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good morning everyone i'd like to um introduce our panelists this morning pandesy from the college of dupage peggy heinrich and ann hawker from elgin community college and laura williams from danville area community college and thank them for sharing their their expertise today we'd like to start you all should have a handout that was sent to you that is the process checklist for iet models if you did not get that handout you can click on handouts um in your right column there and and you can actually download it as we speak um and so we without further ado we're going to go ahead and start the the checklist so the process checklist for iat models was was developed to assist programs to develop an iet model and so we're going to start by asking dan the demonstration of the need for and demand for career pathway how did your program go about determining um what career pathway that you wanted to to use for your program were you asking bevan dan i said dan oh i'm sorry uh we uh we looked at our um we work with the workforce board closely and we got um we get bi-monthly job projection reports um by sector so we were looking at the sectors that aligned with our our local plan as well as our regional plan and and selected specific certification programs within those identified sectors so we chose information technology which crosses multiple areas as well as manufacturing okay and laura what did your program do at danville we were able to look at labor market information through the ides website and we also have processes here where we have advisory boards so one of our paths were was for the cna program and our advisory board we knew that there was a high demand for cnas and even though the the earning potential wasn't great it was an entry point for a ladder system so we went ahead and went with the cna process and then we also did one with the manufacturing a manufacturing path and again working with our web our wioa local workforce and development boards like vermillion advantage we were able to determine a high need for manufacturing positions so that's how we determine the two paths okay peggy or ann how did elgin do this i can take it all right okay we did uh much the same thing we talked to our board we also listened very closely to our employers who were telling us they had a need for welders and cnc operators so between what we were seeing in the marketplace some of the lmi data didn't support it but the employers were even though the numbers didn't look good on the lmi the employer said we're desperate for welders we need cnc operators so that was part of our rationale for developing those two programs like did you have anything to add are you good yeah you know i'll always add uh i'll add something um another factor we looked at in addition to all the things ann mentioned and things other people have mentioned are kind of going to the willing so thinking of faculty who would be interested in being a part of a project like this and would embrace it um also programs that might not have entry requirements that served as a barrier to entry like test scores that were too high for the students even programs that might be a little low enrolled so serving as an incentive for them to partner with us in all honesty okay thank you moving on to the next one is partnering um what kinds of things did you do with business and industry um and things like that sounds like you've done some things with your determining your career pathway to go to but in terms of partnering what what were their partners willing to do um what did you kind of work out with your partners in agreements laura we'll start with you okay we had a very unique situation we were working with danville high school and they they were meeting with our college president and upper administration and they were telling about several needs that they had and i was actually invited to the meeting because i used to be the grant writer so that's how i had a seat at the table but they were talking about they had a large number of students who were going to age out before they could graduate them so if you don't know you know once a student turns 21 the they are no longer funded by the state so it's you know the high schools don't want to serve them after the age of 21. so anyways they had this large population of students that they wanted to be able to to do something to try to make sure that they had some type of gainful future so they as they were talking and wanting us to develop something i thought you know accelerating opportunities or the iet this is a perfect opportunity to get them into ged class and a pathway in manufacturing and so the high school i actually paid all of the funding for that program for the first two years okay and dan did you have any college programmatic or policy efforts to promote transition and post-secondary completion of adult ed students um well we established um multiple scholarships using institutional funds and um foundation funds as an incentive for students to number one complete the adult ad program before transition or participate in bridge programs or um through a kind of branded fund funding approach provide free tuition and materials for participation in icaps or iet programs do you have any other um things that you'd like to put in in terms of your business and industry partnerships sure uh we you know for the it sector that you know it is coming universal the college already had established a [Music] an internship program within the it a cteit area at the college so we tapped into that and used existing partnerships to provide internships um with the manufacturing side of things that is kind of uh we have an initiative with a municipality so we began looking at municipalities and and um with concentrated populations and concentrated manufacturing um industry within our district and began talking about an overall benefit of economic development to the municipality and partnering with specific manufacturers within that municipality so