0:45

Hi, I'm Chelsie, and I'm the early college coordinator at Great Bay.

0:52

And who are you tossing it to?

0:54

Oh, I'm sorry, Sean.

0:55

I'm going to toss it right at you.

0:56

Oh.

0:57

Why?

0:57

Thanks.

0:57

I'm a young director of Secondary Education Partnerships, formerly at Lakes Region Community College.

1:04

Which means I'm going to pass it over to Chelsea Divers.

1:08

Hi, Chelsea Divers at Lakes Region Community College.

1:12

And let's see, I'll pass it to Jerry.

1:19

Oh, you're muted, Jerry.

1:24

So sorry.

1:25

Hi, everyone.

1:26

I'm Jerry Appella.

1:27

I'm the early college coordinator at River Valley Community College.

1:31

And I'm sort of, I'm at home making dinner for my family, so I'll be kind of on and off during the session today, but I'm very interested in hearing what's going on.

1:41

Awesome.

1:42

And I think that we're at Ryan's out sick.

1:45

I didn't see Marissa Marissa's here.

1:52

Hi, I am here.

1:55

I'm Marissa Darda Gianopoulos from National Community College.

1:59

I've been the coordinator since last December.

2:01

All right.

2:03

Anybody else on the CCS and H side?

2:07

OK.

2:08

All right.

2:09

Awesome.

2:09

What were you going to say, Major?

2:14

I think there's a chancellor here.

2:16

Yes, there is a chancellor here.

2:18

So what?

2:19

So what?

2:20

I'm so quick run of show.

2:21

I'll be your moderator, facilitator.

2:24

And I'm going to hand this off immediately to our brand new Chancellor, Chuck Lloyd, who many of you know from his many hats that he's worn with CCSNH.

2:35

And he's with us today to kick us off for the academic year.

2:39

Yes, and as our very first info session of the year, Chuck get away.

2:46

Awesome.

2:46

Thank you Shawna.

2:47

Thank you early college team from CCS and H and and thank you for everyone just taking some time to join.

2:54

Yeah, I get to play new guy.

2:55

I'm the new chancellor week 5 S new guy I'm trying to get away with.

3:00

I've been in the Community College system 24 years.

3:03

I'm intimately familiar with this excellent program.

3:06

I will lead with gratitude as I always do Thank you.

3:09

I mean, this program does not work without all of you, the partnership you stepping forward, working with our students, working with our faculty and partnering to make sure students and families across the state have the opportunity to not only save money, which is something people focus on, but I think it's really about students building that confidence.

3:28

The I am college material confidence and I just I could not thank you all enough.

3:35

I've in the past, you know, had the opportunity to go into high schools and speak to classes as the students were discussing early college.

3:43

And I just love the feel, you know, I've gone in with Major Ryan Richard, who's out sick in the North Country.

3:48

I've gotten to do visits with him and, and some of the folks in Concord in the years past.

3:52

So I'm here just as a as a quick thank you.

3:56

I also will welcome any questions that, you know, outside of early college.

4:00

You know, maybe toward the end, if people want to ask anything, I'm here to.

4:04

I saw my good friend Eric Perry jumped on who's now I believe you're principal over at Winasquam.

4:10

So I wanted to congratulate you on that.

4:13

Right next door to my old stomping grounds.

4:14

I was a Franklin guy.

4:15

So now you've got the the Winasquam Franklin rivalry going in.

4:20

I saw some other familiar faces.

4:21

So just a hello to folks and thank you for what you do.

4:25

And just please know we are always here.

4:27

If there's anything I can ever do, please let me know.

4:31

Group of us were out at Keene this morning Keene area manufacturing consortium.

4:35

I and I thought we just had a a great interaction with with Richard Towns with the CTE Jerry and Shawna on the early college side and where workforce fits in.

4:45

So we love the the thinking out-of-the-box.

4:48

How do we meet the needs of students and how do we continue to build those pathways with some of the ultimate goals are advancement to post secondary education after high school or even credentials well in high school.

5:00

So if you ever want to have some of those types of conversations, I am all years and love, love partnering with our great Early College coordinators to help map those pathways.

5:09

So, so thanks to our partners, thanks to the early College team and, and I'll stand by and I know we've got some great information to share here.

5:15

So I'll stop there Shawna and kick it back to you.

5:19

Awesome.

5:19

Thanks so much.

5:21

And we're all going to suffer through me not being able to operate the presentation and slideshow.

5:28

So just bear with me.

5:30

So I'm going to focus on our kind of reminding us about revising, grounding us in in why we do our work and what we're trying to accomplish.

5:41

And I've got some things to share with you.

5:43

So in this, I have put my e-mail address in case you don't have it.

5:48

I think that there will be questions.

5:49

We have changes coming up that will impact the current academic year.

5:55

And I, I welcome any and all questions you might have about it.

5:58

I'm going to start by grounding us in the work that we've already accomplished.

6:02

These are sneak peeks, images from the annual report that will be coming out in the next week or so.

6:09

Our partnership has allowed us to offer almost 14,000 seven, 14170 college course sections across the state.

6:21

And you can see by this image where those courses are being offered and they're offered all over the state.

6:28

And we couldn't do that without our partnership with our high schools, with our our faculty partners, without our leadership teams and without your leadership team.

6:37

So we're really thrilled that this is something that we've been able to accomplish and we have a long history of accomplishing this kind of saturation of access to college coursework.

6:48

This is a little bit drilled down.

6:49

This will be my last image of the, the data that we'll be presenting in the annual report.

6:56

And you could see year over year we continue to increase the number of students who have taken courses, college courses through our partnerships as well as the, the, the total number of credits that we've been able to allow our students to finish.

7:12

That is probably, I can't even think of how many bachelor's degrees this might actually represent, but this is a ton of college credit that we've been offering year over year through our partnership.

7:23

The value in this based on credit and the the CCSNH charge, the tuition charge for those credits is over $16,000,000 just in the last year alone.

7:36

One of the data points that I think is really interesting and it's a tiny movement, but the increase in students who are taking classes directly with the community colleges has inched up by 1 percentage point.

7:47

If you dig into that data a little bit more, it's a, an increase in the students taking CTE related classes with our community colleges, which for me shows that our pathways are working, our pathways between our CTE courses in the high schools and then students being super interested in taking that next step to dig into the, the content deeper in a college environment.

8:13

So and we'll see you see 43% of the students who are taking classes are taking CTE related classes.

8:21

So this is thrilling and exciting for us.

8:23

So what I'm going to do next is kind of talk to you about the changes that are that we've had brewing for you for a while now.

8:32

And I'll take all I'll blame for everything that happens in the upcoming cycle, particularly in the registration time frame and any issues you may have with the changes that we're we've implemented in in the current 2627 cycle.

8:50

So for those of you who have really paid attention to the online Forcefest, we have sunset our partnership with V Lacs, which created the early college online program of recent years.

9:02

We sunset that that partnership for a variety of reasons, primarily to even the playing field of online course access to students across the state that will happen over the upcoming year.

9:19

We still have some business processes that we need to improve that are lagging post this partnership sunset, but do you know that students will continue to have access to online courses that meet their interests as well as in their backyard or across the state?

9:39

We have updated our early college high school tuition model that is impacting both stakeholder experience as well as our back end business processes.

9:49

We hope for the better.

9:50

Like I said earlier, I'll take any blame that is the result of this, but I'm hoping that it is a positive experience for our stakeholders as well, both our students, our families as well as you staff in the high schools leadership, that sort of thing.

10:08

The funding model is meant to simplify student access to those courses and will result in students, a vast majority of students not seeing any tuition charge for their high school college courses, which is exciting.

10:23

We're still again working out some business back end and which should not impact our students, but just know that it is happening.

10:32

We continue to fine tune the registration workflow in dual enroll and we think that we have simplified it to a point that it should be almost flawless for students.

10:45

When we combine the actual workflow improvement as well as that removing for the most part the tuition charge for students, we have also created a early early college high school, a handbook slash guidelines.

11:03

One of the things that I have experienced first hand when I was at lakes and was told I was responsible for running start and didn't know what it was.

11:12

I've always been very cognizant of our lack of kind of written guidelines.

11:17

So it was really important for me to take some time with all of our stakeholders and create a draft of a handbook for us to work from scaffold for us to build on something for us to react to over the upcoming year.

11:33

So we're calling it a pilot.

11:34

It's available in on, on our website in the early college Google Workspace, which we'll talk more about in a minute.

11:42

So, so those are some new things that are happening in the upcoming year out of it.

11:47

We want your feedback on.

11:48

We can't do this without you and we won't know if this is working for you.

11:54

You're directly working with your students.

