WEBVTT

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drop a message in the chat.

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Thank you, everyone, for joining us today. Gonna leave it just a second longer, let some other people filter in.

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And then we will get started.

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All right… Well, thank you, everyone, for joining us, and we're gonna get this webinar started.

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My name is William Inkfer, I'm a member of the NROC project team, um, and… Thank you for joining us today for our webinar on generating early college program success with our wonderful partner, Brenda Kurtz at Cochise.

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College in California. Um, I'm also joined today by my co-worker, Jenny Lasley.

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Who, um, will be facilitating more of the Q&A section at the end of the webinar. You'll hear her chime in in a little bit.

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But, um, without further ado, I'll go ahead and get started. Um, first and foremost, just wanna… Focus in on some… some housekeeping issues, please feel free to ask as many questions as you'd like. Feel free to pop those into the webinar chat or into the Q&A function.

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Um, we'll get to those as we're able, either throughout the webinar or at the end of the webinar during our separate Q&A section.

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Um, this webinar, like, all of our webinars, is being recorded and will be archived on our website.

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Um, you will all receive a follow-up link with, uh, um, you know, access to that recording afterwards. You'll also have access to the presentation slides as well.

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Um, if you have any issues, please don't hesitate to reach out to our team at communityatnrock.org.

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We can hopefully help, um, fix any sort of technical issues you might be having.

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With that, um, I always love to facilitate having a sort of welcome poll for everyone.

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So, if you're able to, please pop your name, your title, and your institution in the chat, if you'd like to.

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Uh, that just hopefully helps our audience understand who's joining us today.

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Um, so, while you're doing that, I'll just do a brief run-through of our organization, its history, and obviously our sort of prime product.

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Um, EdReady that we'll be talking about today. So, the NROC project is, um… a nationwide nonprofit organization that was founded over 20 years ago now, um, primarily focused originally on the open education resource space, um, and.

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the NROC project was generously funded by both the Hewlett Foundation and the Gates Foundation to start developing, um, those open education resources, and really formulating an, um.

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an intersection between those resources and the emerging internet, as we should say. That led to us developing.

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Our first application, which is hippocampus, which continues to provide OER, um.

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you know, options for, uh, educators and students. Um, and from that, we developed out several different course curriculum.

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centered around Algebra 1, developmental math, and developmental English.

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As we continue to have conversations with our partners and focused on, you know, developing further, we realized that there was really a need for a.

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deeper technological product, um, to match these open education resources. That's where we, um, as an organization, came up with EdReady, which is a personalized learning platform. It integrates those open education resources.

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So that students are able to really work through a customized study path.

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Um, focused on those skill acquisitions because we know in so many different contexts with so many different partners, um, having students be prepared.

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is really a key issue, and you can hear a little bit more about that as we dive in deeper later. We've now grown to be in, um.

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Most US states, and we have, you know, thousands and thousands of active users, um.

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And really, we range anywhere from usage within a classroom all the way up to.

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you know, some pretty massive statewide implementations as well. So, um, in case any of you aren't familiar on what EdReady supports, we have a lot of different use cases that, um.

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That it can be implemented in today. Obviously, we'll be focusing in on the dual enrollment, early college program aspect of it.

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But there's a lot of different diverse use cases, um, that we found, both within the secondary, post-secondary.

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And outside of those, um, use cases as well. So… Um, if you haven't had a chance to see into EdReady before, uh, this is the essential framework that each student is working in. Um, they take an initial diagnostic test.

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Which provides them a sense of where they are on different unit areas of.

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Mastery. Um, so you can see here, going from untested all the way up through mastered.

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Um, and when you're actually in the application itself, this 0-100 scale that you see up at the top here.

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That really helps, um, students orient themselves to where they are currently.

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And where they want to work up to. And here you can see it offers a snapshot of how students are able to process the information about where they are and what they can work through. So, if they're not ready in something, if they need a little bit more work, if they need a lot of work.

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Or if they've already mastered a subject, it focuses and changes around their study path so that they can work through.

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really whatever they need to. Um, so with that, I will turn it over to Brenda Kurtz at Cochise College, and let her get started telling you about this really unique place that they're in right now.

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with their work with EdReady.

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Yeah, thank you. Thanks for passing that over. Um, my name's Brenda Kurtz. Um, I have been in education for over 15 years. Um, most of that time is in dual enrollment, so either as a dual enrollment instructor.

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Or in an administrative position. Um, so it's really my passion, and I'm excited to be able to still contribute to that here at the college, um, Coach East College.

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Next slide, please. Um, early college programs, we are a department that is about 3 years old now. It's something that the college developed in order to help expand programs and expand initiatives.

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Um, and we are really starting in the end of this third year to see those things take off.

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Um, with that devoted team, um, for dual enrollment with support of our high schools.

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Next slide. So, I wanted to start with a little bit of, um, definitions, because I know, especially as we go nationwide, um, and I see there's quite a few, and a wide variety of people here today, um, when we say early college, um, at Cochise College, that is a term that basically is labeling our department.

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We oversee all high school students taking all college classes, no matter the location.

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So I know that at some sites, early college can be deemed as just on the college site, but our department really sees everything, whether that be dual enrollment, meaning a high school instructor, or on the college campus.

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Our students have an opportunity to earn credits. Um, most of those are going to be in general studies, but we do have quite a bit of programs that generate towards industry certificates, um, like CNA, uh, welding, HVAC, things like that.

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Um, where they're kind of working on those classes while still in high school. Um, and they can earn a wide range.

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of classes. Most of them will come out of graduation with between 9 and 12 credits, um, but we have some that earn almost an associate's degree while they are still in high school.