we formed a coalition um as a pilot within uh one of our areas addison they have i think the fourth largest manufacturing industry within the state so we have multiple representatives from specific businesses in manufacturing at the table that are helping us design determine specific needs design using existing programs and also design some customized programming for currently employed folks for again upward mobility or moving up within the specific industry or business and then new people coming in to create a pipeline for them so it's very focused on that municipality or town and the businesses within that town so it's been a pretty interesting approach and it seems to be gaining quite a bit of traction um we are using the model and we've gone out to multiple private funders to to assist shored up um we've had some interest from a us congressman in the district who's really interested in the icaps model now after we heard about the municipality approach so um that is kind of um i would say even though we've been at it for about a year it's still in kind of a startup phase which is sad but true um but yeah so that's that's where we've had the most interaction um with industry representatives or business okay and peggy um a specific question for you um how did you go about um if you're if you're actually in a new program establishing a new program how do you go about determining who you're going to ask to be here to seek out partners how did you go about that um i guess i guess i'm gonna answer it like this i think that we've we struggled from the start about how to engage with employers on the initiative and so you know our our career navigator in the beginning stepped on some toes of others in our college in reaching out to employers so in a sense of often faculty feel that their relationships are pretty sacred let's say with a welding company and if they vouch for a student's skill level um their future reputation with that company is based on whether that student is effective in the workplace so we've had we've had to navigate that as we went and i guess what i'd say is over the course of a year as we've been doing this it's led to a lot of change in our college um in terms of how we're doing outreach to employers i'm partially spawned by this project our college has since developed a workforce development council so for the first time adult ed and workforce development and all of the other areas that have a piece of that in the college come together so we aren't duplicating our outreach efforts we identified a person in the college who's our manager of strategic partnerships who can serve as sort of that point person and then triage people to programs like icaps and promote all of them rather than everybody trying to do their own thing which i think is part of the challenge with employer outreach ann might have something else to say i don't know do you have something to add to that i don't peggy summed it up beautifully um it's important to remember you have to be careful when you tread on the cte side of the house's relationships and we learned that lesson the hard way okay and ann can i ask you if you can address the level of integration between your adult ed and community college like financial aid orientation learning labs anything like that sure um our coach navigator career navigator um integrates all of those pieces so when a student comes in looking to enter the icaps program she works with them one-on-one to navigate all those pieces inside the institution and as far as the adult ed piece we have become very proficient at going into adulthood classes and you know presenting information on the icaps model as a way to enter into post-secondary education either concurrently with ged training or ged education or afterwards okay um kevin may i say something there yes sure okay so i think it's really important you know it one of the one of the most basic things of all of this is you have to have the partnership so i can't stress how important that is and both internally if you're you know a community college with your co-workers and co-departments and also out in business and industry but just from the college standpoint adult adulthood you have to integrate yourself into other departments you have to know what's going on you have to know what's being offered um you can't come up with ideas and you can't come up with partnerships if you never really sat at the table and sucked with them so to speak um so i know here at the college we have once a week we have a meeting where all of the deans are at that and a lot of the student service people are at that it's called the office of instruction meeting and so adult ed is at the table with that and just listening you know some days when we have that i'm not reporting anything so basically that's a you know where everyone just kind of tells what's going on so everybody knows issues but most of the time i'm just listening and hearing what's going on so when opportunities do come up or when i'm trying to work on a project number one i've been at the table with all these people so they know who i am i'm not cold calling on them and number two i'm hearing what those needs are and so i think it's very important to integrate yourself into other college opportunities and this can be done other ways do you have committees like cqi teams or employee development teams putting yourself in other departments other meetings that's going to help you have that networking capability and i think peggy or one of them said earlier that's crucial that's the critical piece of all this are the partnerships and so the same thing with the business and industry end of it you know trying to be on different advisory councils or different places in the communities like rotaries and opportunities where you have to go out and speak and talk about what adult education is you know that that's getting you a seat at the table and if nothing else they know who you are so again that cold call is not happening thank you laura we're going to move on to the pathway