cluster. (SPEECH) Note that, by the way, these are both log scales, just to make it a bit easier. Color is the parent cluster. And so, in this case, this weird little-- what would you even call this, camel? This camel color is financial services. You'll note there's the hollow and then there's the filled ones. A hollow point indicates that the typical job in that subcluster pays less than the county living wage. That doesn't mean there aren't jobs that do. It just means that the typical job in that subcluster pays less. So performing arts, I think, is probably a good example, right? If you're doing community theater, you might not be getting paid at all, and you'll probably won't. Whereas you could easily make a decent amount of money if you are like a SAG, you know, actor or something. But anyway, so this kind of helps identify two things. One, annual openings, right? Whether it's living wage generally or not. And it aligns along the number of programs. Again, this is a log scale. So for visibility, this sort of cuts up programs into fractions. Obviously, nobody offers 1.5 programs, but if it were just a standard scale, you'd just see a lot of these dots stacked up. And so this is just kind of a way of looking at it a little bit more easily. The idea here is to start-- is to take-- is to be looking at the quadrant up here and see if you can move this over here. (DESCRIPTION) He points the cursor to the right. (SPEECH) So if there are occupations, such as real estate or whatever, that are on the cusp or that are up here, that have few programs but high annual openings, the idea is you'd want to develop programs, more programs, so it moves over this way. In addition, there's a little drop down here that shows top 20 subclusters without any aligned program. And so, you know, strategic sales, industrial machinery have a number of openings every year. There's high percentage of these that are above living wage. And so these provide some avenues for places to look or potentially look. (DESCRIPTION) He scrolls down the page. (SPEECH) Quickly, openings per program by career cluster. Basically what we're looking at here are the career cluster, which is the highest level organizer. And this shows two things, three things. One, it highlights how things look statewide in terms of what kinds of job openings relative to programs are available versus what a consortium looks like. And so, basically, statewide there are more-- in other words, what this is saying is that statewide, there are fewer openings than there are at the consortium level relative to programs. This is sort of a weird way of thinking about it. But basically, for every 23,000 jobs, there's one program for this, right? That's what this is saying. And so it provides a pretty high level metric, like, oh snap, maybe we should look into that. Then we've got underserved occupations at or near a living wage. So we've got our occupations, annual openings per program, representation openings per program. Usually these are going to be-- this is just a relationship between programs openings and openings. So basically this is like that, where it's like, oh, OK, for every program there are 856 potential openings, right? So that's the number of slots that if you could fill, you would be meeting the need regularly. Median wage, and then this little pill that says whether it's at, near, or above. All of these are at least above or near. Now, to go really, really fast. And this is the thing that everyone's going to be like, wait a minute, hold on, what? But, you know, you can always reach out. Is last but not least, CTE program directory. So, the WestEd team undertook a painstaking task of collecting as much information as we could from all of your websites around CTE programming that is available. We leveraged AI in a number of ways. And, you know, the idea being that we would be able to continue to do this into the future, and to train it to be smarter, and hopefully keep this kind of information up to date. There are a number of data points that we collected. Obviously, the institution, the course of the program. Note that we did not differentiate between program or course. That term is used differently in adult schools and Adult Ed. And so we didn't try to differentiate there. The offer type. So adult school, community college. What career clusters it aligns to. So you'll note that there are-- separated by semicolons, you'll note that there are some of these that align in weird ways. It's, again, based on that frame, that crosswalk, where we tried to put the one that was closest to the program. First, if there was an identified credential, notice there are a lot of blanks, duration, contact hours, and-- sorry I was messing with this-- cost. And if you hover over, you can get more information. If there's description that was provided, then it's here. And then a URL to the sort of main page where we found it. You can page through by clicking on this here. All the community college information we don't have descriptions for just because we pull it out of COCI and COCI doesn't have that. Scraping the websites is something that I'd like to do, but we need to have some conversations about that because there's often disjunctions between what's in COCI and what's available publicly. You can filter consortium, county, institution, career cluster, and SIP family. (DESCRIPTION) He clicks on the C.I.P family dropdown. (SPEECH) We also did collect more information than we're showing here, but we have about three minutes. So the first thing I would say is you will find gaps. And I hope that you do. And when you do, what we would love is if you could send us where we should look to gather the specific information that you feel like is missing. We want to make this relevant. We want to keep it up to date. What we don't want to do is try to coordinate across hundreds of schools and potentially thousands of stakeholders. And so we can't really make adjustments based on, hey, we're actually offering this thing, you should just take my word for it. I do believe you. But we have to be able to, in order to leverage our AI, to point it somewhere. So if you've got something posted and we missed it, send it to us and we'll update it really quick. Otherwise, we'll just have to wait. Debi? DEBI PEZZUTO: Carla just had a question, are the career clusters listed by agency or district? GREG HILL JR: Well, career clusters are independent of both of those. Yeah, they're like-- so if you Google ACTE career cluster, it'll provide a little bit more information. But we're at time. It's like, I know there's more I could say and show you, but at the very least, probably the thing to do is give you the URL to the CAEP Fact Sheets. And so bear with me and I will grab it. MEGHAN MCBRIDE: We've dropped it in there a couple times, Greg, but you-- GREG HILL JR: You popped it in already? MEGHAN MCBRIDE: If you'd like. Yeah. And just a reminder to everyone, and Susan dropped this in the chat, but the purpose behind modifying or refreshing the CAEP fact sheets in this way was to help you do your labor market scan on your own as you think about the programs that you're designing, to keep you in line with your Ed code. And as at the risk of belaboring the point, we will have 6.5 hours with you at your regional trainings to walk through this and replicate the kind of conversations you'd want to have at the consortium level with your member agencies. Also, our contract with the Chancellor's Office covers one on one TA, technical assistance, in using all of these dashboards. So please reach out to us and we can schedule that. We can ship Greg over to you or we can do it virtually, whatever you prefer. We've done all of those things. That's all I have. MOLLY CLARK: Yes. And we do thank you, WestEd, for presenting this for the participants, for being here. We have dropped the evaluation link in the chat. Please do-- I'll drop it one more time. I know that we've put some chunky links in the chat. We do that for a specific reason. You can click the three dots in the upper right hand corner of the chat, and you can save the chat to your desktop. That is so that-- because I know you were busy listening, it was a lot of information to take in. This is so that you can go back later at your convenience, and you can copy those URLs, and you can put them in your browser and complete those tasks at your convenience. We do ask for your feedback, WestEd would value your feedback. Leadership reads everything you guys say. They want your input. Again, if you want follow up in your evaluation, please give us your name, your email address, something so that we can reach back out to you. We don't want to get your feedback, and ask for follow up, and not be able to reach back out to you. That doesn't feel good on our end, to not be able to get back in touch with you. WestEd, thank you very much. We appreciate your assistance in putting on these webinars for us. To all the participants, thank you for being with us this morning, and we look forward to seeing you, hopefully, at the events that we put in the chat, at the live events. And we'll see you in the future. Thank you, everyone. Enjoy the rest of your day. Bye bye.