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our studying options, we have in-person, we have online, we have school-based, so on the high school campus.

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Um, really a lot of ways that students can take it at a reduced tuition rate, depending on the model.

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Our biggest pathway right now that we have is what we call Friday classes. That's predominantly our CTE classes, so those are, um, instead of having a student come in the evening twice a week, they get to come onto the college campus for a full day and take their class.

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Um, and then by the end of the semester, they earn a college credit off of it. So that's a really nice option for those 4-day-a-week schools.

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Um, where they can kind of come and not have to put in a whole lot of, um, evening and night time.

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Concurrent enrollment for us is a college instructor taught online or on the college campus, and then, like I said, dual is going to be the high school.

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Next slide, please. To get into a few of the demographics of just the college itself, we have an average class size of 12 students and a little over 9,000 students total, um, across the campus. We are seeing a growth here in the last couple of years, um, you know, really starting to recover from sort of the slump that we got through COVID.

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We have two main campuses in Sierra Vista and Douglas, and then we have 4 centers. The picture to the right is actually our downtown center that houses our cyber, CNA, Allied Health.

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Um, and then also culinary, so it's a big center, um, for some of those industry certificates that we were talking about.

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Average age of our students is between 18 and 24 years old, but we're kind of an interesting demographic because.

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We have quite a bit, then, that are coming back to school, so it's kind of that balance of those students who are coming out of high school, and they're in a different stage of their life compared to the students that are coming back to school. They already have jobs, they already have families.

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And it's balancing between those two demographics. 42% of our students are first-generation students, meaning that they are the first ones in their family to take college credit.

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And we balance between 10% and 15% enrollment of high school students. Um, so we have a pretty nice group, uh, coming out of the high schools.

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Next slide. Alright, so then to jump into a little bit of the.

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demographics for our department. So, for us, we serve a bunch of, um, schools that are about 53%.

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economically disadvantaged. In other words, they're Title I schools, free reduced lunch status, um, you know, so students are coming, and they're not necessarily able to afford full tuition, um, things like that. Um… We, last year, had 734 students go through our programs, um, earning about an average of 8 credits per student per year. Um, so in just that year, each student was taking more than one class on average.

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Um, and we have in our programs a 97% passing rate, but I kind of want to go to the graphs on the right-hand side there, just to dive in a little bit deeper on that, because this is going to come into play when we start talking about EdReady. So first, for the student count per class type.

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So, that is looking at how it is structured, right? Do we have a high school instructor, so that's dual, so that's during their school day with that.

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reverse and concurrent are both a college instructor. And what you will notice is, if we combine, especially in 2024, the dual, or the reverse and concurrent, that outnumbers our amount of dual. In other words, the growth that we are seeing.

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is in a college instructor teaching that class. Um, and a lot of that has to come down to credentialing and availability of teachers in the high school that are able to teach those courses.

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But we are seeing that growth, sort of, in that department.

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Um, the other thing that I wanted to kind of talk about a little bit, so we have a 97% pass rate, I did want to give down the breakdown.

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from A, B's, and C's. So you can see, of that, um, especially this year being the lightest blue, it's in the low 50% range of those who got an A, and then it kind of drops from there.

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Again, not something to be sad about, but it does come into play in future slides as far as why dual… would we want to kind of gauge college readiness?

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Our top programs that students take are English and Math for the academics, Welding and nursing for the CTE sort of side of the house.

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And we do service, um, both charters, public schools, private schools.

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Um, so a large demographic for us as well, over a large area as well.

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Next slide. So we have an ambitious plan, um, to expand access to dual enrollment, um, and that is really to ensure that.

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All students, sort of countywide, have access to either English, history, math.

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No matter the school they're in, no matter the demographic that they're in. Um, so we're looking in year one to pilot, um, English 101 countywide.

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Um, this initiative really. helps with a state initiative, which is to increase dual enrollment, where most of the high school students coming out of high school would have 12 credits. That's kind of a state sort of push.

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So, this is our way of contributing to that. So, English 101 is the first that we would like to look at.

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And then looking at expanding into the math and the psych and the history.

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Those are foundational academic classes that we feel like if a student graduates from high school with these classes, they are off to a really good start for their gen eds, like, they're highly transferable, they go to a bunch of degrees.

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Um, and very applicable in that way. Um, because of the scope and the distance in our county, we are looking at that expansion being predominantly online, which has its own challenges.

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Um, in order to assess, sort of, students, help support students, so that's really in the forefront of our mind as we're looking at these expansion.

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This says year 3, we fulfilled it. We're really looking at year 5 by the time we hit all of the classes, but we're looking at saying, hey.

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We want to make this an effort where if a student wants to take it, they have an option. It doesn't depend on what school they're in, right? They can take it if they want to.

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Next slide. So, that really brought in, when I learned about EdReady, it was the perfect timing, because we're looking at this expansion, we're looking at, okay, how do we support students?

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And conversations were already starting to be had about.

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But are they ready? How can I know that they're ready for these classes? Because the last thing that we want is a student to take a college class for the first time.

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not be successful, whether that be their judgment of success or ours, um, and then stop and say college is not for me.

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Next slide. So, a couple of reasons why we're looking at, sort of, utilizing EdReady for our program and our expansion.

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like I said, 97% pass rate, that's the number one thing if people would say, but you guys are passing, why do you need to judge college readiness? Obviously, they're ready, right? Um, but it's really that grade breakdown. So, one, that passing rate does not show.

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The amount of time that our dual enrollment instructors are putting into student interventions doesn't reflect the student's struggle in the class, um, in order to get that grade, right? And so that's going to contribute to their success, or whether they're going to continue.

