Hello, welcome everyone to coming together to support high quality P3 teacher preparation in California hosted by the Learning Policy Institute and co-sponsored by California Community College early childhood educators try CEC. California County Superintendent's Educational Services Association, CCESA, California Council on Teacher Education, CCTE, and PEACH, which is an early childhood higher education collaborative. Thank you co-sponsors for coming together with us so quickly and with such a collaborative spirit. You can find links to all these organizations in the resource padlet. This convening is supported by funding from the Balmer Group, Heising Simons Foundation, David and Lucille Packard Foundation, and the Silver Giving Foundation. Thank you so much to our funders. Next slide please. Here's a quick look at our agenda for the day. If you click on the link in the chat, you can see a more detailed agenda with speakers names. But we'll hear from Linda Darling Hammond, Phyllis Jacobson and Amy Rising from CDC, Hannah Melnick from LPI and Sarah Neville-Morgan from CDE, as well as representatives from our co-sponsors. After the break, we've planned a great panel and fishbowl for you, and we'll also have breakout time for making connections. Next slide please. We hope today's event will be a time for shared visioning around how to support high quality accessible pathways and pipelines to build up the PEACH 3 teacher workforce, and collective thinking about how such pathways fit into a more coherent system for preparing and supporting early childhood educators. We also hope you'll get a chance to network with potential partners in your own regions and reflect on how the important work you all have already been doing can be amplified through collaborations. And that you'll walk away with some concrete next steps. At this time, I'd like to welcome LPI president and CEO and president of the California State Board of Education, Linda Darling Hammond for introductory remarks. Thank you so much, Kathy. So it's great to see everybody here today. This is really an historic occasion. And I guess we could go to the next slide. We're going to work together to develop our shared vision for this new era in California history around building a new early childhood education ecosystem and environment. We all know about the importance of high quality early childhood education and California is embarked on this agenda with both universal TK investments in childcare and in preschool, a new early childhood credential and the investment in a new set of opportunities for the workforce. It's a big change from a couple of years ago. And across the country, people have been taking up this agenda. We did a report a few years ago called on tangling the evidence on preschool effectiveness, because as these programs have cropped up across the states, there's been evidence from some states that they are getting the kind of evidence for children that they had hoped to from the early studies of high quality preschool. And in some other states, the outcomes have been more mixed. And we want to be sure that in California, we really lean in to what we know about high quality programs, the importance of well qualified teachers, the importance of child ratios that are small enough and personalized enough, the importance of early childhood programming that allows children to learn in developmentally appropriate ways. I'll just take one second to note in this report that we did a couple of years ago, that one of the things we found is that not only is the evidence very strong and consistent in most studies about the value of early childhood education, but even in places where there were mixed results as in Tennessee's study, which has been much talked about. What you saw was that kids who got preschool education were decidedly better prepared than those who did not receive preschool education. And even in the later years where they followed students and there was some question about whether the results held up. When you compared students who were equivalent across the comparison groups, the evidence was very strong that preschool had made a difference. And when you compared young people who had had preschool with those who had not, the differences were even larger. So it's important that we also engage in the research that will document what we're learning, that we engage in the practices that have been shown to be effective, and that we do that in a collaborative way. So I'm delighted that there's so many of the members of this community here in this webinar today. Next slide. The investment in California Early Childhood Education, if you can press the cursor again, is really enormous. $2.7 billion will have been invested over the next four years for universal TK just for the support for enrollments of children. Plus, we have expanded funding for preschool and childcare. And in addition, if you go to the next slide, you'll see that we have a variety of very important investments in the P3 workforce and the early childhood workforce. And those are important for us both to take advantage of and build upon and to use to ensure that the large number of teachers who need to be recruited into this enterprise are recruited and retained and supported in ways that are productive both intellectually and their learning and financially in their pocketbooks. There is a whole set of teacher pathway programs. We earlier put in place resources for teacher residency programs, and those resources have been added to, and early childhood educators have been explicitly identified as able to access teacher residency programs. And we hope many, many districts in partnership with higher education institutions will be building TK residency pipelines. Those come with $20,000 per resident matched by the district and can also incorporate scholarship funding from the Golden State Teacher Grants. There's a classified school employee credentialing program also open now to early childhood educators. The legislature has just this last week put $200 million into dual enrollment programs that will allow young people who are in career pathway starting in high school to take courses in community colleges and colleges that can count towards their preparation and in the case of early childhood can help them get ready for graduating with a child development assistant teacher permit begin the pipeline and build upon that eventually to come into the lead teacher workforce. We have a half a billion dollars going into Golden State pathway programs that will help high schools develop pathways into fields, including education and teaching with special emphasis on early childhood. An integrated teacher education program that will, through the teacher credentialing commission, issue grants to higher education institutions to begin to create new credentialing programs or to expand the ones that they have. Some of those will be two plus two models with community colleges on a hopefully streamlined pathway. I mentioned that candidates are able to get Golden State teacher grants of up to $25,000 apiece to underwrite their preparation on their on route to the profession. And then there are a whole set of grants that have been put online for funding for professional learning. There is training for principles in early to how to be a good leader of elementary school that includes an early childhood TK program through the 21st century California California School Leadership Academy. There is funding coming online for early literacy coaching and early math initiative continues educator effectiveness block grants will be open to early childhood educators. And then we have flexible grants for universal pre K from the Department of Education for planning and implementation. And we hope that everyone will be taking advantage of these resources as they build the path to the future. Next slide. So our vision for the early childhood workforce, which began in the master plan for early learning and care is really to create streamlined pathways that enhance educator competencies at each juncture. So that they can both support child development and learning in their current role and so that they can progress through the roles of system to associate to lead teacher and to be prepared to do that on route to an early childhood credential. We hope that that creates a developmental understanding of early childhood through grade three instruction so that we have alignment and support for children at every step along that pathway that also takes into account the fact that we want a environment for children that supports multilingualism that supports inclusion and that supports a joyful developmentally appropriate learning context for them. We do want to incentivize and fund these career pathways I mentioned and to implement supportive program standards that are accompanied we hope by the kind of coaching and mentoring that allows every program to be in a process of continual