flowchart your progression of classes and training the starting point for your students where the program leads them ultimately and any articulation of one or more educational pathways and then what are you guys doing in terms of a student starts here and they move on to a different place where where in their pathway is laid out um we'll start with you um ann or peggy um well i guess i'll start so i think it's just something that from the start the career navigator really emphasizes the design of the model how they'll complete all of the courses in a prescribed format in one year and then showing the additional stackable credentials at the college and if they near completion that's the person who's working with them and connecting them up with an advisor at the college and one of the changes at our college is that each advisor has a dedicated caseload now it used to be generalized they also used to be faculty counselors now they're support staff and that's helpful and we've been pretty successful getting um in some of the pathways getting a number of students to continue on so i guess it's working okay dan i'm sorry ann excuse me i'm sorry i just wanted to add that excuse me through the articulation you were talking about through the eye nam we've got articulation with niu so if a student is in enrolled in welding in cnc and completes the initial bvs and goes on to get the aas they automatically transfer to niu and end up with the baccalaureate that would be northern illinois university correct right we stacked it just clarifying for people that may not be up there so okay um dan go ahead and if you want yeah it would be very similar not the niu piece but the uh you know the what we have as far as our career pathways that are selected and what we what we have to offer within our program it's clearly defined um in our we have navigators students coaches that walk students through it and as you know they also set the um possibility and by providing all the other stackable credentials that can be attained by continuing um they kind of reinforce that throughout the process of them going through our our controlled kind of itex model and at the end post they're certainly encouraged to continue their education within the college here or elsewhere also with the emphasis obviously gaining employment okay and laura do you want to add anything um i would just like to add it's basically the same process but at the beginning it's very important that the student understands exactly what they're getting into so you know we always try to give them a sheet that clearly spells it out and here's a graphic of what this looks like and so if you start here your choices to go here or here and so you know that way they know exactly what they're getting into and uh when it comes up later you know they know you've you've shown them the process and they understand what it is so i think that's really important okay thank you um laura i'm going to start with you for this next one on the credentials to be awarded um college credit based credentials um programs of study breakdown into stackables kind of thing and any marketable credentials anything like that that you'd like to talk about that your program is doing okay so with the manufacturing model what we do there is we have the student gets 12 college credits while working on their ged and the classes are business ethics support uh i'm sorry business ethics mechatronics one and then arc welding and industrial safety and working with the dean of the business division his advisory councils have indicated those are the basic classes that they would like somebody to have so they're hireable at that point once they finish those but then they're still working on the um those four classes can go into a number of different certificates or and or associates degrees here at the college so um that doesn't give them exactly that one credential but it gives them a starting point into four different four different paths and then with our cna program what it does um so you have your basic cna and you know that's state regulated by the illinois department of public health there's those first uh the first piece of it so you have your role of nursing ssistant and then your basic nursing procedures and so when you do that part you've got the cna certificate from the college then we added we built an advanced cna piece where we added a couple of different classes and and we had that approved through the illinois community college board so we have the cna certificate that leads to the advanced cna certificate by adding a couple of more classes at that point the cna here does not lead into a nursing it's not part of the nursing curriculum but we were able to leverage the nursing department and have them give points based on having the cna or the advanced cna because the nursing program is very competitive here so on the entrance form again we were able to get them to give us points so if you complete the cna you get a point the advanced cna you get a point um the medical terminology if depending which grade you pass that with you get a quarter of a point or a half a point and then of course uh you know if you're able to get into the nursing program that leads to the adn in nursing or the lpn so um that's how we leveraged and that process works okay dan uh for our programming um they upon completion of the coursework um the college credit coursework they get a college recognized certification and each of the areas that we've chosen also have an industry recognized credential attached to it through assessment so the hope is at the end of each cohort the students get the college recognition certification as well as the industry recognized certification and their high school equivalency we primarily focus on at the moment those without high school diploma and very high functioning ela students okay peggy or anne um i think one thing i say is so we have four pathways we're working on a fifth one and they vary in terms of whether you get a college recognized credential or a