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It also doesn't look at the student who's used to getting A's, and then now they got a B or a C.

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But now they're worried, because they're like, you know what? What if this affects a scholarship of mine? What if this affects my GPA, right? I don't want that to happen, and so they either drop out, or they just don't continue.

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Um, so we're really looking at, are they ready? Are they going to be successful and have a positive experience while doing that?

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We're also looking at a situation where a lot of my schools.

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are helping to fund student tuition. And the schools are saying, if I'm going to pay for that student tuition, I want to know that they're ready. Like, I want to make sure that they're not going to fail it, or drop it, or something, where I'm not getting sort of that feedback back from that student, um, for the money that we're putting into them.

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For EdReady for us, it was an alternative to a high-stakes testing, where a student has one shot. They go in, they take a test. If they fail it, okay, see you later, right? It's not a positive experience.

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Um, so we wanted something that gave them a resource that they can kind of move forward with.

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Um, and then we also wanted to enhance their success. In other words, because.

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There could be a gap, right? So they… there's a gap in their readiness and their skill and their content to make them be more successful and have a smoother transition through their school classes. We want to identify that.

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We want to give them that opportunity to say, hey, you might not quite be there yet, but here are the resources that you need in order to get there. Here are the things that you can do so that you can be successful.

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Um, and in essence, we're validating them, right? Maybe we give the EdReady to a student who wasn't even thinking about college, but they come back and they have this high score, and they're like, hey.

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College might actually be for me, right? I can kind of come forward with that. So we're looking to address that as well.

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As well as that thing that's always the hardest to measure, right? And that is the student work ethic.

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What they're gonna put into it, and if they have a program where they might have to do some stuff outside of class time in order to reach their goals, you are.

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Measuring something that's normally not able to be measured on a test, right? You're measuring, are they going to do the extra work that's associated with these classes, because sometimes that is.

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The key identifier compared to anything academic. Like, we say in early college a lot, they can be academically ready, but they might not be mature enough, or they might not be ready emotionally in order to take a college class, and both of those two things are good to measure.

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Next slide. So, as we were starting to look at this, we wanted to identify target audiences, who's going to do this, what we're going to look at. And before we jump into that, I just want to say that we are at our beginning stages of this.

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Um, so we are currently in a pilot program with two of our high schools. Um, so what I'm about to present to you is the bigger picture of what we're building towards, um, but we'll kind of talk about a little bit the differences between.

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how we're piloting it, what we're trying to decide, but this is where we're working towards.

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Next slide. Okay, so first, how are we gonna do it? So, we would like to target initially just the dual enrollment students, concurrent enrollment students.

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And we want it to be the year before they go and take college classes. So that, traditionally for us, is going to be 9th and 10th grade in high school.

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Because most of our high schools, it's 11th grade, 12th grade is where students begin to take a class. But it's really that right before they come in, let's sort of gauge them and do that.

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We do foresee needing a, um, application process. However, most of our schools do what we call feeder class, so whether that's an honors Algebra 2 or whatever, they have a class that identifies them already, so that could be the application process, right, is, hey, they're going through this feeder class.

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If not, especially as we expand, we would need to identify what students are going to be there. Is it that they fill out a student interest form? Hey, I'm interested in dual enrollment next year, something, right? To identify them.

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And then, um, once we sort of identify them, we anticipate, again, coming out of the pilot, that there might need to be a fee associated with students taking the test, um, just for sustainability for the college, right? Um, in the pilot, there is no fee, but we do see that sort of coming up as an option.

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However, we didn't want it to be a barrier, so we wanted to make sure that there were accounts available so that if a student needed to apply for a waiver or something like that, that we have something set aside, um, so that we're not creating more barriers to access, because that's not the point of, sort of, the whole initiative.

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Next slide. So, when we start talking about success rate, we can have a great pilot, but if the students don't have an incentive, then.

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They're not going to be completing it, they're not going to be as successful going through it. So that was kind of the next thing that we wanted to plan out as we were looking at this.

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Next slide.

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So, for this, again, this is still a work in progress. These are sort of initial thoughts that we had that we are confident of working with our schools over. But one of the incentives that we could look at is.

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Making it inside of those feeder classes, right? Maybe it's a grade of some sort. Maybe they do bell work on it.

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Maybe they do a test prep, but that's one of my instructors had that thought of, hey, can I use this as, like, we're prepping for a test on Chapter 2, and this covers the same material, so why not, right? Let's kind of utilize it for that.

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Maybe it's an assignment or something. So something tied to an actual class where the students are going into the program for two purposes in that case, right?

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Um, we looked at maybe it's a requirement, so if the high school is going to pay for your classes, they want you to take this, and you have to hit your goal first, right? So it's part of that multiple measures.

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Um, initiation into those college classes. Um, we've talked about microsolarships for the first so many that complete. This one, our biggest concern is funding sources for that, um, and really looking at, um, partners within our community, maybe, that can kind of help us.

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Um, for ableing to do that. So that one, we want to. It's kind of on our wish list, but we're not sure practicality if we're able to do that.

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Plus, with our high schools already paying for some of the classes, it creates a little bit of an issue of, okay, well, what are we micro-scholarshipping, though, right, if the high schools are paying for it?

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And then other initiatives like raffles, college merchandise to get them, like, excited about being part of the college, something like that.

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Um, in our pilot, we have one school that has the feeder class, where they're going to make it part of.

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the practice in that class to go into EdReady. For the other school, they are choosing to do it as a, you need to reach your goal in order to have access, and so the students are going to be doing it predominantly on their own. I think that's going to show us some really good data to compare the success rate between the students and what sort of challenges come out of both of those models.