11:56

We won't know unless we hear from you what is happening in the upcoming cycle of we.

12:03

We're not going to rest on laurels or mistakes, whatever it might be depending on your perspective.

12:09

We will be looking for a replacement for the early college at the high school voucher process that was developed over over time as a a thank you as and in lieu of compensation for our high school teachers and schools have used it in a variety of ways.

12:28

As you well know, we've seen it used as as an award ceremonies for students who are going to CCS and H colleges to use to trade the cost of their expenses.

12:41

It's been intended to use for in a variety of ways.

12:44

We've seen early college students use it to help defray the cost of their current high school courses that are they're taking for college credit.

12:52

With our new early college high school funding model, we are anticipating that there will be reduced need for vouchers.

12:59

So there's a team of the early college coordinators who you will be hearing from exploring what are those options?

13:06

What can we do to assure everybody that we we appreciate your work, we value your partnership.

13:13

We want to find a more, a more relevant way maybe that will show our appreciation as well as you know, maybe benefit our the students work.

13:26

We're going to continue to work on business process alignment and modernization In that too.

13:33

We will be asking for your feedback as well as your ideas ongoing.

13:39

And I'm sure you've heard it from the early college coordinators as you talked to them over the last year.

13:45

There's a lot of movement in the CCSNH academic space, as I'm sure you've heard, a lot of alignment of introductory courses across the disciplines that has resulted not only in aligned coursework, course outcomes, that sort of thing, but changes in subject codes may be changes in names of courses.

14:07

That will all be going through curriculum committee as well as other approval processes that will eventually impact the early college courses that are offered in the high school.

14:19

Whether it's an outcome change or a name change or a subject code change, those changes will ultimately impact the courses that you're offering in the high schools.

14:29

And we just want you to be aware of that as it's coming through.

14:33

We're not expecting radical changes, but just know that there is change and alignment happening, which will be ultimately a really positive thing for our students, for the transferability of our courses.

14:46

And you will see it in your high school classes, You know, ongoing academic partnership enhancement enhancements.

14:53

If I've said partnership once in the last 15 minutes, I've probably said it 15 times.

14:58

Partnerships matter.

14:59

Partnerships with purpose matter even more.

15:03

It was been very exciting over the last six months.

15:06

We worked together in the automated manufacturing space to offer a week long training and introduction to the the new automated manufacturing curriculum that was developed at Manchester but is going to go system wide and be offered as appropriate at all seven colleges.

15:24

We offered a training that 15 teachers attended representing 12 high schools and CTE programs where we're hoping that teachers are able to adopt this curriculum as it fits their curriculum.

15:38

Whether it be a full blown early college course, taking a section of a course and offering it through the maybe our workforce training modules and make just meeting the needs of students, local industry and really maximizing.

15:58

In this instance, the automated manufacturing program, which is meant to be highly flexible and was purpose built to be both degree credit, you know, credit bearing as well as workforce modules.

16:11

So that was really an exciting opportunity.

16:14

We've had a long history of offering partnerships among the math learning communities.

16:20

This summer in late June, we held the math learning.

16:24

Oh, I was like, oh, I'm like so like conditioned.

16:27

I'm sorry, was I talking, I'm not Noah.

16:33

We had the math learning community summer Summit and we had about 50 high school teacher math teachers come and, you know, just connect with each other in the math learning communities.

16:44

Particularly, we're focusing on statistics, which is a new high school graduation requirement, which high school folks you know better than I.

16:52

And then what does that look like in the CCS and H statistics course, which that curriculum was aligned over the last year.

17:01

So we have a lot of exciting things.

17:03

We anticipate moving on to the CTE cluster teams and working with them, particularly cosmetology.

17:11

I think that there's real opportunity there to meet in need where cosmetology students are finishing the CTE program and they still have certain number of hours that they need to meet credentialing and licensure requirements for the state.

17:26

Think there's space for CCS and H to step in and create on the workforce side training that could potentially help students meet state licensure requirements without moving too far, you know, beyond their CTE program that they have completed.

17:43

And there are other examples like that.

17:46

So we're going to also be holding early college focus groups in partnership with Cookson Communications, which is our vendor of choice for communication, marketing and that sort of thing.

17:58

And we'll be looking for people's feedback in in October on things that resonate, things that we need to work on.

18:05

You know, what does early College mean to our stakeholders?

18:08

And you know, what does it mean?

18:10

What does the future look like for us as a team, as partners?

18:15

With that, I'm going to close this out and I'm going to introduce Chelsie Jean, who is the great Bay Early College coordinator.

18:24

And I want to give you another title.

18:26

Like communication, like guru extraordinaire Chelsie.

18:31

Chelsie is the brains behind the interactive pathways tools that she's going to introduce you to.

18:39

And with that, Chelsie, I'm going to turn it over to you.

18:42

Beautiful.

18:43

Thank you.

18:45

It's so nice to be here, first of all, for the first annual like stakeholder orientation, orientation, but in a briefing, it's a lot of fun and it's great to see a lot of familiar faces too.

18:55

So thank you for coming.

18:56

So the interactive tools came from the idea that we need everyone to be able to find information in a way that is quick, accessible, consistent, accurate.

19:10

And when you are working with a college, there is so much information that goes into the early college program, it's sometimes hard to keep track of it.

19:20

Not to mention, as we've just heard from Shawna, it grows.

19:23

The program grows every single year.

19:27

So how can we keep track of all of these adjustments and additions and all these wonderful things that come with it?

19:34

I like something interactive.

19:36

I like something that I can play with, something I can click a couple, click a couple buttons and see what pops up.

19:42

And I think that a lot of people work that way as well.

19:45

It's a more, you know, visual interactive way of finding quick information that applies to you.

19:51

So we have these new interactive tools and I'm going to share my screen, OK?

20:08

OK, it should be good.

20:11

It looks good on my end at least.

20:15

Perfect.

20:21

So let's see if I can move this.

20:25

Perfect.

20:27

So we have 4 different tools to present to you today.

20:32

Each of these tools has its own purpose and it answers its own question.

20:37

Some of them are for students.

20:39

Well, all of them are for the students really.

20:41

But some of them are geared more towards students and helping them understand where they're at in their early college journey.

20:48

While the others are more for people like us, the people who get to make a lot of the cool decisions about what pathways come from where and how you want to expand your programs within your school, connecting it to our programs.

21:03

So the first place I wanted to show you is the hub.

21:10

The hub is basically the website where you can get access to all these tools.

21:15

It's of course on the early college website, the Google site, and that is where everything early college lives now.

21:22

I keep pushing it and pushing it because it really is the place to go for so much information and easy access to.

21:30

So the interactive hub looks like this.

21:34

Just give it a second.

21:38

This is the early college website of course.

21:43

Beautiful.

21:44

So here are the four different pathways.

21:49

On the top we have the more student focused pathway tools.

21:53

One of them answers the question of does my school have any early college courses?

22:00

And if they do, what kind of programs do they connect to?

22:05

The next one is the program Course Matcher, and it's for a student asking the question.

22:09

I've taken a bunch of these early college courses, you know, some are from the high school, some are from the CTE Center.

22:15

What am I doing with these?

22:16

Where can I apply these?

22:19

It answers that question for them.

22:21

Moving down on the right hand side, we have the CTE pathway tool.

22:26

Basically your amazing CTE centers connect to our amazing programs.

22:30

There's ways to kind of visualize it and organize it, see how the different CT ES across New Hampshire are interconnected, which ones have common programs.

22:41

That way down the road when we do have those cluster based meetings, we can see who would maybe want to be involved and who has very similar programs.

22:50

So that's one purpose for the CTE pathway tool.

22:54

And the last one is the stakeholder pathway and orientation tool.

22:59

This one is meant just for us basically or just for you rather.

23:03

If somebody is a counsellor, ACTE director, an ELO coordinator, curriculum, whatever, everyone has a stake in this, right?

23:14

This is a place where you can go and you can find some information about where you can expand.

23:20

We already have amazing academic programs and four credit programs across all of the high schools and CTE centers.

23:27

But something that we don't have much access to currently are the non credit programs.

23:32

And if you ask or talk to many high school students, the programs they're most interested in, it sounds like are more non credit related, at least across the programs at CCS and H.

23:44

So that is one side of it.

23:46

The other side is to plan, organize and get you involved and get your feedback from meetings just like this, whether it be a briefing like today or an orientation for new teachers, the cluster meetings based on CTE program, what have you all the way to like you know, the C bam orientation that we did or workshops that we did in August within the math learning communities.

24:14

There are so many different orientations, partnership meetings that happen.

24:20

We need a place to figure out what, what are these?

24:22

How are we categorizing them?

24:24

Who are typical members who would want to be involved?