improvement. Next slide. I'm going to pass the ball now to Hannah, I think. Thanks Linda. So we're next going to go to Phyllis and Amy rising who are going to be speaking on behalf of the California Commission for teacher credentialing. Thank you Hannah and thank you Linda for that introduction and great to be here with all of you today so if we could go to our first slide that would be helpful. And next slide. Next slide. There we go. So, welcome again to all of you and we're happy to be here today to share information let's go to the next slide. So a little policy to add to Linda's policy context that she shared the commission is of course developing a PK to three early childhood education specialist credential that will serve as a bridge for the current workforce as well as credential teachers who need to earn 24 units of ECECV child development coursework for apportionment purposes. The work is originated in the transforming the workforce birth to eight report that came out in 2015. So we have been in discussion around this work for many years to accomplish this vision. The PK to three early childhood specialist credential is needed with bridges to this credential available for those with the EC center based experience and those multiple subject credential holders who would like to earn this retooled PK to three credential. And finally, the PK to three specialist credential requirements will be as rigorous as those for the multiple subject credential with equivalency options available, of course, to recognize and value those prior experiences of the working those those educators working in center based programs. So let's go on to the next slide. So some of you may be wondering what is the PK to three specialist credential. So just to review the PK to three specialist credential refocuses and repurposes the existing ECE specialist credential and promotes developmentally culturally and linguistically practices in grades PK to three. The credential is designed specifically to ensure developmentally appropriate practices across the continuum of the grades PK to three and it also maintains the key to three curriculum and important note there. The specialist credential has parallel rigor and requirements, as I mentioned before to the multiple subject credential. Many pathways are being designed to recognize and value that experience and the expertise of those teachers who currently hold a child development permit, or have other center based preschool teaching experiences at the teacher or higher level permit. We wanted to make sure that everyone was aware of the current status of the work. So we have several draft components that have been developed and shared with the field over the last many months. We have a draft authorization statement that has been shared. We also have additional requirements, draft teaching performance expectations or TPEs that define the job role of the PK to three ECE specialist credential teacher. And finally, we also have shared program standards for the quality and effectiveness of preparation programs. The information at a higher level of detail is provided around these developed documents in the June 2022 commission meeting items three a and three B and the link there will take you to those items if you would like further information. We also want to point out what is still under development. So into the next slide, we are still in the process of working through with a design team of early childhood experts, a performance assessment. And it's currently being pilot tested this spring and we are beginning to see that information come in and we are starting to really deeply study what we're seeing in this pilot test. And then in addition to the performance assessment, or also we have a reading instruction competency assessment RECA and pursuant to SB 488 work is currently in progress. We're looking at a new literacy performance work group right now to think through new literacy, a new literacy performance assessment. That's coming, but in the work group now we're looking at teaching performance expectations and things like that program standards around literacy. I would like that performance assessment to be online by 2025 that looks at and allows to teach your candidates to demonstrate their capacity to teach literacy. And with that I'm going to turn it to my colleague Phyllis Jacobson is going to take us to the next few slides Phyllis. Thank you Amy and good afternoon everyone. So the key requirements for earning the proposed PK three specialist credential are these bachelor's or higher degree basic skills requirement which would be met by those holding a bachelor's degree subject matter In this instance it would be focusing specifically on early childhood education and child development, along with the K three curriculum and standards, and the programs currently in the field. Now that people are, have been completing for a child development permit would also apply to a teacher preparation program that would include 600 hours of clinical practice across the spectrum of both PK and TK, as well as K three and the passage of an applicable TPA that Amy was just talking to you about. And then passing the RICO the reading instruction competency assessment until such time as the new literacy performance assessment is available and in place. Next slide please. So we did talk about this as a bridge potential. So it's a bridge for those educators in early childhood who already have a bachelor's degree and preschool experience. And we're going to provide ways by equivalency where those who have prior preparation and experience teaching in pre K can use that towards meeting the requirements for this potential. And this is done through the teacher preparation programs that have experience in understanding how to look at prior transcription prior experience and translating those into credit. And then we have a bridge for credential teachers, along with a pathway to meet the 24 EC unit requirement for the apportionment purposes, and they too will be able to apply prior course with them may have already taken, as well as completing some additional units if they need it, towards earning this credential. Next slide please. We do want to let you know that we have had extensive public comment opportunities I'm not going to read this slide to you, but just know and the references are within the slide how many people participated. We've had design teams we've had credentialing work groups. We've had a number of public input surveys. We've had a lot of public input virtual focus groups and thank you Renee for offering to assist us with those. We've had a number of presentations discussions and other interactions with the field and we thank the field for inviting us to participate with you in these discussions. We hold EC office hours twice a month. This is available online between noon and 1pm, the first and third Tuesdays of the month where you can engage with us with any questions you might have or comments you might want us to to hear. If you have a monthly EC news update you can subscribe to, and then we, of course, always welcome public comment and input at our commission meetings. And with that, back to Amy. Thanks Phyllis so we did want to talk about next steps and the Commission direction at the recent June 2022 meeting. Of course, the proposed PK to three early childhood specialist authorization statement, the proposed credential requirements and the draft TPEs, and the draft program standards. Staff will continue to review all the feedback that was received at the June 2022 Commission meeting, and we'll be bringing back revised sets of all four components at the August Commission meeting. Thank you to join us at our August meeting staff are working on developing draft enabling regulations for the PK to three specialist credential for the Commission's consideration at the August meeting and finally technical assistance will begin for program sponsors who are interested in developing a PK to three EC specialist credential, given the outcome of the August Commission meeting. And with that I'll turn it back to Phyllis who's just going to talk about a few more ways that you can stay in touch with us, as we continue our work together with all of you. Thanks. Yes, we do want you all to know there are multiple ways to interact with us on a continual basis and to stay informed. We've given you links here through the slides that you can subscribe or unsubscribe to a number of information vehicles at at your own discretion, and you can contact us directly via email and we also maintain an EC web page that contains links to further resources. And with that, I'm going to turn it over to Renee Marshall. Thank you so much Phyllis. And I just have to give a plug the PST newsletter is one of my favorite things of Friday. It comes out every Friday and I look through every little piece of it and I encourage others to to there's so many golden nuggets within that one