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Next one. Alright, so then we started talking about, alright, what is the timeline for this? How do we want to implement this? When it… when should we give a diagnostic? When should we not give the diagnostic? That sort of thing.

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Next slide. Again, work in progress, um, but what we're looking at is.

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Setting up initial meetings in September and October with our high school partners.

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This program really is dependent on, for us, that partnership between us and our high schools. Really having that open communication.

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So that it works best for both of us, and not just… For the college, right? You know, we don't want this to be a college barrier that we're putting in place. We want this to be something that works for them. So those meetings of how to support them.

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What's gonna work best for their sites are really important.

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Then going into… this is November, January, it's looking for us like our pilot schools are really liking the January diagnostic test being done, because that at least gives them a half of a semester in their current class, and they think they're going to do better on the diagnostic than if we gave it earlier on. So probably January students taking the initial diagnostic.

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February and April timeframe would be checking in on the students. How are we doing? Setting up coaches at the high school site that communicate with my department. How can the college help support you? Where are they struggling in identifying those sorts of things.

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hopefully by about April, they're hitting their goals, because if they have to register for classes that have a college instructor.

00:26:04.000 --> 00:26:11.000
those classes, um, fill, uh, pretty quickly, so we want to make sure that we are registering them when everybody else in the college is being registered, right?

00:26:11.000 --> 00:26:17.000
Um, so April, May being those types of things, um, and giving them.

00:26:17.000 --> 00:26:23.000
exit surveys and trying to collect some data, which leads me to my next slide.

00:26:23.000 --> 00:26:33.000
Which is the data collection. So, at Cochise College, we are very data-driven, and so this was kind of in the nature of what we're looking at.

00:26:33.000 --> 00:26:46.000
First and foremost, we want to talk to our teachers, because our dual teachers are the ones telling us that, hey, there's an issue here, right? They're not coming in prepared. I'm having to spend a lot of time on interventions and catching them up and all these things.

00:26:46.000 --> 00:26:52.000
Do they notice a difference, right, after implementing this? That's something that we really, really want to know about.

00:26:52.000 --> 00:27:08.000
We want to know about student confidence. After going through EdReady, when they go through in the fall, their class, how did they feel, right? And do we notice a difference between those who didn't take EdReady and those who did take EdReady as far as their confidence inside of the class, if they felt successful and ready?

00:27:08.000 --> 00:27:18.000
Um, we want to be looking at enrollment and retention, right? Are they continuing classes? Did they take one class and stop? Or are they saying, yeah, this is for me, let me continue on in this?

00:27:18.000 --> 00:27:33.000
And then, obviously, looking at that grade differentiation. Do we have more A's and B's, right? Is that span of passing becoming a little bit higher, um, towards that A and B bracket, which is where our students are expecting to be?

00:27:33.000 --> 00:27:47.000
using that data, we want to make informed decisions. The college is very interested in expanding this out to, like, a bridge program where you do graduating seniors who are coming to the college full-time and assessing them and helping them bridge that gap.

00:27:47.000 --> 00:27:55.000
So that's sort of a way bigger picture, right? But something that we're looking at utilizing the data to see if this would be appropriate for.

00:27:55.000 --> 00:28:03.000
tailoring strategies in order to help improve our supports for our students, um, inside of all of our programs.

00:28:03.000 --> 00:28:13.000
Um, and really just looking at that, um, looking at accountability, how is it going? What can we do better, um, and how can we better support our students?

00:28:13.000 --> 00:28:30.000
Next slide. So, expected challenges, obviously, as we start to expand in our programs, um, expand in the amount of students that we're talking about, we are anticipating some challenges already in thinking about how we can address those.

00:28:30.000 --> 00:28:46.000
Next slide. So, as we're looking, um, the first and foremost is funding for academic classes, meaning, um, there's a lot of resources out there for CTE classes, for STEM classes.

00:28:46.000 --> 00:28:51.000
But some of these foundationals, like English and math and psych.

00:28:51.000 --> 00:29:08.000
They don't have anything that's going to fund that class. So, we can gauge their readiness, and we can tell them all day long that they're ready, but if they can't pay for that class in the first place, they're not going to be able to have access to that class, right? So those are some things that we're looking at trying to alleviate.

00:29:08.000 --> 00:29:29.000
Another one is the funding for EdReady, right? And so… do we want to charge a fee to the students? What does that look like? Do our schools want to do that, but our schools aren't rolling in cash either, right? Um, and so, how do we want to address that? Um, as we expand outside of it? You know, what looks to be the most promising?

00:29:29.000 --> 00:29:38.000
And then also incentive structures. Again, if a student isn't incentivized to reach their goal to log in to do the work.

00:29:38.000 --> 00:29:49.000
then it's just gonna become another barrier to a collapse, right? And we don't want that to happen. And so, it's like, how do we incentivize the students to get there? How do we support them to get there?

00:29:49.000 --> 00:29:57.000
So that it does what it should, right? Which is to become a better, um, option than a high-stakes test.

00:29:57.000 --> 00:30:02.000
Um, and actually builds confidence and gets them ready for their classes.

00:30:02.000 --> 00:30:16.000
So that's kind of us in a tightly, like, round nutshell, but, um, open it up to, or pass it along, and open it up to any questions.

00:30:16.000 --> 00:30:21.000
Well, thank you very much, Brenda. That was… that was a great overview.

00:30:21.000 --> 00:30:34.000
And certainly, I will… I'll call in, um… my colleague Jenny, um, to speak a little bit more about that, and… and ask some questions, and bounce some sort of ideas off. Um, one thing that I particularly want to highlight here is, uh.