24:27

And also most importantly, how can our stakeholders give us feedback because we do this for you as well.

24:35

I want to make sure that you're a part of this connection.

24:39

So I'm going to go back to my PowerPoint.

24:47

So I just went over these questions, but I will be sending this PowerPoint to all the participants today.

24:53

So it kind of breaks it down, the four apps or tools, what each intention is and what type of question it answers.

25:06

Tool number one, this is where a user can go to figure out what school offers what basically.

25:16

So let's say a student, my name is Chelsea.

25:19

The first one is C Let's do that one Campbell High School in Litchfield.

25:26

When you select a high school, it will show you all the different courses that they offer through their dual enrollment program, through the early college program, and also it will show you which program it will connect to perfectly.

25:40

Luckily within CCS and H, we have tests, the transfer equivalency system, so we can see exactly how all of our courses match up across CCS and H and beyond.

25:51

So basically within CCS and H, if you take this course at at that high school, you have access to all of these programs.

25:59

You're basically dipping your toe into any of these pathways.

26:03

So we kind of visualize that for students it, it gives them kind of this trajectory of wow, this class has a purpose.

26:11

I'm taking it not just for one pathway, one program that I'm doing at my high school or CTE, but it's another step that I can take later on.

26:20

So that is the purpose of the first tool.

26:28

The second tool, the program course matcher is the one where students can put in their course information, the courses that they've taken at their high school and or even also courses that they've taken online and on campus.

26:44

They can pop them in and then it will tell them more specifically, OK, with this bundle, of course, it's not just one with the bundle of courses.

26:52

Let's see which very specific pathways that you're going down.

26:55

Let's see what your options are over here is an example.

27:02

I made one for myself.

27:05

I went to Pelham High School, by the way, and that was my old Pelham, SD e-mail address.

27:10

I don't know how the brains a weird thing.

27:11

I don't know how I remembered that, but I popped in three random courses that kind of have to do with each other.

27:19

I modeled them after one of the high schools.

27:21

And after I popped in these three courses, it gave me a couple options.

27:25

It asked me if a college representative would like to contact you or would you like them to contact you?

27:32

That's a check that they can put in and then somebody like myself will automatically assist them.

27:37

And then also it starts to list all the different program matches that and by the order of like Test match all the different pathways that are accessible to you at the moment.

27:49

Of course, the two Fine Arts programs come up first because there was a digital media and an arts course in that list.

27:56

And then right off the bat, accounting starts to show up because that statistics course, the same one that Sean had mentioned earlier, that statistics course is a great math pathway into the accounting program.

28:09

So it basically takes the question out of what can I do with these courses?

28:14

And it shows students exactly where they're going with courses that they've already taken down here.

28:20

There's a couple of different codes that, you know, just reminders.

28:23

G stands for Great Bay.

28:24

It's pretty self-explanatory.

28:26

And then just a couple of different popular course codes that students can see or people can practice with.

28:32

But basically it's designed so that if you use that first tool and see the different courses that are available, you can drop, you can drop them into the course matcher and see what pops up.

28:44

So that is tool #2 and this is where it gets a little less direct.

28:55

This third tool answers the question, how does this CT experience connect college, apprenticeship, or careers?

29:05

Basically, you guys already have these very, very well established CTE programs.

29:10

Where can students go with it when they're halfway through, when they're all the way complete?

29:15

What are the job opportunities out there?

29:18

Where can CCS and H kind of bridge that pipeline or where that pathway meets that pipeline?

29:25

That's what this tool is for.

29:31

There are two ways that you can handle the information, or there's a couple different ways that you can look for information.

29:41

You can look by a specific program.

29:44

Those are all the different programs that we have across CCS and H or you can look it up by a certain CTE center.

29:54

For the sake of this, I'm just going to do the aviation program as an example.

30:00

So it pops up.

30:02

The aviation program is at 4 CTE centers, it has 3 related college pathways, and it has two work and experience opportunities.

30:10

So right off the bat, if a student wants to know what they can do with their aviation credits, this answers their question.

30:20

NCC Nashua is the only college that actually offers a full aviation program.

30:25

So that's why these 3 results come up.

30:27

They have three different options for that program.

30:30

Other than that, there is the pre apprenticeship and work experience area.

30:35

It lists the two different pre apprenticeship and pathway options.

30:40

One of them is through Apprenticeship New Hampshire.

30:42

One of them is through an aviation employer joined with Apprenticeship New Hampshire.

30:47

One of them is statewide.

30:48

One of them is based in Southern New Hampshire.

30:50

So basically it shows you the options that are at hand for students who want to expand beyond just taking courses and get some actual experiences.

31:01

And then down below, as you are selecting different things, it's basically taking notes for you about said program.

31:10

And this app has the ability to copy notes.

31:13

You can just copy and paste it somewhere and then closer to the top you have the ability to print it as well and start over.

31:21

But that is the app in a nutshell.

31:23

Any program that you click, it will bring up all the related college pathways and it will give you that same amount of information as well as the short term working workforce training information as well.

31:39

So it basically took three very important pieces of information and then put it into one readily available tool.

31:46

So you don't have to click throughout 3 or 4 different websites to find those very important connected 3 or 4 pieces of information.

31:55

So that is what that tool is for.

32:02

The last tool is the stakeholder tool, the one that has the most communication in it.

32:07

This tool is unlike the others because it doesn't deal with the programs that we already have that you guys are involved in.

32:15

It brings up our non credit programs across CCS and H.

32:19

So the tools purpose is kind of has those three different areas and I forgot to mention one of them and it was just to give a spot where everyone can see all of CCS and HS non credit programs in one space.

32:34

We didn't have that before this tool.

32:36

It took a lot of clicking, It took a lot of going to each college's individual site to do some research.

32:42

This pulls it all together for us to see what's available, what is similar, what's unique to each of the colleges and is there a spot for early College in non credit programs?

32:53

That's something that we want to find out.

32:58

The answer is yes.

32:59

By the way, of course they have a spot in non credit programs.

33:01

It's just a matter of how we do it.

33:04

So this is how the tool works.

33:07

The main part is the program explorer.

33:10

This is where you'll find all of our non credit programs.

33:14

Like I said, each of these cards is able to be maximized.

33:18

I'll get in some more of that information later.

33:20

And also gives you the ability to compare up to four different programs and kind of see a comparison across the programs.

33:31

Basically what it's all about.

33:34

What about the verification status, What restrictions should we be aware of all the way down to basically how do we get connected and what are the connections going back to the top?

33:49

The purpose of this is to, like I said, give give the information right up front so you can see all our programs, but also for you to do a little bit of exploring.

34:00

It's kind of like the tool that we put on your end because you guys know your programs the best.

34:06

You know the future of your high schools.

34:09

We don't.

34:09

We only know the present.

34:11

Maybe you have these new changes coming up.

34:13

Maybe you have the opportunity to do a change and you need a reason or you need a path, literally a pathway.

34:21

This is something that you can use if you go through.

34:26

There's a bunch of different areas, right?

34:29

Or clusters shorter than the other list, but it goes from all the way from trades like advanced manufacturing to healthcare and education and then everywhere in between business, something creative.

34:43

I'm going to go into healthcare and education because it's always the most popular program.

34:51

So these are the seven different non credit programs across CCS and H that have to deal with some sort of Health Science, medical related program.

35:01

If you wanted to, you could compare a bunch of them, but I want to show you that on each of these cards it has a link that will bring you to the actual website and when you maximize it, it gives a student friendly summary.

35:21

This is for students to use too if they want just to learn more about these programs or maybe you want to talk with students about these programs.

35:28

So basically just as quick summary of each individual program, some of the additional information about the program and what you get from it, and then also those credit connections kind of bridging that gap between the non credit and credit programs.

35:45

Each of those cards has something like that.

35:51

The other part of this app is the orientation planner.

35:54

This is where we want to have more sessions like we're doing right now that have very specific purposes.

36:01

We already do things like new early college teacher orientations.

36:05

We're having one this week.

36:07

We do things like this CTE leadership briefings with counselors, administrators, basically all of our stakeholders.

36:16

And then we have targeted topic sessions.

36:19

Those are for the very program based conversations we have for planning things like that.

36:24

We have CTE cluster and pathway meetings that are ongoing.

36:28

I just had one at Oyster River the other day, something dedicated just to different pathways and what we can do to expand on them or grow some more ones.

36:39

And then the faculty partner alignment sessions.

36:42

If you have a teacher teaching for the early College program, you have a faculty partner as well.

36:46

That's helping them align their curriculum with ours, their assignments with ours, and whatnot.

36:51

So we are always having those alignment sessions, but which ones do you most benefit from?