third-party credential or both but i guess one thing i'd point out is you know back when this initiative was born and just for the future was leading it the definition of industry recognized credential was a hot topic and the basic vocational certificates that the colleges awarded were allowed to be counted as industry recognized credentials but that really in the work world although those are of some value that's not really what they mean by an industry-recognized credential so we're kind of working in all of the areas to um where we are lacking in third-party credentialing there are efforts going on to bring those to ecc okay are any of you um using evidence-based dual enrollment strategies such as paired courses and whatnot peggy are you guys using those um such as paired courses um yeah well i don't know exactly how to answer this other than to say that yes we're doing uh the required support course for this aside from that i mean for this initiative no not a learning they're all cohorted so they're a learning community in that sense but there are no um classes that are in a developmental track that are a part of these programs at the basic certificate level so we don't do things that are other initiatives in the college like the alps program or supplemental instruction here and i don't really know if that's what you're getting at devon um typically the the weights programs can be something that is is affiliated with that um dan you want to expand upon that because i know we were talking about um cod doing some some types of things with your workforce development piece with the weights well yeah i was just talking about the potential of because the in the traditional icast model we weren't allowed to do any non non-credit programming right um or more of like that specific contract training for industry um so it has the potential to you know certainly expand the numbers that we serve and um uh the potential for the numbers of those that are you know first of all meeting employer needs right most most employers if you're dealing with them uh and and we say well we have a certification process that they can go through and it's going to take a year a lot of them are looking for you know immediate skilled employees they want it to be short shorter term shorter duration um and because of some of the the way the way the college has structured some of our certificate programs like cdl licensing like farm tech those types of things those are all mountain credits so we weren't able to tap into that so it just the the new model has a lot of potential um to get people directly in their workforce um in a much more accelerated process despite the name weights i think i've already told you about that um so yeah i think there is quite a bit of a um like i said potential to expand and scale up the intent of the icaps model with the new kind of um the new structure of weights okay for those of you that are that are wondering what that's about this is a process checklist for iet models and some of the things are going to say if applicable and it's in reference to the two different forms of iet models and one of those being icaps which um all three of our panelists today are involved in icaps programs but the the other component of iet model is called uh weights uh for lack of a better name we don't want to call it weights means somebody we have to wait on something but um anyway it is just basically a training model so that if you are not affiliated with a community college and you're wondering how you're going to offer an integrated model then it would be something that you could do with training as opposed to a post-secondary certification the community colleges can also take advantage of that as dan just said because it's there there are places that they can work within their community college to actually offer courses that are not geared toward post-secondary but toward training so that's kind of what what he was referring to large do you have anything to add to credentials to be awarded section on this before we move on oh man okay let's move on to the recruitment and retention um your target population um how are you actually marketing this to students how are you recruiting um students to your courses i think elgin alluded to the fact that they go in and said that you go in and and you talk to to classes and things um how are you marketing what are your strategies and plans for retention so two twofold basically um who are you targeting uh what's what is your marketing recruitment plan and then what strategies and plans do you have on hand for uh student retention so um dan let's start with you um i would say our most successful recruitment strategy is going into existing uh ela courses uh upper level ela courses and um hse courses and recruiting within those that are already in our programs we also do more traditional types of marketing you know we have college catalog and we work with our one stop to promote iet model there icast model there we've done radio spots you know prance those types of things but as far as the numbers that we get and i'm not saying they're huge but those that we get the majority of them certainly come through um through the process of trying to attempting to enroll in our high school equivalency courses um making you know uh community members making inquiries into that so we capture most of our students through that okay and or peggy well another thing we do we do that exactly like dan said but another thing we do is and we have found it to work we'll go back in and students that are enrolling in welding that haven't enrolled through icaps will go back and contact them with the information of hey have we got a program for you and we've been very successful um we call it going in through the back door recruiting students that way i'll add something to that so this year the college received a title iii grant which was an effort to scale icaps to more pathways and a broader range of students and so i guess i'm mentioning that because one of the strategies was