00:30:34.000 --> 00:30:47.000
really the… the fascinating place you are in the process of onboarding EdReady, and… really, I think the advantage having this conversation here is about.

00:30:47.000 --> 00:30:52.000
Um, you know, those expectations and how you actually go about onboarding.

00:30:52.000 --> 00:30:58.000
Um, different… stakeholders, integrating all the different people who.

00:30:58.000 --> 00:31:12.000
want to see this entire program be successful and expand. Um, so, Jenny, I will bounce that over to you if you have any questions you want to start off with. Obviously, if everyone has any questions, please feel free to pop those into the chat.

00:31:12.000 --> 00:31:15.000
or into the Q&A section, and we will get to those in order.

00:31:15.000 --> 00:31:31.000
Well, perfect. Thank you so much. Um, I'm Jenny, like Will said, and I can't say how appreciative we are, first of all, to Brenda for sharing all of this plan. There was some discussion about should we share it in the planning stages, or should we share it after she's gotten data?

00:31:31.000 --> 00:31:36.000
But I told her people are always so excited to hear about a good plan and how to put it in place.

00:31:36.000 --> 00:31:45.000
Um, so thank you so much for sharing all of this. So, one of the first questions that came up is, how did you select the high schools that you're going to be working with?

00:31:45.000 --> 00:31:56.000
Hmm. So, um… there were kind of two factors that came involved. One, we wanted our high schools that we knew we had that strong partnership with.

00:31:56.000 --> 00:32:06.000
Um, we knew that they would put in the extra time in the development stage, right? So, one of my high schools, their dual instructor, sat down and mapped out.

00:32:06.000 --> 00:32:13.000
the diagnostic and what they wanted. Um, so we really wanted a school that would be honest with us, would have the follow-through.

00:32:13.000 --> 00:32:23.000
But we also were very aware of different demographics and different areas, and so we wanted to make sure that we were representing the county.

00:32:23.000 --> 00:32:34.000
So we pulled one that was closer to, sort of, the Sierra Vista area, and then we pulled one that was in the Douglas area, because those are going to be two different, you know, school cultures.

00:32:34.000 --> 00:32:43.000
different demographics, um, and just having a clear point. So, um, you know, partnership is strong, and then also demographics.

00:32:43.000 --> 00:32:46.000
And I do want to point out that you are in Arizona. I think Will might have said California to start with, but she is in Arizona.

00:32:46.000 --> 00:32:49.000
Yes.

00:32:49.000 --> 00:32:59.000
And then, so, working with your two schools, what has the participation level been, or the interest level from the educators or the teachers that you're going to be working with?

00:32:59.000 --> 00:33:12.000
I think there's a little bit of excitement, right? Because they… it is a need. Um, in fact, one of the high schools that we selected, they actually approached me last spring and said, we want to make Accuplacer the mandate.

00:33:12.000 --> 00:33:19.000
Like, basically, nobody gets in unless they acup in, and I kind of went to them and said, please don't do that.

00:33:19.000 --> 00:33:28.000
And so, there's a need there, though, right? And that's where that's coming from, is the dual instructors are like, you know, they're just not ready.

00:33:28.000 --> 00:33:42.000
And so, um, there's a little bit of excitement there. But I think there's also a little bit of known fear, right? It's like, what is this? This is new, like, how are we going to contribute, like, fit this in an already jam-packed schedule, right?

00:33:42.000 --> 00:33:50.000
What kind of commitment are we making to this and time factor that's going to be involved on plates that are already so full?

00:33:50.000 --> 00:33:55.000
Um, but I think it really comes down to.

00:33:55.000 --> 00:34:01.000
A perfect timing, because we, as a department, like I said, have been about 3 years old now.

00:34:01.000 --> 00:34:13.000
And so, in 3 years, we've really been building relationships, building trust, right? Building that sort of reliance that we are your support, we're your go-to, we're going to get you through, like, we're going to work on this together.

00:34:13.000 --> 00:34:25.000
And I think that that is what's really helped to move us through that initial timidness of what is this, what is this going to look like? This is so outside of the scope of what we're used to, right?

00:34:25.000 --> 00:34:28.000
Um, and jumping on board with it.

00:34:28.000 --> 00:34:40.000
Well, we're so excited that you did not want to use the one-and-done test. We don't want autopsies out there, we want prescriptive paths for our students so they know what ails them and we can fix them.

00:34:40.000 --> 00:34:41.000
Yeah.

00:34:41.000 --> 00:34:48.000
Um, so, I'm sure there are going to be… you talked a little bit about the barriers and how you want to incentivize some of it, um.

00:34:48.000 --> 00:34:53.000
And I guess you probably won't really know this until later on.

00:34:53.000 --> 00:34:59.000
But do you think the biggest barrier will be price, or do you think the biggest barrier will be.

00:34:59.000 --> 00:35:02.000
exposure or comfort level?

00:35:02.000 --> 00:35:13.000
Um, I do feel like at some point, right, when we start talking about going to every single, like, all 16 of my high schools that I am in partnership with, right?

00:35:13.000 --> 00:35:27.000
Um, and if we start talking about. Not having a feeder class, because I would say that the feeder class, which that has pros and cons, right? It's like, to say we're gonna deny you access because you're not in the right class, right? Like, an honors pathway or something. That's a whole other conversation, but…

00:35:27.000 --> 00:35:31.000
Right.

00:35:31.000 --> 00:35:37.000
Um, if you don't have that, then ultimately you're saying, okay, I'm gonna test the entire 10th grade class.