36:57

Which kinds of meanings do you wish that we had?

37:00

Which ones do you feel are the most beneficial or that need the most change or adjustment?

37:06

This is a spot where you can tell us that information.

37:10

There is a spot to leave your input.

37:15

It's just a good old fashioned form.

37:17

You don't need to like actually sign in to use it.

37:20

Typical questions, your name and the school so we can know who we're talking to exactly what your role is at your location, which of those pathways are you most interested in?

37:33

Or if it's something completely different, there's of course a place for you to put your own response.

37:38

And then priority level, Sometimes this isn't important.

37:41

It's just more of a casual conversation.

37:43

Let's see what we can do with this versus we have a deadline.

37:47

We need to do this.

37:48

It's a high priority.

37:49

So that's what that form is for as long as well as having a place for what trainings or orientations you think would be the most useful.

37:59

And then also, if you fill out this form and you want to be the person who we follow up with, then let us know.

38:05

Do you want us to call you, e-mail you?

38:07

If you want us to contact somebody else and kind of, you know, push that envelope, then you can do that as well.

38:12

But that is what the form is for.

38:16

And the cool thing about having all this information is it's great.

38:20

However, the bad thing is it's a lot of information and somebody might ask themselves, I want to ask some specific questions.

38:29

I just don't know how to word them or I need some inspiration.

38:32

Basically.

38:32

What are the frequently asked questions that we get?

38:35

Well, from the high schools and CTE teachers, we usually get questions like this.

38:40

Same thing for the faculty partners, for advisors, workforce staff, CTE directors and administrators.

38:48

We always get random little questions.

38:50

And so these are a or this is a collection of some of those frequently asked questions.

38:56

And if you wanted something that's more program related, for example, you're really interested in that advanced manufacturing non credit program and you want to ask some questions or you just want to see what it's, you know what it's about, you can find whatever 1 you are interested in in here.

39:15

And there are some more program specific questions that you can ask.

39:19

And when in doubt, you know by now that we are a friendly bunch and we are going to help you no matter what.

39:26

As long as you let us know what you want more information about, we can provide it.

39:30

But little things like filling out the open the stakeholder feedback form, little things like that make a big difference.

39:36

And they help us with the orientation and the planning piece.

39:43

And yeah, that was that was it, my friends.

39:46

So those are the four new interactive tools.

39:50

And I know that I can be a little long winded, but that's a lot of information on those on those tools.

39:56

And I'm sure that there will be random questions about something or another.

40:00

But Shawna, I'll pass it back to you so that you can kind of follow up in the conversation.

40:05

Awesome.

40:06

Thank you so much, Chelsea.

40:07

I cannot tell everybody how excited I am to.

40:12

To show you these tools, this is something that Chelsea and a team of very few people worked on all summer long.

40:19

And as each of these was developed, it was one of those, well, could it do this, could it do this?

40:24

And we've landed on the four tools.

40:26

So this is we're at the point where we're excited.

40:30

We want you to use these these tools.

40:33

We want you to give us feedback.

40:35

We want you to let us know what's useful.

40:38

We don't think that all four of these tools will live forever, but we want to know what's going to be working for you.

40:45

So Chelsea and I will be holding follow up drop in sessions if you've got questions about this really or anything else, but primarily the, the, the, the pathway tools.

40:56

We talk a lot about pathways and I think that this is a, you know, a major leap forward to those pathways that we've been created on paper or in websites.

41:06

But this, this is the future, folks.

41:08

This is what what we're hoping really brings your advising and your students understanding of the forces that they're taking and what they can add up to to that next level.

41:19

So I'm going to pause there and I'm going to give the early college coordinators a minute to to respond to their thoughts for the upcoming cycle.

41:29

But I'm going to start with Chancellor Lloyd just to talk about, because I know, Chuck, you think a lot about pathways.

41:36

And, you know, this has been a this has been a labor of joy and love for Chelsea and I.

41:45

But for you to see it maybe walk through for the first time with our stakeholders.

41:50

I just want to give you a moment.

41:54

You are muted.

41:56

Yeah.

41:56

I was just going to 1st.

41:58

Thank you.

41:58

Because this is something for years I've been talking about, you know, how do students know?

42:03

How do our teachers know what a student can take, where they can go?

42:07

How do we navigate?

42:08

And we've been working with with paper, right.

42:10

We've always had these program maps.

42:12

And here you are.

42:12

And to me, this is the evolution of not just the the early days of getting students onto a path or taking courses.

42:21

The Community College Resource Center, Research Center out of Columbia always calls it the menu option, right?

42:26

The cafeteria of picking a course here, picking one there and, and coming out.

42:30

And you've got this, you know, whole plate of, of credits and you don't necessarily see a clear pathway.

42:36

And, you know, I feel like this, this tool, this this opportunity allows students to be seeing where they are progressing toward a credential, you know, of value and, and starting to be able to choose, you know, what is the best next step for me upon upon graduation.

42:51

And just Sean, if you don't mind me saying, you know, before this meeting, Sean and I were doing it just a a walk and talk for a few minutes.

42:58

And I said, you know, each of the regions of the state have all of these resources, all of the ingredients, if you will, to advise students, bring them together, demonstrate what the different pathways are.

43:13

And and it starts with all of you because you have these relationships with students and to be able to use these tools and allow us just to be great partners in that work.

43:23

But also, at what point can we, you know, let those students know, you know, as they're, you know, 8th graders, freshmen upfront.

43:33

So when they go into their sophomore year, it's OK if I do this sophomore, junior, senior year, here's where I will land my senior year.

43:40

And then here's what I have left.

43:41

And it's that what I have left that we can be helpful.

43:44

You know, if you come out with 36 or 40 credits and you go and you've got, you know, just one year or a semester, here's what that looks like.

43:51

So we want to be partners on on both ends of the front end of advising.

43:56

And I always offer myself, do you ever want me to come talk to, you know, families in an eighth grade or freshman orientation or whatever it is?

44:02

I love to do do that, but just to be able to see the finish line a little bit.

44:07

But it is an option.

44:08

It's not committing students to anything.

44:10

They want to, you know, develop new ideas and whatever their junior, senior year, great.

44:13

But it gives them a pathway.

44:16

And when they come out, those credits aren't just, you know, a backpack of, of credits.

44:20

It's actually aligned to come out with a credential.

44:23

So this is to me, this is a lot of excitement And, and I'll add my, my thanks once again.

44:29

This has just been incredible work.

44:30

And I think there are real opportunities and now it's always the the So what when you walk away from this, you know, any sort of conversation like this, you walk away and it's, you know, how can we be helpful?

44:41

Tag us in.

44:42

Let me know where you know, I Ioffer myself personally, but I know we have our great early college coordinators, Shawn and her work and and some of you were are Wiley veterans at this and have been doing this quite a while and probably have been doing it, I will say manually, right?

44:56

Spending time with those students individually and customized.

44:59

And hopefully this is a tool that will allow you to advance that maybe give you a few minutes back, but more add clarity to the future, I guess.

45:07

So I'll stop there.

45:08

I can talk all day.

45:09

I don't want to.

45:10

I know we're past time.

45:10

I just want to appreciate that.

45:12

Speak to what you just said, Chuck.

45:13

I mean, I've been doing this work for about 9 years now and you know, since and Chelsea, thank you for the development of this.

45:22

I'm saying this is someone who's been using these tools almost daily since they've been available.

45:29

And just to give you sort of a the historical perspective that Chuck was just mentioning, we were very paper bound by paper is a good way of putting it for a number of years.

45:41

But just, you know, those of you out there that are school counselors either from my region or from other regions, you know, a week would not go by since I started doing this work where a counselor wouldn't call me and ask me what can my student, I have a student here, they have, you know, you can, they have X number of credits.

46:05

These are the courses they've taken.

46:07

And I'd be jotting that down, of course, because I wouldn't have a quick readout.

46:11

And for me to give all the options and all the pathways available at all seven colleges to that counselor and that student would require that I get off the phone and get back to them.

46:25

And, and these are, you know, as you know, all of you are very busy.

46:28

So what would take now maybe a minute and a half just to get a glimpse and maybe a bit longer for, you know, giving some granular detail would take weeks really to get a clear answer to the counselor's question about what could they help, you know, what, how could that student go forward into a pathway to a degree or certificate.

46:51

So again, I am, you know, very impressed with this and I think all of us will be using these tools going forward, both those of us that are working in early college, but I'm sure everybody who's a stakeholder, who's working with students and trying to advise them on next steps in our college system.

47:13

Thanks so much.

47:14

Thanks so much, Jerry.

47:16

I know that we are over on time.

47:18

We were hoping to be 45 minutes and I understand that this is your after hours time.