for it to become an opt-out model instead of an opt-in model so that if you were in dental assisting and you wanted to take it in the daytime you're in the model now not all of it is going to be claimed to adult education because we're getting a mix of students in terms of levels um but that the experiment is to see if having all students in there with the support leads to better completion rates in the college so you know that obviously is helping enrollment and is also allowing us to integrate with the college more in terms of admissions and registration and orientation because now it's affecting all students okay laura the things that everyone have said so far certainly we're doing that and i agree with dan that our biggest number of students come from advertising within our high school equivalency classes so going and talking to them as they're registering speaking with them about the programs but another source that we use outside of what's already been said is our our apc our area planning council and i know that everyone else is doing the same thing but you know just making sure you know who's on that team and that the information is being shared for instance we have the head of the department of human services as a part of our apc so she's hearing firsthand about our different programs and then taking that back to her staff so that's a valuable tool as well as your apc council okay working with our viola team which they're also the the head of the local web because um he's also on our area planning council so that helps okay and and do you have any specific strategies or plans for retention laura the biggest thing is you know intensive case management and the person that runs our program is is kind of the be all she's taking care of every piece of it but you know really just looking for those uh issues that may come up so for instance if a student's not here in the morning she's calling and asking where that you know is something wrong why aren't you here you have to be in classes um and again we were lucky to have that one person dedicated to that so they could they could farm out things or if they're missing for a couple days running them down figuring out what's going on so uh basically just being in a no with the students and and in the um in the uh the class where there's okay i had to think about the support based class going in and talking with them and making sure you know getting a pulse of where the class is at and where individuals are at and basically trying to head off any problems before they start so the key for us with retention is that intensive and intrusive case management and and i couldn't agree more um our coach navigator is the glue that holds this program together um exactly what laura said if a student isn't showing up they track them down through social media phone calls whatever it takes and we've been able to reduce the number of students who might have dropped out because there was that one person that held them held them in the program okay dan anything to add uh no pretty much pretty much the same a lot of direct engagement with the students and the faculty uh i'm sorry our student success coaches and the faculty uh engaging the students on a regular basis okay all right we're going to move on to the the sixth piece of this which is team teaching um if apple if applicable um with the weights sometimes it's not necessarily but with the icaps it's always um there are three stages to the team teaching uh observing and planning and then the traditional team teaching and then ultimately everyone is supposed to work into the collaborative integrated um teaching and so integrated outcomes joint objectives the 50 overlap uh the support class as you guys have all referred to and then some acceleration strategies so um i guess we'll start with you dan what is your what's the the format that you guys are using for your team teaching and and and how how is that working for you all uh we start off with um obviously a selection process as far as picking faculty who are willing and have a background and have some experience either in the pathway that we're going into so we do we have them do uh audits of a considerable number of of the courses within the credit uh certification path and they then they they also work with the faculty member that they're going to be team teaching with as far as planning they do observe that class to get a sense of pacing some background and content obviously that's not the most important for them and we use we actually have the team teaching model set up it's 100 of the time we don't do the 50 so our adult ed faculty are with the cohort all the way through and with that particular content instructor all the way through and there's we have stages of reporting out throughout the process we have meetings with the faculty from the cte side as well as our navigators and our adult ed faculty and there is a very collaborative process with the cte faculty and adult faculty to to continually modify the support course so that it's hitting all the right um topics and content that's being covered within the cte course or the credit college credit course so a lot of communication yes okay um ann or peggy i'll throw one thing out and i'll let anne jump in one of the things we've learned as we went is that in certain pathways in particular and i think we're doing it in all of our pathways now whenever we bring out a new adult ed instructor for the initiative for a pathway we're doing a 100 overlap for the first time around in certain areas like dental the curriculum is is really challenging and it's really difficult for them to provide support to students if they aren't well versed in the content themselves so the 50 wasn't sufficient in those cases the first time around whereas some other environments where there's labs you know it works better because the uh faculty member can leave you know during that period sometimes um i'm throwing that out there and then i'll let dan talk okay and no peggy's right that's what we've uh learned over