00:35:37.000 --> 00:35:42.000
Which means I'm going to test the entire 10th grade across the entire county, right?

00:35:42.000 --> 00:35:43.000
It can blow up pretty big, yeah, and so it's like, that's not something that we can sustain.

00:35:43.000 --> 00:35:48.000
It's a lot of students.

00:35:48.000 --> 00:35:56.000
But my high schools are already paying tuition, right? They're already paying for these students to take college classes, because again.

00:35:56.000 --> 00:36:08.000
There's not a lot of resources out there for students to take classes. Um, tuition-wise, right? They can't do FAFSA, they can't… there's not a lot of scholarship opportunities for them, so the schools have stepped up.

00:36:08.000 --> 00:36:20.000
But now we're asking them to step up in another financial situation, um, and at least in Arizona, that's a really, really hard ask. Um, you know, because things are already tight.

00:36:20.000 --> 00:36:21.000
Uh, budget-wise.

00:36:21.000 --> 00:36:44.000
Yeah. So, I do want to say, because people have now asked about price, so we have a starter package that's available for $3,750, and that covers up to 250 students with one subject area, or 125 for 2 subject areas. So, when it comes to price as a non-profit, we try very hard to make sure that we are very affordable.

00:36:44.000 --> 00:36:55.000
Because we agree we don't want to put kids in a position where they're having to come up with $15 or $30 to do anything. We want to create generational change and open up opportunities.

00:36:55.000 --> 00:37:03.000
and let them see all their potential. So we are right there with you on that. But that was one of the one… the question that came up. Are there any other questions, Will?

00:37:03.000 --> 00:37:23.000
Yeah, um, I know Vance has a question, um, are you doing anything around placement? Uh, I love the idea of onboarding or application process, potentially in the 10th grade. Um, I don't know if you want to talk any more about the placement process, or how you see integrating that into the high school setting.

00:37:23.000 --> 00:37:26.000
Any ideas that you have, sort of, around that, Brenda?

00:37:26.000 --> 00:37:40.000
Yeah, so placement currently is cumulative GPA, um, and then the… grade in the subsequent, like, the prior class, right? So if we're talking about pre-calculus.

00:37:40.000 --> 00:38:02.000
That would be an A or B in Algebra 2. Um… And so, you know, we have that as a multiple measure. Um… But, um… as far as… kind of a more sophisticated placement, that's where we would like to use EdReady as part of that look, right, of a more accurate gauge on it.

00:38:02.000 --> 00:38:11.000
Um, because the high-stakes testing. I don't know, I mean, I have a math department that's looking at, um, partnering with.

00:38:11.000 --> 00:38:24.000
the publisher for our textbooks of creating, like, an entrance exam. Um, but… the one-and-done test, I'm just not too sure about. Um, so we would like to have something different than just that.

00:38:24.000 --> 00:38:33.000
Um, and then onboarding and application in the 10th grade. Um, to us, that made more sense, because 11th grade is.

00:38:33.000 --> 00:38:43.000
typically where they start. However, I can see this going down to 8th grade, because believe it or not, I mean, we have some 9th graders that are jumping into some classes, right?

00:38:43.000 --> 00:38:47.000
Um, and so if they have a prerequisite on it.

00:38:47.000 --> 00:38:56.000
then we have to have a placement of some sort, whether that be the college's placement or our placement. There has to be something that says that, yeah, they can take that class.

00:38:56.000 --> 00:39:06.000
And I want to add, this is a newer thing, but we are now part of the CCRI, and so you can use us as, um, points and part of your entrance to show.

00:39:06.000 --> 00:39:11.000
readiness for students, so that might help with some pricing, too, because we're not exactly sure.

00:39:11.000 --> 00:39:22.000
how that's going to be paid for, but that might open up some options. Um, and then another question came up about other colleges that you're working with. Are you working with anyone else right now?

00:39:22.000 --> 00:39:52.000
Um, not in partnership, so we have, um, in Arizona, they… we have just initiated a coalition that's trying to get all of the people involved in dual enrollment together in one room, and talking and collaborating, so… Um, that I'm excited for, um, for that initiative, because I think that that's important, that people that are in the world are learning from each other, right? Um, I have worked out… worked… reached out to other, um, institutions inside of Arizona, especially when we were looking.

00:39:55.000 --> 00:40:07.000
at coming and utilizing EdReady, um, because there are, I want to say, at least two in Arizona that were utilizing it to see their experiences. Um, there's a bunch of different early college.

00:40:07.000 --> 00:40:14.000
Um, programs that are starting to pop up that I've been reaching out to, especially with us being so new.

00:40:14.000 --> 00:40:21.000
Um, you know, we didn't want to just create it from scratch if we didn't have to, right? We wanted to learn from other people.

00:40:21.000 --> 00:40:33.000
Um, but having a platform like the Coalition where we can really sit and talk and learn and have a platform for that is really a nice, um, initiative that's going forward.

00:40:33.000 --> 00:40:36.000
And I'll put a plug in, is this the one with Brody McGuire?

00:40:36.000 --> 00:40:37.000
Yeah, I saw him come through, I was like, oh!

00:40:37.000 --> 00:40:45.000
Yeah. Yeah, so what he's doing to put it all together, if we could get something like that in every state, it would be very powerful.

00:40:45.000 --> 00:40:57.000
Yeah, I mean, it's just… we… so… for early college, there's an organization, um, called NASEP, um, and they are an alliance of concurrent enrollment.

00:40:57.000 --> 00:41:01.000
Um, and they have a conference. Um, me and you just went to that, right?

00:41:01.000 --> 00:41:02.000
Yep.