piece of communication that comes out from CDC so thank you so much to Amy and Phyllis and your team for producing that. Hello everybody Renee Marshall here I'm a consultant with Learning Policy Institute right now for this event so excited to be here together in this space. We're here for many reasons. One of the hugest reasons though is to hear voice and perspective and most importantly your expertise. I have to stop for a minute and just all of us reflect on the fact that it is Thursday June 30th we are in the middle of summer which for many of you you're supposed to be off right now. And at this minute, 313 of us are sitting in a collaborative space as we move forward in a new time in education so thank you so much for being here. And I'm excited for this next part we're going to actually have a poll going on so if we could get that going. And if you could take a minute to look at it start answering I'm going to actually hand it over right now to Laurel from Tricy ECE to talk about this poll and to work with everybody a little bit on the results so right now please go ahead and look at the questions start answering it and Laurel I'll hand it to you. Thank you so much I want to give everyone a minute just to read through these questions. Please go ahead and feel free to answer however you wish the first question how informed do you feel about the PK3 credential. One being I know nothing about this credential and three mean I'm following this very closely. Question two is how do you feel about the PK3 credential. One is I'm concerned and three is I'm excited. And question number three is why are you here today, please select. It's multiple choice as many that apply to you to learn the most up to date information to network with other PK3 credential stakeholders to hear about what others are doing to support the PK3 credential and or maybe a colleague has suggested that you attend today. So, again, as you're filling out the poll we just want to reiterate that this is come together it's in the middle of summer. You're really showing your commitment to supporting ECE and finding out and making sure that we are doing what is in the best interest of children. I think that's that's what brings us all here together. We, we're going to work together in partnerships and I firmly believe that that's how we are going to help shape this credential is by doing it together. We don't want to have send something out and then look back and go, oh well we didn't have all of these different voices. Everyone's voice here matters. And so we're going to continue to do that today we're going to build on the shared language and share vision, as well as an opportunity to really connect with each other and and see where we go from here how we move forward. So it looks like ahead and see it looks like there are about 57% probably the majority still have some things to learn about the PK3 credential and that's great because you're going to learn about that today. It's kind of evenly split on our feelings about the PK3 credential, more than a third of us are very concerned, and more than almost half of us are excited. And so hopefully that excitement is also mirrored with, you know, wanting to you know that hopefulness of what is best and coming together with this and I think that's, that's really what this is about. And why are we here today there's a number of different reasons and I'll let you all kind of read through that yourselves, but I'll go ahead and pass it back to Hannah. Thank you. Thank you so much Laurel and to all of our co sponsors for joining us today. I'm Hannah Melnik senior policy advisor at the learning policy Institute where I co leader early childhood team. And today I'm going to be presenting from a report that I just co wrote with my colleagues Emma Garcia and Melanie lung, specifically on the projected demand for TK lead and assistant teachers across California and implications for scaling the workforce drawing from a case study we have recently conducted in New Jersey is preschool expansion. Next slide. So first I just want to clarify the timeline for expansion TK is going to become universal by 202526 just four years from now with gradually expanding age eligibility. And at the same time we're adding new ratio requirements. So whereas where you could technically have as many as 31 children per adult. Next year there's going to be no more than 12 children per adults, and, and no more than 10 for per child or 10 children per adult and subsequent years if funding is appropriated. So next slide. That means that we are going to have to really, we're going to very quickly expand the number of children who are age eligible for TK. We expect that nearly half a million children are going to be eligible for TK by 202526. Now it will still be voluntary and parents will continue to have the choice to send their child to other preschools, including state preschool and head start if they choose. Next slide. But so given that uncertainty we projected a range of estimates for how many children will enroll from a lower bound of 65% of children enrolling that dark blue line to an upper bound of 85 80% of eligible children that yellow line by full implementation. And just for reference, pre pandemic we had about 71% of children and rolling in TK if they were age eligible. Next slide. To serve this TK enrollment we're going to really need to ramp up the size of our early learning workforce. And that's why we're here today to talk about how we're going to do that. We're going to need between 11,900 and 15,600 teachers by full implementation is what we project. And we're assuming that there are about 4100 teachers currently in the TK workforce. So we additionally projected they're going going to need even more assistant TK teachers than lead teachers because right now many districts don't employ any assistant teachers at all since they're not required. Next. So just want to back up a little bit we heard a little bit about the preschool the third grade credential, but what's required right now. For assistant teachers you need to have a high school degree, if you're in a title one school, you need to meet paraprofessional requirements so that means you need to have some college, or at least passes basic skills assessment. To be a lead TK teacher, you currently need a bachelor's degree, a multiple subject credential, plus 24 units early childhood, a child development teacher permit or equivalent experience by August of 2023. Next, but as Amy and Phyllis we're describing, we might teachers are candidates might be able to meet those requirements with a preschool the third grade EC specialist credential as soon as next year. And that credential will be a really important bridge for early childhood teachers into TK, which is key because we can see in the data that we're just not producing close to enough multiple subject credential teachers right now to meet the coming demand. Next slide. We do have a really have a lot of early childhood education educators in the state who are poised earn a credential. We have 4141,000 early educators with a bachelor's degree. That's about half of those teachers statewide even though a degree is not required and that's from the Center for the study of childcare employment data. And we also know that 29,000 of them whole or more or less hold a child development teacher permit as well. And so we also of course know that the early childhood workforce is diverse. We have about 66% of center based EC teachers are people of color compared to 39% in TK to 12. We finally, this is I'm sorry, everyone is keenly aware that the EC teachers earn significantly less than TK to 12 teachers about half of the salary on average, meaning that TK is going to be a very attractive position for early childhood teachers and empowering these teachers who are primarily women of color to earn higher salaries and better working conditions through TK is an equity issue. Our compensation is also an opportunity to increase the retention of our preschool teachers throughout the state given high rates of turnover and early childhood. I just want to flag that the, the recent budget that was just released as a provision that will temporarily allow early childhood teachers with a BA and child development teacher permit to teach in TK under certain conditions. It's going to be really important that we are ensuring pipelines of teachers, not just into TK but into all early childhood teaching positions since there will be movement of teachers across fields. We want to ensure the stability of all of our programs. Next slide. This is a question of how California will meet the need for so many early educators in short order and how we build up to P to three workforce. I'm going to share some lessons from other states from our recent LPI research and specifically from New Jersey. Next, first just want to point out that California is not alone in developing a P to three credential most states that's nearly