time is that we need to have somebody in the classroom a hundred percent when they're just learning as an example our welding instructor our welding support instructor has been doing this now for four years so no 50 percent is sufficient for her but for dental and hvac we have a new person in hvac this year they need to be there 100 of the time okay and laura i have a specific question for you because you said you were doing cna um icaps and so with that i know that we've had programs in the past who've said that that for teen teaching wise cna is is kind of difficult because the state mandates that the cte instructor or the cna instructor do 100 of the instruction how is that working for your program so the support based teacher which is the adult education teacher they are part of the classroom and they're adding value as they're going along so they're they're more the observer but they can add information at any time and then they take that information back to the support based class and if there's something that seemed extremely difficult and they'll come up with strategies to work at work on that during the support based class but um yeah the cna instructor is definitely the person in charge but our person the adulthood person is there at adding value to what's being taught well i i knew that that was the case with cna because it actually is mandated by the state that they have to do that is that all right correct okay all right is there anything else you'd like to add to the team teaching laura no pretty much what everyone else said just that communication piece is really important okay then we're moving on to the transition and support services so um what services how do you determine what services you're going to provide what services do you provide um and and by whom are those services provided and how are they done so lara we'll start with you on that one okay um we don't offer a lot of the different support services but we do have an illinois secretary of state adult literacy grant so we have tutoring that happens within that individually for specific classes if the students are having trouble and they need extra time with the support based teacher they get that we do again work with our partner agencies quite a bit so if we see somebody that's having difficulty with transportation or child care we talk with wioa if there's somebody that's eligible for their program they help sponsor we also work with our community action program because they have different grants with dollars attached to them so sometimes there they may be able to jump in for our local housing authority so again just really working with the partner agencies doing a lot of referrals okay dan um we work with uh for some of the wraparound services like child care and transportation we work with a kind of network of community agencies to get more of a referral type of process to access those but as far as we do we do provide specific tutoring both on the cte side we provide lab tutoring time in in the labs when when it's applicable and we also have tutors that provide adult ad content we use our college resources pretty heavily so we use our career services for establishing internships helping students get internships in the field as well as assist with some of the job search component even though we do build that into our courses as well they they do some formal job search activities with our or their folks okay peggy raine okay one of the things we did do um was we were able to arrange with our local workforce development board to have a case manager on site one day a week he comes on wednesday and any student who might be eligible for wioa funding we send to them and he meets with them another thing we've done in terms of support what dan has said we we have those services available but we offer a thriving in the workplace class that goes along with students who are enrolled in the icaps model and that helps them navigate through a lot of these other types of issues specifically transition we've learned over the years a lot of our students get jobs but they don't keep the job because they don't know a lot of the soft skills that our employees are saying they need to have peggy i think you can probably add to that too not much more than to say like anyone else here i'm sure that the college has a foundation a number of our students get scholarships and our career navigator will help them apply and navigate how to do that um also that the hse graduates and advanced esl students who finish their top level get a three credit hour tuition waiver to offset a little bit of the cost okay dan in addition to what i said before we we do also as peggy mentioned we have uh scholarships available um so we our goal is to to cover the complete cost of the credit course work along with any of the necessary materials books and other materials okay i think that that leads us into something that that is not this this process checklist is something that's kind of like a work in progress but um you all have alluded to scholarships and things and helping to pay for costs are how are you are you having to um funding wise how are you are you having to braid some funding and if so where are you looking um to maintain the cost for for your program and with your students um laura we'll start with you so okay let me let me compose my thought for a second i had this right on the tip of my tongue so um with our pathways the college has waived the fees for classes so um you know that's i guess it's kind of a blind scholarship because they don't really charge them for those classes so that's done and then i had one really good other thought can we can i pass to the next person i'll come back who just slipped in my mind yeah dan i know you said scholarships what else do you do funding wise to have to assist the program um yeah we have we have used institutional funds and then our foundation funds to establish scholarships but then we also use perkins dollars we use wiela money for those that are eligible and then we have written