47:23

We have time maybe for a couple of questions if anybody has questions, but I want to be respectful.

47:29

Chelsea and I and others will be holding additional info sessions as well as different for workshopsearlycollege.ccsnh.edu.

47:44

That is where you will find our calendar.

47:47

I'm not seeing questions in the chat.

47:50

I'm not seeing hands up.

47:53

So, all right, OK.

47:57

Well, thank you all for being here.

48:00

Thank you for your interest.

48:01

I'm excited about the upcoming year.

48:03

Those of you who are teaching, good luck.

48:06

Those of you who are advising, even more luck.

48:09

Early college coordinators, you got this.

48:12

Thank you, Chancellor.

48:13

Thanks, everyone.

48:14

Great to see you.

48:15

Appreciate your time.

48:16

All right, take care everyone for coming.

1:56

Hello.

1:59

Nice to see you guys.

2:02

Chelsea, you ready to rock'n'roll?

2:05

Oh, yeah.

2:05

If everybody here is ready to get going, then I'm ready whenever you are.

2:10

Hi.

2:10

Thank you.

2:10

Mine as well.

2:11

So hi everyone.

2:12

Thanks so much for taking the time.

2:15

I don't know any of you, so I'm just going to put it out there.

2:19

I'm Shawna Young.

2:20

I'm the director of Secondary Education Partnerships for the Community College System, and I had the great fortune of working with the early College team to help manage the early college program for the state of New Hampshire.

2:33

With us today is my only Chelsea Jean, who is the Great Bay Early College coordinator and our host and person with all the information.

2:42

But we also have two other early College coordinators that I would like to give an opportunity for them to say hello and I'm going to pass it to Chelsea D Hi, I'm Chelsea Divers.

2:53

I'm the early college coordinator at Lakes Region Community College, also within her first year.

2:59

Yeah.

3:01

And Marissa.

3:03

Hi everyone.

3:03

Marissa Dardo Gianopolous at Nashville Community College since last December, also in her first year.

3:10

So with all of that, that's the team for today.

3:13

Chelsea Jean, if you would take it away and I'll record so others can see this for if those who couldn't make it.

3:20

OK Awesome.

3:21

Hi, like Shawna said, I'm Chelsea from Great Bay and I actually am only a year and a half into this program too.

3:30

So you have a bunch of newbies, but between all of us, we've we've got it figured out.

3:35

To give you a little bit of a background on me, I've been an instructor for CCSNHI, have taught as an early college teacher in the high school environment, and now I am the early college coordinator for the Seacoast.

3:51

So I've seen a little bit of every side of this program.

3:55

I've had early college students at the college, I've had early college students in a high school classroom.

4:01

And now I get to kind of be behind the scenes and doing some of the more in depth coordination and planning.

4:08

And it's very, very cool.

4:09

And one of the best parts is working with the teachers, the instructors who choose to be a part of this program, even though it's often thankless, you know, you definitely don't do it for the perks.

4:24

You do it because you want to do it for the students.

4:27

And that's what matters the most.

4:29

So it's it's valuable work.

4:31

You are valued and appreciated.

4:33

And that's why we want to hold these orientations and trainings, just to make sure that everyone feels supported and seen and heard.

4:41

And that's what we're about today.

4:44

So I'm going to share my screen and just for a couple of pointers and objectives for the meeting.

4:54

I have a very simple, very unintimidating PowerPoint just for the sake of some visuals and references.

5:06

And of course, so we can send this out later on and have kind of like a record of it and people can refer back to it and what not.

5:21

OK.

5:21

So today we're going to be going over the the context of our program, how the teachers are involved in registration, what are their responsibilities?

5:31

What do classroom visits entail?

5:34

What are they some technology and shared resources that are available.

5:39

And basically what we do in a nutshell and how you guys are involved at the end of this, you should either leave knowing or being reminded of the overall landscape, how this the multiple pieces of this program kind of fit together and where's your piece in it?

5:58

Credits versus pathways, which we can have an additional conversation about today is more so going to be about 3-4 and five, which is what are the responsibilities that we are asking of early college teachers And also what is going on with the upcoming right registration, which opens up in just a few days.

6:19

And on top of that, there's of course always going to be some technology involved, but with technology comes resources and they are made to help.

6:28

So those are the main areas that we're going through today.

6:32

If you don't already know, early college is not just at the high school, it's also on campus and it's also online.

6:39

Today we're going to focus mostly like almost, you know, 99% on early college at the high school.

6:48

So in a few days, on September 28th, dual enroll registration opens up.

6:53

Dual enroll is our system where high school students can enroll and register at once on one platform.

7:00

It connects the teachers with the students, with the classes and connects the parents.

7:07

So that way we have a full blown system, we get the permissions that we need, and the students who want college credit get to register quickly.

7:15

So step number one is students create accounts.

7:19

They have to create an account.

7:20

They have to have some information in there that we need.

7:25

Once they do that, they're able to select the courses they want to register for.

7:29

Once they select the course they want to register for, that's when #1 comes in.

7:33

Teacher approves course.

7:35

It's a very simple button.

7:37

Teachers press it just saying, yeah, that's my student.

7:39

Yeah, they're in my course.

7:40

And yeah, this is a good spot for them.

7:43

Once you do that, if it's the student's first time taking an early college course, their parent will receive an alert, either text or e-mail or both.

7:53

They need to just give their consent.

7:55

Then the student has basically completed their required steps.

7:58

We take it from there and we make sure there's no glitches in the process.

8:02

And luckily this academic year, early college courses at the high school are free, just blanketed.

8:09

They are free and the only time somebody is prompted for payment is if they are a freshman in 9th grade because they are not included in the early college program program.

8:19

Only sophomore juniors and seniors are.

8:22

Also, the free courses gets a cap at 4.

8:27

Typically students aren't taking more than 4 early college courses in a year just based on their schedules and whatnot.

8:34

But there are outliers and it does happen.

8:36

And if so, that's when a payment will be requested.

8:39

And it's a blanketed payment of $150.00 per course if students want to take more than four courses at the high school.

8:51

So with registration comes a couple of different, you know, pieces, caveats that you and your students want to be aware of if they drop or withdraw from a course from your course.

9:04

It matters.

9:06

If your roster of your high school class doesn't match the roster of your college students, then there might be a discrepancy there.

9:15

We need to be, you know, checking on that and the difference between earning a letter grade like an A or an F or getting to the point where there might be some academic integrity possibilities.

9:31

And that is something that we would work with you on.

9:34

But it does happen.

9:35

And when it comes to that grading portion, you know, how do we grade?

9:39

What constitutes is a passing grade versus a failing grade versus something an academic failure would be qualified as?

9:46

That's where we can help a lot.

9:48

And of course the transfer, the transcript impact.

9:52

This is not just like a program student sign up for for experience.

9:55

They're creating a permanent academic record, so they want to take it seriously.

10:04

So what are your responsibilities?

10:06

Well #1 the massive, the biggest responsibility is aligning yourself with us.

10:13

Basically making sure that your course and your curriculum is matching ours.

10:20

It's college level, it's college vigor, and the students are being held to the same measure and standard that they would be if they were within the college.

10:29

So each teacher gets a faculty partner, usually the program coordinator or department chair even and sometimes an instructor for the course that you will be teaching.

10:40

And our faculty partner works with you to make sure that you are aligned and that your course content is settled.

10:48

And that is a big portion of it, especially in the beginning stages when someone is new.

10:53

And then of course, the verification process.

10:57

I just said earlier, when students request to register, you have to verify them.

11:02

Many times teachers will just blindly accept students, especially as they are coming in.

11:09

Some students like to do it live.

11:10

I'm sorry.

11:10

Some teachers like to do it live while students are registering on the dual enroll website.

11:15

And it's really easy just to hit accept, accept, accept.

11:19

But you know what?

11:20

Every semester since I've started, there have been so many students who have accidentally registered for the wrong course at the wrong high school, or the wrong course at the right high school, or the wrong course section in the right course at the right high school.

11:35

No matter what, there's always going to be someone in the mix who isn't supposed to be where they're where they are.

11:41

So the verification process is simple but effective.

11:45

Just make sure you check the name before you verify and when in doubt, let me know and I can help.

11:52

And then when it comes to grades, I think this is where one of the most thankless pieces of the job is when you are teaching for early college because you have your early college grade that you need to enter and it might be different from the grade that you enter as a high school course.

12:13

Our level of grading and our expectations for not having redos, not having late assignments and stuff doesn't always align perfectly with what a high school expects when they have a little bit more flexibility and leniency when it comes to certain areas.

12:29

So some teachers actually have to keep two different score books, if you will, one for the high school grade and one for the college grade.