two thirds the ones in red have a P to three credential or something similar. So the grade span varies. Most states have an overlapping early or elementary grade credential like California is likely to. So next slide. One state we looked at closely is New Jersey, because New Jersey faced a really similar situation to California in the early 2000s when they made their preschool program universal and 31 of their lowest income school districts to meet the requirements of a court order. And part of that court decision was requiring that all preschool teachers suddenly have a bachelor's degree in a P to three credential. And as you can see in this chart they did mean make that happen they went from 38% to 97% of their teachers meeting the bachelor's and credentials requirement in just six years. And then more is New Jersey kept a large portion of its diverse early educator workforce in preschool with a program that's been shown to have lasting benefits for children. So next slide is I'm going to show some of the ways that they made this happen. First, the New Jersey teacher credentialing body collaborated with higher education institutions to rapidly create new P to three programs. They have multiple pathways to it credential including traditional four year bachelor's programs, a master's for folks who had a credential but didn't have the early childhood units, and an alternate route for working preschool teachers who are also taking classes at the same time, similar to our internship programs. This work was facilitated by new state grants for higher education capacity building for programs to hire new faculty and create new programs. We estimate the state spent about $250,000 per university and today's dollars. Next slide. And New Jersey also offered investments in P to three teacher candidates, including scholarships that covered pretty much the full cost of tuition and supports for working students like career advising academic tutoring that were offered by universities and substitute teachers offered at school districts for those who are working while studying. We also the credential commission also work with institutions of higher education to offer remote courses and areas that didn't have a credentialing program nearby. And finally they mandate a district coaching and professional learning for teachers. So I want to just point out that California has several of these investments in place already as Linda points it out at the top of the hour. And Amy and Phyllis have talked about so there's the development P to three credential. There are multiple pathways to credential and funding for a residency's internship programs for your integrated teacher programs. There are several capacity building grants that can be used for scholarships and students supports, some that can be used for higher education, although more funding for developing P to three programs is still needed as I'm sure we'll be discussing today and that's why we have to work together with our faculty and faculty on philanthropy and policymakers to make that happen. But it's going to take a huge effort to bring all these pieces together. And that's the endeavor that we're going to be starting in on today. So that's something we'll be discussing in our breakout rooms I'm going to have pass it now to Renee, who's going to read lead us into those breakout rooms for further discussion of our vision for the early childhood workforce. Thanks so much Hannah and to everybody who's on this is the moment that the producer of the event we're all going to hold our breath, because we are so excited about breakout groups, but it's also we have 316 of us so can we go to the slide please. We're going to be splitting up by regions. And so it's really important to take a glance at this map right now. The idea is for these regional discussions these opportunities to meet other people other potential partners in your region. And so, please be checking out and see where you're located if you have any trouble and when we go into the breakout if you are not sure exactly where you're supposed to go please feel free to stay back with us. I'm going to please ask, we're asking and hoping that each breakout group is going to max at about 12 to 15 people, please do not go over like 20. Actually 15 if you could stay at 15 or less that would be great. And in that situation, like, say you're in a region that's got two breakouts and one room has 15 or 20 and the other room has four. You can personally move yourself over that would be great. If not, we may be moving some people over just to try to balance each of the regions. So, please make sure you check out everything on the map there and make sure you know where you're going. And then max 20 people per room worst case scenario ideally better to stay at that 12 to 15 range. And we're really going to get into some deep conversation here. We're stopping the recording at this point, but we'll be taking notes and recording what's said in each of the in each of the breakout sessions because we want to make sure to capture your voice. So with that, Nicole, wonderful, we have 64 back so far to the main room so we're going to probably wait another minute or two to the rest of our breakouts come back and join us. It's been a wonderful discussion. Thank you so much everybody for being here and for your patience as we're climbing in numbers out coming back together. Oh, we're over at over 250 of us right at this moment. So wonderful. We're going to just wait another moment till to we have everybody or as much as much as I can you put me back in my group. We're actually going to come back together whole group right now and then we're going to do a breakout a second breakout later in the day. But I mean I'm the facilitator. Oh, yes, yes, you will go back to your group as the facilitator absolutely. I'm 11. Actually, the same thing happened to me a Dora Fisher I was removed from the group and I'm region five. Yeah, I was removed. I too. Yes, I was. We're all brought back. We're about to start the whole group share out so everyone should be here you're in the right place. So it would be nice if you could provide like warnings in the group that you're going to be leaving. Instead of just getting kicked out because we all just got kicked out with no. It should have given a, it should have been 29. There were warnings. There was a one minute warning that three seconds later we were kicked out. You know what's interesting is somebody else got there's a couple there was a little discrepancy there with technology we're just so pleased that everybody's back here now together. So I'm so sorry for that and hopefully with our second set of breakouts we can ensure that doesn't happen we will try our best. But we're Renee Renee Renee I think what happened. We who were group two did get our pretty much a minute. They were group 11 I think it went kind of by when the group were when they got to it so that's why I like Jen and Denise got less time. I chose to be where I lived and not where I worked. So I bet that's what happened. Okay, okay, interesting. Well sorry that for the little bit of disequilibrium there everybody we really appreciate you coming back and for those of you who got, you know, moved to different spaces. Sorry about that thank you so much for just coming back and being together and being patient with the technology side of this. You think a couple years into this pandemic we would have at 100% but if there's still so many things to learn with the technology so thank you for your patients. I'm really excited to look at the vision padlet and to see what we're doing and to see what everybody's talking about and just the the themes that are coming through in our session today. And I hope everybody has had a chance to check it out. I'm really excited for the next person who's going to talk for us a bit about this and so I'm going to hand it over to Jan fish to share about kind of these different emerging things that came out from breakout one. Thank you very much Renee. First of all, I, I know that in our breakout there was a lot of concern and desire for more information from the field from teachers from administrators to both support ECE teachers, and also make sure that there are really accessible opportunities. Peach has worked for many years to for over 12 years now with higher ed faculty and across a ABA masters and credential programs. Concerns of the of our working group. I'm kind of toggling Renee because I thought I had three minutes to talk about peach and was wondering how am I supposed to summarize what I only had experience of 11 C right. I'm sorry for that. Jan, please feel free to focus on peach. I'm looking at the re the themes that are coming out in the tablet and things are even emerging. And what you started out okay, the clear communication and questions that people have from the field was spawn please feel free to go. Okay, directly to Pete. Thank you. Okay, fine. Thank you