quite a few private grants to support and potentially scale up the existing icaps model so like bank of america grand victoria some of the those are some of the funders that we've written to you right peggy um i i guess i'd say and and can chime in that we have over time use different funding sources to pay for the operational cost of the program so you know those have included perkins for some of the support elements and um back when we had the inam grant tax grant we used that to fund a couple of positions the career navigators we had two at that time um and currently are using that title three grant i mentioned to cover all of the operational costs of icaps aside from the instruction in the support class so there's a couple of others that started for us as a american an ara funded project before the accelerating opportunity grant came along so i think our we've been pretty successful with our college as grant writer in trying to be strategic looking at those big federal grants and things and using them to support a smaller number of initiatives like this rather than kind of trying to invent something new every time okay laura did you did it come to you i did um so with the manufacturing the process i was talking about with the danville high school partnership the college waived the class for the or waived the cost for the actual college classes but then danville high school paid for everything else so when you know when we made the proposal i came up with a budget of what it would cost us to hire that person to have a support class a cost for the books every cost except for the cost for the college of classes in the adulthood class i even put in costs for ged testing because you know ged was our option at the time so danville high school actually paid for everything except for the adult head class and the uh the waiving of the class cost for college classes okay thank you all um we're gonna move on to the the three required components of the iet model under waa and and just briefly kind of adult education and literacy being one of those components workforce prep being another one and and i think laura and ann you guys mentioned that um the students maybe can get a job but they can't maintain a job so the employability skills piece of that is under workforce prep as well as digital literacy skills and then workforce training um that can include any of those any of the things that are on that list such as occupational skill training on the job training that kind of thing um i guess what i'm asking here is for you to comment on um what are you doing to address the the three required components of iet i know you're doing hse instruction so that kind of covers that um with with the the with that adult and literacy what are you doing workforce prep wise and workforce training wise within your programs dan we'll start with you um so we do we do incorporate workforce preparation skills throughout it's contextualized within the adult ed courses and then it is also we have separate modules non-credit modules that that our students are required to go through along with the other components of the program um so you know the soft skills and um and then moving forward from that into the near the end of the programming more of the job search interviewing skills those types of things but um yeah the soft skill training um is embedded within our adult edge curriculum uh it's contextualized within there and then we also have specific modules that the students are required to participate in throughout the track okay laura mostly the same as he just said but we also incorporate our career services department here at the college and they come in and they do um they do some testing some you know personality based job testing to kind of get people ideas about what their personalities are what things they like what they don't like and then she talks to them about um you know a lot of the soft skills what people are looking for what employers want in a worker and then if it's during the time of the year that we have our job fair we do that one time a year the students are prepped for that and then the college has some additional resources like a clothing closet where they can go and get an interview outfit and just some job some job interview prep types of things so we really use our career services department pretty heavily for that piece of it along with incorporating that into the adult ed support based class curriculum with all the soft skills okay and as i said before we have a specific program called thriving in the workplace and that touches on not touches it delves into all the soft skills all the employability skills that are important but one other piece that we do and it's outside of scheduled programming is we look for association conventions obviously there are a lot of them in downtown chicago and we take our students there so they can see what kind of materials manufacturing what kind of machines etc are involved in the career they're in plus they also get the ability to network with on-site with employers so we try to blend all of that in together outside of the actual course content peggy do you have anything to add no i think that that's our primary you know that that is both some i don't know if answered this part that's both semesters so all of our all of our pathways are two semesters long minimally our new one's going to be free but that thriving course runs throughout both semesters so there's always that weekly module essentially that focuses on those topics okay dan do you have anything to add no i don't okay then we're going to go um to the final piece which is the course approval for any new adult ed courses and this is not something our panelists need to do this is just for people's information that there is a course approval form um and you'll need to submit a curriculum outline a syllabus for the course an explanation of your course delivery labor market information support and other considerations from the process checklist and it's all submitted for approval to ben