12:37

So if you ever have any, you know, questions or concerns about that, that's where that faculty partner comes in, the one who helped you align your course to make sure that is somebody who can give some great, great advice about that piece of it.

12:52

And we have a platform called SIS where teachers put in the final grades and we do offer some trainings and help with that as well, especially if it's if it's a teacher's first time, they might not always know how to work SIS perfectly.

13:06

We do have resources and the coordination behind it.

13:11

I think this is where teachers have the most time with the early college coordinator like myself, Marissa and Chelsea D, we like to come into your classrooms, work with you to help register your students.

13:26

Can you do it yourself and your students, you guys as a team in the classroom?

13:29

Of course you can.

13:31

But do you have to?

13:32

No, we like to come in.

13:34

We like to meet you and see the class and meet your students, talk to them a little bit about the program and and hopefully leave that class session with everyone registered who wanted to be registered.

13:46

So often times our liaisons, usually it's the CTE director or the curriculum coordinators, whoever.

13:55

Usually they're the ones to organize that.

13:58

Sometimes though, teachers like to reach out directly.

14:00

So between the mix of that it happens and the explanation, I think this is something that's not talked about enough.

14:10

The teachers are often explaining to their students the importance of college credit and how they can transfer and how awesome it is that they are free and whatnot.

14:21

And you guys do this with a lot of consideration and it's very appreciated from us.

14:26

So to call that a responsibility, I wouldn't say that.

14:29

I would say that as a thank you.

14:31

That is something that the teachers already, they do, they're letting students know that the courses they're taking are college courses.

14:39

Your attendance matters, your work matters, and this will be, you know, a part of your future if you do decide to further your education.

14:47

So that is a big, big part of your role, even if it's being done naturally.

14:56

When you are working with your faculty partner, you are basically aligning your syllabus.

15:02

Does every high school class have a syllabus?

15:04

I'm not sure.

15:05

Every high school is different.

15:06

I'm not sure what the requirements are.

15:08

But I do know that early college courses do need to have a syllabus.

15:12

And basically, by the time a teacher is done working with their faculty partner, their syllabus should look almost exactly like the college versions, minus of course the details of the location and who's watching it and the dates and whatnot.

15:28

But overall, the expectations, the competencies, grading policies, everything like that, it is expected to be aligned.

15:38

And when it comes to the college level content, every high school does things differently.

15:44

But basically, as long as a course keeps that college level rigor and as long as you're meeting the competencies set for that course established by the department and with academic affairs, and also you're making sure you're meeting the assessment expectations, then you're good.

16:02

That is perfect delivery of a college level content and also we just keep the distinction clear on the bottom, the bottom right box.

16:11

I'm just going to read this verbatim.

16:13

A high school course grade and a college course grade may not always be identical.

16:17

Students need to know what earns college credit and that's where that conversation comes in about college level rigor and material that you'll sometimes have to do naturally.

16:29

And it's usually when students are concerning themselves with why do I have two different grades going in right now?

16:34

I had an A in the high school and I only got AB for my college class.

16:37

Why is that?

16:38

Well, it might be because of the different content and the different rigor and expectations.

16:46

So on the right hand side, you're going to see actually technically an old view that I forgot to replace, so I apologize.

16:53

We have a new SIS system that looks very, very similar to this.

16:58

So it's not the biggest deal, but that is our hub for where faculty can enter their grades.

17:06

And basically right before grading season kind of starts, we ask, hey, check your roster, verify it, look on SIS and see the list of students.

17:17

Do you see anybody missing?

17:19

Do you see anybody who's not supposed to be there?

17:21

Do you see somebody you don't even recognize?

17:23

Or maybe a student who started the course, ended up moving or ended up dropping out?

17:29

I don't know.

17:30

Things happen, right?

17:31

Some students have health struggles and they can't complete a course.

17:35

Whenever it may be, if you see a student who's not supposed to be there or a student who is missing, that's something that we need to fix.

17:43

So just make sure that when you do see something that isn't perfect and sis, you let us know and that's something that we can help with.

17:55

So where do we come in?

17:57

I already mentioned that we help with that registration piece.

18:00

Point number one, we support those steps in the classroom to help you there and we also support it outside.

18:06

We make sure that we're, if we find any barriers, we are getting rid of them.

18:12

If we see any tech glitches, we're fixing them.

18:15

And we're also looking to see, do some of these courses look low?

18:21

I know that this course has like 20 different people in it.

18:24

I just visited it the other day.

18:25

Why am I only seeing 10 students?

18:28

So we're not just starting the process and then leaving.

18:31

We're checking.

18:32

We are making sure that no one is left behind and we're supporting the teachers in the process as well as the students.

18:38

Of course, other than the registration piece, we help with the actual advising piece of it when students do have questions about college, when students are taking one of your courses and they are wondering, OK, well what am I doing this for?

18:55

Where, where is this taking me?

18:57

What can I do with this?

18:59

That's where we come in.

19:01

They get a lot of support from you and guidance already, but we're just that additional push that can kind of get them to the finish line.

19:08

And with advising comes #3 the programs and next steps.

19:15

I think that's something that we all value is not being pushers and not sounding like, you know, we work for enrollment.

19:22

Let's say it's not that case.

19:24

It's never just trying to funnel students and pump them into the CCS and H colleges across the state.

19:31

It's about finding the programs that work for students and then helping the students who want it with their next step.

19:38

That can include just sharing information in the forms of Flyers, whether they be handouts or digital, or inviting students to visit our colleges or creating some tools to help them if they want to do it themselves.

19:51

So we have all those options and we do give them to the students and make sure they're known.

19:56

And then of course, the follow up teachers, counselors, students, it doesn't matter what time of the year, what part of the process they're in, they can always reach out to us or use our resources to get the help that they need.

20:12

And then bright orange on the bottom, I almost missed it.

20:15

But those visits, when we come in and help out, we definitely want it to be before the registration window closes.

20:22

That way if there are any glitches, if there are any issues, if parents need to be reached out to, we have some time to do that so the student is not left behind.

20:35

We already talked about SIS right in the middle.

20:39

I mentioned dual enroll.

20:41

That platform where the students actually register, but we didn't talk about was the Google Workspace.

20:48

This is more of a visual thing, but just to give you a little overview, basically it is a Google website that we've created to basically be the hub for early college.

21:00

It doesn't matter if you are a student, a teacher, a principal, a director, IT or somebody from the college, you have something there for you.

21:10

There's something that you can learn.

21:13

There's a place for you to interact with others.

21:15

There's a place to find different rules, policies, regulations, everything.

21:21

So we now have the workspace and that is a huge, huge resource for everyone, down to that dual and wool website if you want to know how to access it or use it, what's going to be needed when you do go in to sign in or go in to create an account?

21:38

If you're a student, you'll find directions on the workspace.

21:42

If you want to know what high school offers what courses, you'll find that on the workspace.

21:47

What are your?

21:48

What are grades do?

21:49

When do you need to put grades into SIS?

21:51

You'll find it on the workspace.

21:53

It's not a push to be like go look at the website, not at all.

21:57

It's more of a place that you can find the information that you want to look for without having to wait for a reply from one of us.

22:05

We realized that some very necessary time sensitive information about the early college program, especially milestones that the teachers have to make.

22:15

We realized that there wasn't a ton of visibility when it came to scheduling and deadlines and things.

22:21

So now we have this workspace to offer help in that area.

22:30

In on the website, you can find deadlines and shared calendars.

22:34

This event today is on our shared calendar deadlines.

22:37

I just mentioned that the current registration windows and when grades are due, as well as #2 contacts and escalation channels.

22:46

You can find the contacts for all of the seven early college coordinators.

22:51

There's contacts for speciality groups, math learning communities, everything like that.

22:57

It's also where you can find forms, templates, frequently asked questions.

23:03

For example, that dual enroll preparation that I mentioned when students are trying to figure out what do I need to create this account?

23:10

What are they going to be asking me for?

23:12

We have something to help students with that.

23:15

It's also a place where we can use some common language.

23:18

I'm going to bring up the math learning communities again, because they are just a big community that encompasses so many different courses and avenues and pathways.

23:28

They have a lot of common language to use.

23:30

They have a lot of resources that they can share and consolidate across one another.

23:37

So that is a huge, huge, huge perk for them to have this website and this platform.

23:43

And of course, the pathway tools, those are the actually, there's four of them.

23:47

So that's funny that it's #4 there's four new look up and pathway tools, mostly meant for the students, but also meant for anybody who's trying to help them in the process, all the way up to major stakeholders for early college like yourself.

24:05

So this is where I'm going to ask for questions technically, but first I'm going to stop sharing my screen for a second so I can make sure no one's yawning or drooling or anything like that.