very much for the refocus. Okay, and in peach what we've done really the success of the already strong collaboration in the field has been the growth of articulation of courses between two year and four year programs. We're working with two year and four year programs in child development in early childhood, and recognizing and acknowledging that ECE and child development are a professional discipline, and a field of practice that is research based and evidence based. And this led to CTC's identification of child development early childhood subject matter competency is central to this P3 credential. Amen. Yes. As such, the baccalaureate in child development and early childhood must be the pathway of choice among multiple pathways. And so accessibility. We want to work. I could to further collaborate with two plus two plus one models or four plus one models, and with our teacher credential programs and local LEAs and eliminate barriers to early childhood and baccalaureate grads accessibility to teacher credentialing programs with tests required, etc. I think that the ECE work group at CTC has clearly put the stamp on the need for an increased equity, diversity and inclusion emphasis in this credential by adding a new seventh standard for this credential. And I looking ahead, working with teacher education programs. I think this is going to be our really dynamic community of practice crucible to make sure that early childhood child development is straight across as we have participated to in the California team of the transforming the workforce birth to and co leading the higher ed group for that. I that state plan and reaching out to see that that accessibility for the student and that students voice in child development expertise and the child development discipline is clearly there at the two year where it is four year where it is masters where it is and in and the opportunity to put that together and reconfigure the K three part together with teacher education programs in the credential area. Thank you so very much we're very excited for this future collaboration based on ECE CD subject matter competency. Thank you so much Jan now we're going to hear from Karen Escalante from CCT also share some perspective. Thank you Jan welcome everyone I'm Karen Escalante president elect of CCT which is the California Council on teacher education. We are the largest and most comprehensive form forum for teacher education programs in our state we represent almost every single teacher education program in the state of California. And one of the things that I want to talk about and I echo you know Jen, Jen's excitement, I do apologize I'm on day eight of COVID so I do not have her level of energy at this moment, but I do want to talk about the fact that you know we in in teacher education we do need to be breaking down these silos in my group we talked about the need that community colleges will now be implementing teaching performance expectations within their syllabi within their courses, and that's not something that they've done before those in teacher preparation. Thank you Kathleen those in teacher preparation have that experience. So, all the more reason we need to be in this space working together to ensure that our community college partners understand how to do that, and then moving beyond teacher education we also need to make sure that induction is prepared to support our P through three credentials as well so it is a continuum, and that's something I think we always need to remember it is a continuum, and we need to ensure that, however, however the chips fall, and however this comes into play we need to ensure that their support across and throughout the continuum for our early childhood credential candidates. So, I in the interest of time I will pass it back to Renee. Thank you Renee. Thank you so much and I want to give a huge thanks to everybody who contributed their thoughts to the vision padlet. So, over the course of this of day we're going to have a variety of padlets that we're going to be kind of engaging with and pulling information from and just the first vision padlet I hope everybody takes a few minutes to go back and look at that. Just to add even add to it as well. So with this now we're going to be going out for a break for a few minutes. I want to check with the API team to see exactly how many minutes we're going to take on this I know we were slightly over. So I want to see if we're still good going for eight minutes that good for for the API team. So we will come back at 213 213 okay five minutes so everybody let's take a five minute break please, and we look forward to seeing you back in just a few minutes. Thank you so much. Great thank you so much everyone. Welcome back I think I want to have Renee is going to come on next to introduce Sarah Neville Morgan. Thank you so much. It's really exciting to be back I hope everybody had a good few minutes just to relax there and decompress I know this is a lot of information we appreciate everybody staying together. We saw 273 of us here today which is so exciting. And her next speaker is somebody who one of my favorite people to listen to and to learn from and so I'm excited to say that next we have Sarah Neville Morgan coming to join us from the California Department of Education. Thank you so much Sarah for being here today. Thanks for me. Hi everyone. So I'm going to talk a little bit about a few big things that have been happening across California, starting with transforming our schools so I'm hoping our slides catch up. There's there it is. So that's the one with Tony Thurmond. It's the next slide. And really showing that all of these historic budget investments that were started in last year's budget and are continuing on with even additional investments to go past historic and do a double historic this year. We're create an opportunity to have a school system that really knits together a variety of things starting with UPK and the expansion of transitional can be garden as well as our state preschool program. But universal meals, looking at expanded learning opportunities program on community schools, more funds for special ed and that they are is really an integrated nature around all of these programs and services. And it allows California to take advantage of this and create the educational system that our students and families need in 2020 and beyond, not the system from 1920 or 1950 or even from 2019. But really what we need moving forward as we reimagine and rethink all of this one that truly brings equity to our students and families and also provides a lot more opportunities for teachers and those interested in becoming teachers. If you think back to Linda's slides in the beginning. Next slide please. So defining universal pre K. I saw a couple questions in the chat earlier about this, and want to say that UPK stands for universal pre couldn't garden, which by 2025 26 will exist for all four year old children in California. UPK is a mixed delivery system that brings together programs across early learning and K 12 relying heavily on a expansion of TK to become universal TK, as well as the California state preschool program, but also requires partnerships with head start organizations, private preschool, and the expanded learning opportunities program to ensure that every four year old child regardless of background race zip code immigration status or income level has access to quality learning experiences the year before kindergarten. Next slide please. As a foundation for pre K we really think of it within a P three alignment here at CDE and in partnership with CTC. So this graphic helps show how we put all of those pieces together. TK or UTK is the integral program and not the one that it will really be serving all four year old who want to enroll by 2025 26. It is truly the only one that is fully universal and funded for everyone. The UPK is the next part above that and so it partners with TK, but goes beyond that as I said with our state preschool program as well as other partners. So our state preschool program serves kids three and four year old so actually two years nine months, and has a variety of eligibility factors, but in the budget we're seeing more and more expansion in that so that we will see greater diversity. I just got muted so I unmuted myself. We can hear you. Okay, I got a little we are muting you sign, as well as other funds to expand supporting children with disabilities so that it becomes more and more of a program supporting our littles with disabilities and becomes more inclusive. And then going up to that P three piece where we really look at alignment from UPK like from state preschool and head start into TK into K and to first, second and third, and having that overarching connection that really is highlighted in a lot of research differently as as how we think about UPK implementation as part of that broader frame so we make sure there's alignment around