00:41:02.000 --> 00:41:12.000
But I always love going there, because we're all doing the same thing. We all have the same idea, right? It's like, but let's learn, let's share resources, let's see.

00:41:12.000 --> 00:41:34.000
Where we can bridge from these. You know, our issues are the same issues everybody else is facing. How are you facing that, right? Um, so that's why things like this webinar and things like those conferences and things like what he's doing, um, you know, are really important because that's going to make us grow faster, right? That's going to help us be more effective as we learn, instead of everybody.

00:41:34.000 --> 00:41:40.000
I forget that saying, but there's, like, a saying, you don't have to make all the mistakes yourself, right? You can learn from other people, so let's do that.

00:41:40.000 --> 00:41:45.000
I'm trying very hard to make all the mistakes myself, so I don't know about that.

00:41:45.000 --> 00:41:47.000
But I do believe in why recreate the wheel, because we're all out there trying to spin.

00:41:47.000 --> 00:41:49.000
Hmm. Yeah.

00:41:49.000 --> 00:41:59.000
So, we do know that Pima and Maricopa in Arizona are also working with some of the same ideas and doing some of the same things, and then.

00:41:59.000 --> 00:42:02.000
Will, any more questions?

00:42:02.000 --> 00:42:15.000
Yeah, I would actually love to hear a little bit more if you have anything, um, or any… Anything you want to talk about with the sort of statewide initiatives that are being led, um, to sort of spearhead dual enrollment.

00:42:15.000 --> 00:42:22.000
early college, I know a lot of states are trying to sort of empower those programs. Um, so if you have any.

00:42:22.000 --> 00:42:35.000
Any sort of… anything you want to talk about with the connection that that brought down to what you're looking at doing here with EdReady, what the priorities are for growing your early college program, any of that stuff, I'd love to hear more about.

00:42:35.000 --> 00:42:56.000
Yeah, so I, um, put Brody in connection with Jenny, because I was like, dude, like, this needs to be part of our conversations, right? Um, but it really is getting all of the key players, all of the stakeholders in one room, right? And typically, that room is virtual, which is great, right? Because we don't want travel to be a barrier to collaboration.

00:42:56.000 --> 00:43:05.000
Um, but it's… there are organizations there. There are colleges and university representations there. We even have some.

00:43:05.000 --> 00:43:12.000
K-12 partners that are coming, right, and saying, okay, because again, I think that that could be something that.

00:43:12.000 --> 00:43:27.000
is missed a little bit is… it's a partnership, so you can have my version of a department at the college or at the high school, right? But there really needs to be that collaboration back and forth. There needs to be that relationship, because it really impacts two worlds.

00:43:27.000 --> 00:43:40.000
And that's what makes dual enrollment, um, unique, right? You know, and it needs to work in both worlds. And so, it really is… kind of coming together and talking about things.

00:43:40.000 --> 00:43:56.000
talking about, are there state policies that we need to address, right? Are there practices, like, best practices we can share together and sort of initiate? Are there resources? So, um, through our Department of Education, you know, through this coalition.

00:43:56.000 --> 00:44:02.000
They developed a website on dual enrollment. What is this, right? Having a common language with this.

00:44:02.000 --> 00:44:05.000
Um, that sort of thing. And I think that that's.

00:44:05.000 --> 00:44:19.000
again, very important, because otherwise, we're all pointing in different directions, and we're all pushing, and, you know, and sometimes working against each other, right? Um, but it's like, if we can get all of the stakeholders in one spot, if we can all be working towards it, if we can all be.

00:44:19.000 --> 00:44:29.000
identifying what is it that would make our students successful and ready and grow this, right? Grow this opportunity, because.

00:44:29.000 --> 00:44:36.000
dual enrollment, whether it be the schools are paying for it, whether it be a reduced tuition rate, it's a great opportunity.

00:44:36.000 --> 00:44:43.000
When it's used appropriately, right? When it's something that is going to transfer, it's going to be applicable to their future goals.

00:44:43.000 --> 00:44:50.000
They can get such an opportunity, um, off of that, and I think that that's something that, you know.

00:44:50.000 --> 00:44:59.000
Providing that opportunity to students on a large scale is amazing to me, right? Especially if we can make it something that's not.

00:44:59.000 --> 00:45:15.000
For a certain type of student, right? It's like, no, any student can do this, right? And can go out and have it, and… some of the best, um, kind of feel-good stories we have come out of it are from, like, our welding and our HVAC programs, where.

00:45:15.000 --> 00:45:25.000
They can literally change their place in life, their trajectory of life, just by earning that industry certificate, right? And having.

00:45:25.000 --> 00:45:34.000
The resources available to them to be able to do that, where, you know, finances isn't a barrier, time is not a barrier, transportation is not a barrier, right?

00:45:34.000 --> 00:45:55.000
Um, and addressing those issues. Um, and they… we can change their world, um, not to sound too, like, you know, I, you know, high world here, but… It's… it's exciting, but it's also a good responsibility for us all to get together and say, how can we do this not just in one spot, not for one population, but across the board.

00:45:55.000 --> 00:46:01.000
And that's what I kind of view that… that coming together as, which is probably way more than what you were asking for, but…

00:46:01.000 --> 00:46:02.000
No, it's… it's awesome.

00:46:02.000 --> 00:46:15.000
No, no, not… Yeah, that's… that's awesome, and I know particularly for a lot of institutions who have concern about enrollment numbers and the trajectories of the programs that they have, um.

00:46:15.000 --> 00:46:28.000
that dual enrollment offers a great opportunity for growth and to help students feel as though they are college-worthy students, which is part of our mission and our priorities at NROC and with EdReady as well, right?