24:20

OK, cool beans.

24:23

That was obviously a lot of information at once, of course, but that's because the early college program is big.

24:32

It's always developing and it's always moving, and that's one of the good things about it.

24:38

But it's also one of the one of the struggles because there is so much information and it does happen to change once in a while.

24:46

So that was the overall spiel about the Early College program from a teacher's perspective and what you would need from it.

24:55

I haven't been looking at the chat or anything.

24:57

I don't know if anybody's asked any questions or if anybody has any.

25:02

But before I show off the Early College website real quick, does anybody have any questions, comments, concerns that they wanted to bring up?

25:13

OK, beautiful.

25:14

Thank you.

25:22

OK, now back to it.

25:30

So this is the early college Google Workspace that I was chatting about.

25:37

It is way more organized and visually appealing than it once was.

25:41

And that is from a very collaborative effort.

25:43

And we had an awesome somebody to help us get this started and it's just grown and grown and grown.

25:51

So right on the front page, you have a resource right in front of you.

25:55

Basically, what can you find on this website?

25:58

If you are a part of a school or an educator, what type of page on here might work out well for you?

26:04

Maybe a little, you know, learn something from one of these.

26:07

So that's the first place that it takes you.

26:10

On the right hand side, you'll see a place for our upcoming events that you can register for or, or partaken.

26:17

You'll also find the Early College Network, basically a big forum where everyone can chat, ask questions, put some discussions and announcements out there, and easy access links that typically are being asked about how do we get in touch with you?

26:35

How do students get their transcripts?

26:37

What do I need when teaching for early college?

26:40

Or from a guidance counselor perspective, how do I counsel my students effectively if they want to partake in early college?

26:48

Right here on the top, we have a couple of different options.

26:51

Under schools, you will find the areas for teachers.

26:56

There is teaching with CCS and H, which is kind of like an overview, and then there's a place for teachers to apply.

27:03

If you're here, you're most likely already with us.

27:09

So this is where you can find the operational timeline, basically that overview of the deadlines that you might want to be aware of, some very specific dates, and then also just some general areas that you might want to keep in mind.

27:27

Some things to think about before registration opens.

27:30

That's where we are right now.

27:32

September 28th is when registration opens.

27:35

And then right here, the new early college teacher orientation, which you're here right now.

27:41

So it's just kind of living proof of the planning and the setup that goes into it and also the access to it.

27:50

We also, and this can be updated, of course, now that we've had our new orientation, but we make slides available, we make, you know, resources available for a bunch of different things and we love feedback.

28:02

So if there's something that you want added or adjusted, anything like that that you think would be beneficial to you and other teachers, let us know.

28:11

And that can be easily, easily implemented.

28:14

And over here we have a button called interactive tools, and this is where the hub is for said interactive tools.

28:26

There are the two tools on top that were made originally and just meant for students.

28:33

Students had two major questions that we were finding.

28:37

Number one, does my school have any early college courses and what are they?

28:42

And two, OK, well, I've taken several early college courses since I've been in high school, but I don't know what they're for or what to do with them.

28:50

That's where the program Course Matcher comes in.

28:53

The School CTE and Pathway Finder is exactly what it says.

28:57

Basically a list of a bunch of different high schools and CTE centers across New Hampshire.

29:04

And when you select one and when you give it a second, it will show you not just the courses that are offered for early college credit, but also the different pathways that students can earn because of it.

29:18

So for example, over at Campbell High School, they have a intro to computer science course.

29:25

Why take that course?

29:26

Well, it goes into this very specific degree program.

29:30

So on that note, that is what the look up tool is all about.

29:35

It's very simple, very direct answers.

29:38

It also gives a concrete kind of visual into what are courses called, what are they named, how are they coded?

29:47

And that helps them a lot with the next tool, the program Course matcher is the one that students use to figure out I've taken all these courses, what can I do with them?

30:02

It's a very simple box method.

30:03

They put in some of their personal information.

30:06

They have the option to check a box if they want somebody like myself to reach out to them with their inquiry and kind of tell them more about their pathways.

30:16

But if I zoom in, I have an example on the right hand side.

30:19

Actually, that's not going to work.

30:20

I'm going to do this.

30:21

There we go over here.

30:24

I filled it out like I was practicing as a student.

30:27

I did go to Pelham High School and that was my Pelham, SD old e-mail address.

30:33

I put in three courses and I did this specifically.

30:37

I did a digital media course, which falls under humanities.

30:40

I did an arts course, also humanities.

30:43

But then I did a very specific math course, a math course that's not meant for any and every program.

30:49

It's a statistics course and that only goes into very specific programs.

30:53

So when I hit the Find my Match button, they gave me the option to e-mail my results to myself, which is great, but also showed me the top matches in order of how would I describe that in order of match?

31:09

I don't know, in order of similarity.

31:11

So at the very top you'll see the Fine Arts courses because they were Fine Arts course related.

31:16

And then right down below, you see accounting pop up.

31:20

That's where students would say to themselves, what like what accounting?

31:24

Where does that come from?

31:25

Well, it comes from that statistics course.

31:28

So it's a great example of how specific these programs can be and how specific these courses are.

31:35

You're not just taking them Willy nilly, you're taking them for a reason.

31:43

And then down below, these are the two tools that are meant more for directors, teachers like yourselves, coordinators, extended learning opportunity coordinators, things like that.

31:57

On the right hand side, we have the CTE pathway tool.

32:01

This is different from the other tools in the way that it gives a completely different set of information.

32:07

This one is more so focused on that next step.

32:11

Well, I know my school has this program area and I know that I'm taking these courses, but what comes next?

32:17

That's what this tool is for.

32:20

These are the major program in industry areas that we have across CCS and H, So you can either search or browse by the area, or you can browse by the CTE Center to see what's available.

32:34

I like to use the aviation program because it's a smaller program and it's very specific to 1 location.

32:43

When you click on that industry area, it shows you the CTE centers that actually have that program available this for and on the right hand side, it shows you two different things.

32:54

It shows you what related college pathways can come from that industry or rather what pathway can lead you into that industry, kind of like a reverse method.

33:06

And then down below it goes past the degree and focuses more so on non credit opportunities, pre apprenticeships, work experiences, development, things like that.

33:18

So there's a couple of different resources and there's always going to be a link attached to it that will bring you to that specific area.

33:27

So you if you want to learn more and follow that path and on the bottom there is this nifty little gadget that keeps some of the information that you have browsed while you've been on this tool.

33:41

And you can copy it and paste it right into a doc, an e-mail, whatever you want to do.

33:48

You can copy it to print it, whatever up here.

33:52

There is also a print pathway option if you wanted to see and all this information and print it.

34:00

So that is the pathway explorer.

34:05

And then this one, the stakeholder pathway and orientation tool is meant just for stakeholders.

34:12

Students can learn and interact with it, of course, but it's more specific in two areas.

34:19

Giving some insight into programs at the colleges that are not academic, that are not for credit programs.

34:29

And then also giving stakeholders a place where they can see what types of orientations like this that we offer.

34:38

And also give feedback in areas that they think are important.

34:43

Feedback in areas about specifically orientations and what they need.

34:48

Things like professional development opportunities and how can we grow our relationships with the schools and extend or create new pathways.

34:58

And if we want to do that, then what type of planning orientations and trainings do we need to offer to meet that request?

35:08

So the first part, the program explorer, I'm going to zoom out a little bit.

35:12

It shows every single non credit program across all seven of the community colleges.

35:20

Originally we had a place to see all of our academic programs.

35:24

We've had that forever and it's wonderful.

35:26

But if you wanted to find each college's non credit areas, you had to go to each of the seven websites, do some digging, click some links.

35:35

No one has time for that anymore or the intention span for that anymore.

35:38

So we now have a place where across CCS and H you can see all the non credit programs.

35:44

We've designed it in a way that is suited towards a high school audience where you're not just learning about the program in itself.

35:52

You could just Google that.

35:54

It's more so how can this be implemented at your school?

35:57

And if you're interested in offering this as a pathway, how do we go about doing that?

36:01

What details are needed?

36:04

I'm going to go into Great Bays Hospitality program for sustainable food ways and culinary arts.

36:11

I'm going to maximize it and zoom in a little bit.

36:16

It's considered a skill building workforce pathway.

36:20

That's how it's categorized versus a certification and a workforce entry pathway.

36:27

If you click here, it will bring you to the website where you can find the actual program.

36:33

If you wanted to discuss this with students to figure out who's interested in and what type of student would would be interested in it, it gives a nice student friendly summary about what that program is all about.

36:46

And also where are those credit connections, you know, with this non degree program, what is kind of involved?

36:54

Hospitality, culinary, business, sustainable food waste.