best practices, assessments curriculum professional development, and all of those pieces so that children have a very diverse experience. Next slide please. We do have some short term goals that we're really looking at within our P three frame. And as we work with partners across the state with our design teams we have a state leadership table. We have a UPK P three kitchen cabinet that Linda's actually are our lead for working at that we've created a results count focus and in that results count focus are looking at some long term outcomes of of a stronger and more diverse UPK system with engaged partners from all relevant sectors, and have that workforce and development part is a key part with seven short term outcomes related to that. So making sure that we have more qualified UPK teachers and assistant teachers with a deep focus for us on TK and state preschool, making sure that our teachers reflect in a holistic and racial and ethnic diversity that we have more CSPP teachers who hold a child development teacher level permit or higher right now we still have quite a few at the assistant level, making sure that UPK teachers are accessing pathways to advance from early in care and expanded learning fields, so that they can go up out, but have a variety of pathways, making sure that we have retention and stability in the field and looking at developmentally informed instruction that's really aligned with the preschool learning foundation. We are currently updating those preschool learning foundations to take a deeper dive into equity. So, more around both race and culture language, as well as inclusion of children with disabilities in all of those. And a frame so that we go up from the preschool age up into those early grades as well. And then looking at our expanded learning opportunities program staff, and making sure that they have appropriate child development and ECE knowledge as well as they start with more and more young children. And then our last one is really how all of this takes everybody so it's a collective piece. And we're really looking to identify and share goals, and our collective actions to do all of those, specifically across some state agencies like CDE and CTC are doing quite a few partnerships in this space and sort of locked arms as we implement UPK and P3, but we also have Department of Finance in their governor's office and the State Board of Education, a lot of policy leadership and organization so partnering to provide us as we look at the UPK planning and implementation. So supporting school districts, county offices, the bed, our state preschool programs, Head Start, R&Rs, the local child care planning councils, and our higher ed partners as we really come together to do all of this work, so our actions create our action plans, and then measure, report and hold ourselves accountable for progress. One of the things that we really highlight is right now our state preschool program only serves 13% of all eligible three year olds. And one key goal for expansion of UPK is to serve more and more eligible children so that we see more children in California engaged in high quality preschool with those high quality educators engaged with them as part of it. So it takes all of us. We want to talk about breaking down the silos. So as you get together and collaborate more and more, get some names and join us and work together to really make sure we have the system that's needed. Today, not the system from 20 years ago or 50 years ago. Back to you Renee. Thank you so much Sarah. Thank you so much. There's so much discussion also happening in the chat right now and I would like to encourage everybody to continue that throughout our day together. And we will absolutely be capturing any questions or whatnot that are not answered over the course of the day so please, please, please encourage that conversation everybody. And we are really excited because now we have a fantastic panel presentation. I'd like to hand it over to Sarah from LPI to introduce our participants and tell us a little bit more Sarah. Thanks Renee. So I'll start off by introducing our speakers for the panel. We will be hearing from Stephanie Saminsky, who is the director of early learning and development at San Diego Unified School District. Pei Ying Wu, who is an assistant professor and fancier chair at California State University in Fresno, and Kathleen White, who is the lead of the Bay Area Regional Joint Venture. So today we've heard about the urgent need to expand the EC workforce and how other states have started doing this work. Now we'll hear from experts in California, Stephanie, Pei Ying and Kathleen, all of who are creating innovative ways to build pipelines and pathways into the workforce. They're at different stages of implementation from just getting off the ground to years of experience, but they are each taking a creative and collaborative approach to support the profession, for example, using different funding sources to sustain their work. So hopefully you will be inspired by their efforts and identify a concrete next step you can take in your own region. So each speaker will give a brief presentation and then we'll come back together for a discussion. So with that, I'll go ahead and pass it over to Stephanie to kick us off. Thank you Sarah. Thank you for having me. So again I'm from San Diego Unified and the strength of our program really lies behind that university partnership. And just as I highlighted this quote, there is no universal recipe of implementing a university partnership or a workforce pipeline. So I have, I have highlighted three strategies that are that were critical for us as a district for our implementation plan in San Diego. So one of the first strategies that we targeted was understanding your district needs. And so in terms of staffing, so what projections over time what retirements what retention and retainment of your current staff, what, what about upk utk kindergarten, special education or dual language. What what what is your staffing needs projected over time. Another area was our instructional need. We wanted to provide pathways to learn competencies for high quality learning but also on that vertical articulation, where TK teachers are sending their students to kindergarten and kindergarten teachers know what the TK teachers are doing and vice versa, and also any fiscal needs, what, what funding sources are we going to use what's available what and looking ahead at what we could use in the future. And one of the strategy that we used for our recipe of implementation was to co construct our program with a shared vision. And so we, we strive to make it intentional, very purposeful, flexible and differentiated in the design with providing multiple entry points for our entire organization to participate on different pipelines. The idea that I heard people talk about even today was to eliminate barriers that was very important with us and our partnership with teach lead San Diego. We wanted to eliminate the barriers that were a part of our employees that we heard from them we took surveys. And so we provided job embedded options. We also provided a teaching model which allows an ECE teacher to co teach with a TK teacher. And so while that ECE teachers earning their multiple subject credential, they're able to work full time in that classroom with that teacher. We also provide internships and residency. We also targeted job shadowing and I know that sounds simple but it has been so worthwhile, because a lot of people haven't had the experience of sitting in a kindergarten room, or sitting in a bilingual program or sitting in an ECE classroom and we wanted them to have an experience so when they enter the pipeline or they want to apply. They know different pathways that that they're interested in. We wanted our employees to be able to work full time and attend class. We wanted to provide scholarships and tuition reimbursement. As a district we apply for grants to support the workforce pipeline and we really want to offer personalized support through each department. So our ultimate goal was to inspire educators and bring that new research into a formal learning context. When we partnered with the University of Laverne, we had this ideal state and it became reality. It's becoming reality for us. And so, coming to the table with University of Laverne, we just dream big. I had every idea in mind. I would bring them ideas I call them with ideas and then we leverage their expertise and we'd collaborate on how to accomplish our goals. If there was a way we could do it, we figured it out. And so what resulted from that even experience in exchange of ideas is the University has me serve as an advisory committee member that leads the practitioner work along with the research. So we together we realize that this isn't a program with a start and an endpoint. We wanted to build a sustainable program by focusing on cultivating leaders and succession