mcdaniel and his email address is included at this time we would like to open it up for any questions if anyone has any questions at all please raise your hand and we'd be happy to call on you and our panelists would be happy to answer any questions that any of you have if you do not have a microphone you can type in the questions in the chat box and we'll we'll look for those so um while we're doing this uh and and waiting for some questions um i just want to thank um laura and dan dz peggy heinrich and haka for uh being their willingness to share um what their programs have their successful programs have done um someone says to please ask elgin if they ran into any issues with pathway approval from iccb when the labor market information didn't really back up the employer needs and how did they prove that need without the data in order to get approval oh i guess this is peggy so i didn't mean to mislead and say we didn't have labor market data we did we had we had all of that in order to prove the pathways were in need and in demand and could lead to family sustaining wage well i think that's the the person is referring to the fact that um you had said that that one of them that the employer i don't know which one of you said it i thought it was elton that you said the employers um needed needed welders and some of the the information the labor market information didn't really indicate as highly but the employers said so and i think that's what you said right peggy ann did so and it was elaborate yeah it was it was ann i said that we were able to prove based on employer um what do you call it now i've lost the word um import want ads employer you know i'm looking for five welders i'm looking for six welders what was showing the lmi was showing that there was a downward trend in welders in the area and you know it's so regional we um drove delved down into the specifics and used the employers that were actually looking for welders to use as a submission and that's why they said oh okay go for it so so you shared that information with iccb and it was fine okay yeah and hopefully that answers that person's question any other questions dean whoever has a question do you know ever i just i didn't think that the cna class was going to be approved as an iet program due to the income that um the students would earn after they achieved their cna certificate is that correct or well i know i know that iccb um is is actually uh trying to dissuade um new cna programs because of the fact that that the the final income um upon graduation is not um necessarily at a level of a family sustaining wage that's that's what we've been told i know that there are some existing cna icaps programs but in terms of any new programs being developed that has been um not really frowned upon but but not promoted as much i'm going to jump in this is peggy they say acc under that title 3 we are going to develop an offer our cna program paired with a phlebotomy course in lab due to local demand for bilingual cnas and we're going to submit it to iccb and make that argument um and we'll see how that goes but otherwise we won't be claiming it as an ice program on the other piece to that this is ann we owe it in our area is approving it for funding and to me that tells me that they see the need we have in the area so dana that that means that probably if you could check with your wheel or area and see those kinds of things and so those are some good ideas for you that that if that were the case that you might be able to make a case for it okay okay greg you have a question hello greg we might not be able to hear him but he did type in his question are any programs currently working with employers who provide internships if so which programs are any of you offering internships uh for the the employer agreement for our project in addison that i mentioned there there are several employers that had um indicated that they are going to be providing internships for folks that go through the program and that's in manufacturing okay and lasisha can use her question is um which adult education faculty are taking the lead in developing icaps iet courses ase or esl and then who teaches the icap support classes did you repeat the question please sorry yes the question is which adult education faculty are taking the lead to develop icaps iet courses ase or esl and then the second part to that question is who teaches the icap support class okay this is peggy um i guess what i say is in the very beginning for the support class we recruited faculty from the ranks of our existing adult faculty at the college initially but then we would interview them and ensure they understood what they were getting into and what skills they would need um but since over time we've now developed it as its own adjunct teaching position so there's actually a posting for an icaps instructor and we hire from the outside typically now to do that and then on the other side it's our regular content faculty you know in the initiative for all the career tech classes anyone else for college's page is very similar we started with existing faculty and then we do post for specific tracks and at danville we use existing um hand-picked people okay um we have another question is who teaches the icap support class um is it ase or esl or or who teaches the the support course i'm sorry go ahead go ahead dan for cod it's uh our afc faculty okay laura at danville it's adult education faculty um our asc peggy it could come from either side it's largely been esl faculty um from ecc okay um i don't think we have a couple more i didn't think that the cnn we've already addressed and everything's been addressed thank you okay all right um seeing no more questions we appreciate all of you joining us today for this webinar like to once again thank our panelists laura williams from danville area community college dan diese from the college of dupage peggy heinrich and ann hawker from elgin community college thank you all and again as amy said this will be archived if you need to