36:58

It really is one of those programs that embodies so many things.

37:01

Same thing with every other one of these non credit programs that you see on this page.

37:08

And with this tool you can compare, for example, healthcare and sustainable food ways.

37:14

Not much of A comparison, right?

37:17

But when you look at it from this perspective, it just shows you a nice detailed overview of what each program entails and shows the differences as well as the similarities.

37:30

It's just a great neutral black and white way of talking about these pathways.

37:35

And of course there's always going to be a copy feature and or a print feature which can be done up here.

37:43

So when it's when a a stakeholder says, yeah, I see this non credit program and I want our school to be involved and do something with it.

37:52

That's where the orientation planner comes in.

37:55

We don't know if you're interested in something unless you tell us.

37:59

We can put the information out there, but aside from knocking down doors, we got to hear from you.

38:04

So we offer things like this to give opportunities, our annual sessions, for example, this early college teacher orientation on Tuesday, every day is it.

38:17

Yeah, On Tuesday we had our leadership briefing for the stakeholders.

38:24

And they're typically within between 45 minutes to something longer, like a 90 minute, when there's a lot of content to go over.

38:32

And you can find information about what they will entail just by clicking on it.

38:38

And if you wanted to know exactly what we were going to be going over today, you could have gone in here and seen it.

38:44

So nothing's ever a secret.

38:46

It's just a matter of knowing where to find it.

38:48

And now you do.

38:49

And down below, this is where the conversations about those new pathways come in.

38:56

We like to offer things like targeted topic sessions.

38:59

So when we do know a topic that several stakeholders have mentioned, we get to put them together in one session and we get to talk about it and actually come to a solution and grab some ideas.

39:12

If there is a certain in CTE cluster or pathway opportunity that wants to be discussed at a certain CTE center, that is something that we can coordinate as well.

39:25

That's something where we bring in the CTE people with the CCS and H people and workforce partners to kind of create this, well, I keep saying pathway, but really to create this pathway where we know there's going to be a beginning you a middle us and an end situation.

39:44

Of course that I mean the workforce partners for the end.

39:47

And again, key content is in there and you can see a bunch of information about that.

39:54

So with that, it's like, OK, well, I see the different things, Charles, but how, how do I actually give my recommendation?

40:00

So we have a form, very simple.

40:03

It looks like this.

40:05

And it asks you very plain information just to get the conversation started.

40:10

We don't need the world from you.

40:12

We don't need to know exactly what your game plan is and what you want.

40:15

We just need to know the general area so that we can get steps moving right.

40:19

So your name, what school you're working with, what is your position, and then which of those clusters, if you will, were you most interested in and wanted to talk about or learn more of?

40:33

Or if it's something completely different.

40:34

You got the other box.

40:36

You can type anything in there that you want.

40:38

Also, the priority level.

40:40

I've had some schools come to me saying we had this crazy thing happen.

40:44

We need to change XY and Z.

40:47

It is a high priority.

40:48

What do we do?

40:50

That is very, very different than next year we're going to have funding for a new program.

40:54

What should we do?

40:55

That's low priority, right?

40:57

So the difference means, you know, how quickly we get back to somebody and how many people we pull in to kind of, you know, put out a small fire or just plan something bigger for the future.

41:08

There's always going to be areas to leave more comments, feedback about what you think would be more useful for trainings and orientations like this.

41:16

And it's not going into, you know, the atmosphere and we never see this and it's all for naughty.

41:21

It comes directly to us.

41:24

So it's not like we're asking for a ton of information and then nothing happens with it.

41:29

We just need kind of a bell rung and then we get to swoop in and see what's going on.

41:34

So those are the four different interactive tools and they're cool to play with, they're cool to use with students and also when you're a teacher with us very specific college course, it's kind of cool to bring up one of these apps specifically and saying, oh, let's let's go find our course.

41:56

Let's go see what this course can do for us.

41:59

So it's, it's definitely a, a new way of communicating both with stakeholders and with students, but it's supposed to save time.

42:10

It's not supposed to replace communication.

42:13

It's not supposed to just be a place where we send people.

42:16

It's a place where we all can come together to use.

42:19

And of course, there's always going to be other things in the mix that you're more than welcome to go and check out.

42:25

And I hope you do actually, before I go anywhere on the main page, we put this here for a reason and it's because we want, you know it to look clickable.

42:36

We want it to be light hair.

42:37

Click this and see what you think.

42:40

If I click on this, our calendar pops up.

42:44

You can see the kind of spotlighted events that we're having, the one from earlier this week, the one for from right now.

42:55

We also have some information about early college funding.

42:59

It's under updates because it is an update.

43:02

This is the first year that students can have free blanketed courses at their high school.

43:06

So that's definitely newsworthy and update worthy.

43:10

And on the left hand side, we have a good old fashioned early college chat bot, something that you can use kind of like AI asks it a question and it will pop out an answer for you.

43:22

So that's newer.

43:24

It's not perfect, but I have tested a few times and it works pretty well.

43:33

Oh, that's where I just was.

43:37

And again, I'm looking for something specific.

43:40

Just bear with me for a second.

43:43

Oh, that is where I wanted to go.

43:44

I'm so silly.

43:46

So down below here we have some past orientations, some recordings and resources.

43:54

These over here, these two environmental science and sustainable agriculture and the NHTI Medical Coding certificate program.

44:03

Those are two great examples of when we got some people interested in one program that wanted to do something with it or want to learn more about it.

44:15

And we held a whole session and the time stamps for the video are down below, so you can kind of read through what it was about without having to watch the full episode, which I totally get.

44:28

Also, grading in SIS for teachers who just need kind of like that document to show them or that visual, the overview to show them what to do, you have that.

44:38

The ones who like to have more of a breakdown explanation like this, they have that as well.

44:45

Then down below we have some PowerPoint presentations that we went over last year's orientation just like this, and then another orientation that was about accessibility services because they were PowerPoint heavy.

44:58

You can find the PowerPoint slides down below.

45:03

The next piece of the puzzle that we want to add to these opportunities is something professional development related that we are professionally developing at the moment.

45:14

And so pretty soon you'll see a feature where it says, hey, you went to this leadership briefing, how about you get some professional development hours for that?

45:24

Here is something to prove that you attended and hopefully your school accepts it.

45:30

So that is the next step.

45:32

And we're going to start with this week's meetings.

45:35

So when I send an update from today and a thank you for coming, there will also be a link so that you can go to the site that you're looking at right now.

45:44

Well, where you'll see a new addition to earn those professional development hours and get some proof of it.

45:55

OK.

45:56

And that is the spiel everybody.

46:02

So one of the perks of those tools is having conversations like this is great, right?

46:08

But it's a lot of information.

46:09

If it wasn't, this would be a 5 minute meeting.

46:12

So those tools and that website in general give you a place where you don't always have to attend something like this to find the information.

46:21

It's going to be available right there.

46:25

So to round things out, if you're going to leave here with anything today, just know that registration starting soon.

46:33

It can be a little bit overwhelming if you haven't done it before, but that's what your early college coordinators are for.

46:38

They're here for support.

46:40

If it's your first time working with college level material and teaching it in your classroom, you have your college coordinators for support as always, but mostly your faculty partners.

46:51

They are the heart and soul of their programs and they want to help you through that when grading comes up and it will, it will sneak up on you.

46:59

You have us to help with that and or a resource to help you through that.

47:04

So those are the big bold statements to leave here with today.

47:08

And I'm going to pass it to Shawna for a second to say, do you think I missed anything?

47:14

Was there something glaringly obvious that you're like, Charles, I can't believe you didn't talk about that, anything like that?

47:21

Never.

47:21

No.

47:21

The only thing that I would add, and just to emphasize because you've already said it, is that everything that's on the early college Google Workspace, we're always accepting feedback.

47:32

There is active links throughout the pages where you can say, hey, you're spot on, but you forgot this or you are way off base and you need to rethink this.

47:43

We've put a lot of information on there and Chelsea is the brains behind all of the things that you see online.

47:50

Put a ton of work into that over the summer.

47:53

We know we're super excited about the interactive tools.

47:56

We know that not all four will live to maturity, but we'll we'll be working through that with everybody's feedback and we can't thank you enough for your partnership.

48:08

And, you know, we're all in it together, as Chelsea says.

48:12

Are there any questions before we let everybody go?

48:17

All right.

48:19

OK, beautiful.

48:20

Thank you guys for coming so much.

48:22

I appreciate it.

48:23

And thank you for being a part of the program.

48:26

It is.

48:26

It's nothing without the teachers who choose to take part in it.

48:30

So thank you.

48:31

And if you need anything, you can literally contact any or all of us and let us know.