planning rather than just filling a list of job openings. Next slide. So the district believes in approach we've approached this model through an integrated structure. Just like Sarah mentioned, we want to offer a district wide system of support. It's where it's not just early learning. We work with human resources, inclusion and diversity, labor relations, teacher prep leadership and learning finance and contracts. And it allows us to target the individual needs for implementation, because you have mo is going through the system you have finance on board, you have different processes that you have to accomplish in a short period of time. And this integrated approach allowed us to create this continuous cycle of development. So with UPK and the launch of UTK we right now San Diego Unified has over 3500 UTK students ready to are that are enrolled for next school year and summer the summer enrollment period hasn't even started. So we built different specialized cohorts specifically for San Diego and the University of Laverne, where we have classified staff that can participate on a pipeline to earn their ECE permit their teaching certificate, a multiple subject credential pathway, or an art degree. So certificate of teachers earning their TK authorization units and advanced degrees. ECE teachers are earning their multiple subject credential or special education authorization, but also our principles principles have the opportunity to participate in robust professional learning from the University of Laverne in partnership with San Diego. They can earn their advanced degree, they can participate as a mentor, and they can actually co teach with the University of Laverne faculty to kind of grow our own system. It's, it's a huge honor to work with the University of Laverne and work together because we know that this work will impact our students staff and families across our communities. Thanks Stephanie and now you're passed it over to Kathleen. Good afternoon. My name is Kathleen White and I'm coordinating. What's called a regional joint venture, which is part of a community college consortium focused on specific career sectors. My regional joint venture is located in the San Francisco Bay region. A large region we represent about 20% of the workforce in California. And have 28 community colleges housed in our region, 24, which have early childhood or education programs. And so for the past seven years, our region, the BACCC has prioritized early childhood and education as a sector, and has provided strong workforce funds to develop and build pathways pipelines and programs. That lead to more students entering, exiting, succeeding and entering jobs related to this sector. We, in the last year have prioritized apprenticeship, as well as emerging pipelines and pathways, and we're very focused on our role in how we're uniquely positioned to really contribute and recruit. And then place in jobs and transfer on the emerging workforce. So right now the majority of the CE and EDU workforce members in California begin at a California Community College. If you think of a funnel, we're at the top. We are positioned to support dual enrollment in that our dual enrollment students receive free tuition and joint credit, so they get both college and high school credit. So we have unique agreements that incentivize this model and allows for early career exploration and completion of very key courses that mean that when they graduate they're ready to enter a number of entry level positions. We compare the need for immediate jobs with long term careers. So what Tony had mentioned in our, we had a small group session in our region around, you know, just understanding the community college students are looking for immediate employment as well as long term career goals and we need to satisfy both of those.  I think it's gaining steam now. Both funding, energy and time in recruitment should be replaced with early identification and support through the pipeline and the pathways. We have to be with our last speaker and saying that districts need to know how many folks they hire and even I'll take it a step further. They need to know a percentage of their graduating high school class. Identify that percentage which will be needed to satisfy those future jobs and then make sure that they're doing everything they can to ready them to take jobs in their own districts. I think in our region and it's most certainly a purpose that community colleges to focus on the students that are going to stay local that have already identified attending community college. And more importantly, identifying and focusing on the many students who do not enter higher ed after graduation. Next slide please. So, accomplishments to date. We created a number of labor market and centers of excellence documents that really focus on the data within the sector with our centers of excellence that look at workforce demands, projections, time to fill positions, as well as linking that to current courses and programs. We have a new one coming out in our region in a month, focusing on the sector. We're hoping to see a little bit of the data related to COVID destabilization and are also including some projections. We've in our regional joint venture of established community of practices and technical assistance workshops and I warmly welcome all of our SFB region members who are on this here with us today we are quite well represented so it's good to see them. We've launched Teach for the Bay, we will be offering our third Teach for the Bay this fall which is a virtual student facing regional conference for students interesting interested in entering the field. We have a number 29th and 30th, and it's free. And our first one had 2100 students attend so yes they are interested in entering they just need support. We've developed, helped to develop new apprenticeships. We had our legacy program at Berkeley City College that existed prior, and we now have six more that have come on board with CAI funds. And using our intermediary ESEPs and also individual colleges are taking it on themselves so great models. Next steps include increasing pre-apprenticeships at school districts and LEAs to ensure that we have high school students to support when they graduate and then targeting parents with young children because that's a great potential workforce. We see parents often at the community college level who are completing their education. And as their children get old enough to go to school they re-engage and very often the work aligns with their beliefs and their schedules and their lives so another key group. So I'll be back to answer questions around challenges and some specifics. So thank you. Thank you Kathleen and now we'll hear from Paging. Hi everyone. I'm Paging Wu from Fresno State University in ECE program. So today I want to talk about the Fresno County Higher ECE Workforce Roundtable, which was emerged from the statewide UPK-TK initiative and early education program. And three main partners who initiated this project are the Senior Director of the Early Care and Education Department of the Office of Fresno County Superintendent of Schools, the Department Chair of the Child Development Department of Fresno City College and myself. And our goal and also the goal of the Roundtable is to invite stakeholders in higher ed to discuss universal preschool, universal transitional kindergarten and explore collaborative opportunities to increase and build capacity of the ECE workforce in Fresno County. So the participants in our collaboration include Fresno County Superintendent of School, the ECE Department and two departments from Fresno State, Child Development, Child and Family Science Department and Literacy Early Childhood Bilingual Special Education Department. As well as four community colleges, Fresno City, Clovis Community College, Ridley College, Merced Community College and we also had a supervisor of preschool and early literacy from a school district. Next slide please. So, accomplishments to date, we hosted the first Roundtable meeting on March 31. And in this meeting we included many presentations on four topics, universal pre-K, what is UPK, needs of agency school districts, universal pre-kindergarten county-wide planning, updates on pre-K to third grade ECE specialist credential and teacher residency program that will include TK teacher preparation. And after the meeting presentations, we have breakout sessions on models and pathways for UPK workforce, core child development ECE versus TK courses, and also current status and futures of Precacum. That lead was also shared with and contributed by the participants for collecting information and resources on models and pathways for UPK workforce and projects offered by each institution. So our next steps. Today our work is at initial stage and our next steps include scheduling three more Roundtable meetings in September, January 2023 and April 2023. And with the upcoming