00:46:28.000 --> 00:46:44.000
I think the only other thing, you know, based off of that, and please feel free to pop other questions in the chat or the Q&A, but, um, I'd love to hear a little bit more about how maybe you're navigating some of the conversations with educators themselves, you know, the people who are working in the classroom, either.

00:46:44.000 --> 00:46:47.000
at the college or at the high school level.

00:46:47.000 --> 00:46:59.000
How do you talk to them about potentially integrating in what they're teaching to their students? Um, because we obviously know that education is led first by the amazing work that educators are doing.

00:46:59.000 --> 00:47:05.000
Um, in the classroom, but… and we always want to complement that out, so if you have any insight on… on.

00:47:05.000 --> 00:47:09.000
Navigating those sorts of conversations, I'd love to hear more about that.

00:47:09.000 --> 00:47:19.000
I think, first and foremost, it comes from a respect of the position, meaning I was in their shoes, right? It's like a dual enrollment instructor.

00:47:19.000 --> 00:47:25.000
One sometimes feels isolated. You might be the only one at your site.

00:47:25.000 --> 00:47:29.000
teaching that, right? And it's like, where do I go from there?

00:47:29.000 --> 00:47:44.000
You know, the quantity that we ask. uh, you know, the responsibilities, I should say, that we ask of our, you know, high school instructors or any K-12 instructor is a lot, right? Their plates are full, and I know that.

00:47:44.000 --> 00:47:49.000
because I came from that, right? And so I think walking in with that respect of it.

00:47:49.000 --> 00:47:59.000
But then also walking in of that respect of, they've seen it, and that's what I was… when I first talked to one of my schools and their dual instructors, I said.

00:47:59.000 --> 00:48:04.000
They're in a unique position that my… even my college instructors are not, in that.

00:48:04.000 --> 00:48:15.000
They see the pre-student, and they see the college class, right? They might have that same student for those 2 years. They see those skills.

00:48:15.000 --> 00:48:19.000
that are needed, right? They see those skills that are lacking, whereas.

00:48:19.000 --> 00:48:34.000
we can come from it from an academic side, right, of, oh, these are the skills that we think that they need, but they can kind of see it on the both sides of that, and that's a unique position to be in. So… It's respecting just that… that viewpoint, respecting their time, and acknowledging.

00:48:34.000 --> 00:48:45.000
I'm asking you to do more, right? You know, and it's like, and I love you for doing more, and what can I do to help you to do more, you know, on a plate that is like, I can't do more.

00:48:45.000 --> 00:48:53.000
Um, and just having that, um, but yeah, I mean, you know, in all honesty, we started conversations with others that.

00:48:53.000 --> 00:49:05.000
We're excited at first, and then they're like. I don't know about this, right? Um, because with a pilot, I don't have all the answers for them either, right? We're gonna have to build answers as we go, and that can be scary.

00:49:05.000 --> 00:49:09.000
Um, so it's just finding people that are willing.

00:49:09.000 --> 00:49:20.000
Um, that see the need, but then also will be honest, right? That can come up to me and say, hey, this is not working, right? Or hey, they're really struggling with this, and they're not timid about that.

00:49:20.000 --> 00:49:29.000
You know, and having that relationship.

00:49:29.000 --> 00:49:30.000
Nope, that was it for all the questions that came up on my side.

00:49:30.000 --> 00:49:32.000
That's fantastic. Yeah, Jenny, do you have any… anything else you want to…

00:49:32.000 --> 00:50:02.000
Okay. Well, um, please, if anybody else has any other questions, um, certainly pop them in, in the chat. You know, we always like to facilitate those sort of conversations, and um… I will certainly say that, you know, I'm sure we will all be back together to speak again about, um, you know, the amazing work you're doing, Brenda, and hopefully seeing, as you roll through this, um, you know, as you come out of the pilot phase, you go into the phase of expanding this, um, to hopefully see more and more of the success that gets started in there.

00:50:04.000 --> 00:50:15.000
Um, well, it looks like… well, we have one more question, um, for those on the call with Jobs for Arizona graduates. Do they know about Jobs for future work in Tucson?

00:50:15.000 --> 00:50:21.000
Angie's asking if anybody wants to connect on that, please certainly reach out to her in the chat.

00:50:21.000 --> 00:50:26.000
And… yes, so it's very exciting to see how this program might roll out.

00:50:26.000 --> 00:50:32.000
Um, thank you both, Jenny and Brenda, for joining us today.

00:50:32.000 --> 00:50:45.000
Likewise, if anyone has any other questions, um, please don't hesitate to reach out to us. We have another, um, NROC webinar coming up this December. Please check out our website to learn some more about that.

00:50:45.000 --> 00:50:54.000
And if you want to connect with, um… Jenny or myself, um, please feel free to reach out to us. You can scan the QR code here if you want to.

00:50:54.000 --> 00:50:58.000
book a demo, see what EdReady can do for your institution.

00:50:58.000 --> 00:51:03.000
Um, learn a little bit more, you know, for us as a nonprofit, we're obviously prioritizing.

00:51:03.000 --> 00:51:16.000
having those collaborative conversations, finding the right way for our products to work for you all and your goals. Um, so, yeah, without further ado, thank you both very much, and thank you all for attending.

00:51:16.000 --> 00:51:19.000
Thank you, thank you again, Brenda. Bye-bye!

00:51:19.000 --> 00:51:49.000
Yeah, thank you.

00:52:54.000 --> 00:52:56.000
Alright, I've removed everybody out of there. Let me stop this.

00:52:56.000 --> 00:53:02.000
Hold