announcement of early education teacher development grant results, we plan to gather UPK plans from different school districts. We also plan to develop a directory or resource containing contact information for colleges, summary of college programming like certificates, degree transfer information, credential offerings, course information, including correspondence, modality, time of the day, links to application, faculty context, etc. And we also plan to have video presentations, information sessions regarding college offerings. So hopefully we can help school district navigate different unit bearing training opportunities. So all the teachers who needs 24 units can start right away and as we begin the new school year. So that's my short presentation. Thank you all for sharing the incredible work you are doing to support the workforce. It was great to hear about what you've been able to accomplish. So for the audience who may be at similar or different stages in their own work. What advice can you share with others on making high quality teacher preparation accessible. And I know we have a lot to share on this question but I'll ask that you keep your responses to two minutes. So we have time to hear from everyone on the panel so Stephanie why don't we start with you again. My advice to districts organizations just leading this work is, when I first started I did lots of research on effective pipelines on different strategies for effective partnerships, different types of professional developments and platforms, and strong retention strategies for recruitment and attaining your teachers. And also, another piece of advice is to just dream big to have all the ideas that you can and bring them forth to the university to collaborate and see if it's possible because some things that you think may not work. They actually find a find a way to make it work, or you can come up with an exchange of ideas and I didn't want to have anything stand in the way of my own experience of what they could offer. And so I started doing that conversation and leveraging ideas and also one of the things that came out of that exchange of ideas was Laverne did a tuition discount for any San Diego school employee. But in addition, knowing that one of the barriers was the cost of, you know, higher education, they extended that tuition discount to family members. I mean, never in my wildest dreams would I think that would happen, but they did that through an exchange of ideas and something that I had read through current research so I dream big and and bring it forward is my best advice. Thank you Stephanie. And with that I'll pass it over to paying. What about from your perspective. Okay that because we still at very early stage. So I don't see like barriers, but when we started this work. We know that people at different institution might not be interested in other people's work initially, but we want to have a good representation from different institutions so we use personal connections of three of us pull our contacts. And we have to make sure the agenda for our first meeting actually ignite people's interest, their curiosity, and that's why we include many presentations to set the context and purpose as foundations, and we encourage the participant to share how they could play a role and how they could contribute to our collective efforts. And after the meeting we debrief to find what people are interested in discussing in the future. So, we realize that we need to identify critical topics to have productive conversation to reach our goals. So those are my experience. I would say that from my perspective at the community college level community colleges have many of them have lower levels of institutional capacity to allow for faculty staff and administrators to plan to collaborate to fundraise, just because of the structure and demands of the community college there. We really need time and support to be part of this conversation we need a formalized seat at the table to discuss the needs of our students and to advocate for our students, and our students represent not only future p3 credential applicants, but they represent the individuals that will be staffing filling TK positions, staffing CDSS programs, exempt care programs caring for children in a range of settings, ranging from nannies to FFMs to family child care, staffing out of school time programs, and really looking at the whole continuum of the students. That's our responsibility that is who is sitting in our classrooms. And so we have to look at the entire workforce of people who want to work with children from the really zero to 18, and including children with special needs, English language learners, and really look at how we support these students who want to enter different careers. They themselves have unique challenges. How do we support them all and move them through that top of the funnel into the p3 credential. So I think it's really understanding the depth of our work, and being able to advocate strongly for the needs of our students. And I would say we need more time to articulate what we know what we breathe what we live, and what our students experience in this journey. Well, thank you so much for all of you for sharing that that piece of advice. I want to be mindful of the time here. So we hope that you were able to see yourself in the amazing work that is happening across California. And we've mentioned throughout the event today. We have three key goals to make connections with others and hope you know that Stephanie, paying in Kathleen are now part of part of your network so we hope that you you take that and learn from other great efforts.  Sarah, again, I want to say please keep up the chat everybody there's so much happening right now. And we really appreciate all that you're sharing there. Now I'm happy to pass it over to adora Fisher who's going to adores from the Santa Clara County Office of Education, and she's going to lead us through a fishbowl activity. She'll be talking a little bit about what that fishbowl is and then getting into some introductions of everybody who will be involved in the fishbowl today so I will hand it over to you adora. Thank you. Good afternoon, everyone. I want to start out by talking about Santa Clara County and the collaborative or consortium that we're creating amongst our stakeholders, vibrating different funding sources to create this collaboration, but also to create a unique U P K workforce teacher pipeline. And that's going to be the basis of our conversation today because there are many stakeholders involved and a lot of different needs. I'd like to introduce first the people who are going to be involved in the fishbowl today. That's associate dean of Santa Clara University, Marco Bravo, superintendent orchard elementary school, Jeff bowman. Teacher outreach coordinator for Rio College, Kim Sakamoto, a region five lead for expanded learning coordinator Mara world. We also have with us today, director early learning alum rock school district, Dr diana ballesteros, and the director of early learning for first five Melissa Wong. And I believe, as Meryl de Rosales from director is the director of early learning as well for first five will also be joining us. Next slide please. Santa Clara County is creating this teacher workforce pipeline and these are the areas that we have looked at. We've assessed the need we've gone through that process and looked at the needs of our county in terms of the teacher workforce. We've done the research we have pulled the statistics that CDE has provided as well as gone out to all of our districts and stakeholders to pull their information as well. We've looked at the assets, we have done this portion where we looked at what exists out there in terms of teacher workforce recruitment what programs exist. In terms of supporting teachers who are interested in going into early childhood education, what current funding is available, and we update that asset map on a regular base basis. The process now of developing our partnerships, we currently are working with first five, education care and cadango. We're also working with West Ed. We have several community colleges we're working with that are located in Santa Clara County. We also have 31 school districts that have signed on in one capacity or another. And we, in addition to that have several IHEs that we have also been included in this work. We're looking at adding to our partners, our home child care providers. We believe that they should not be left out as well as private school care providers as well. So developing our partnerships is an ongoing process. We have also started to identify gaps, in other words, identifying the need but where are the gaps where the funding gaps where the facilities gaps, where are the education gaps where the gaps in terms of access. What about diversity and equity and inclusion. There's a lot that needs to be addressed in terms of the building the structure for a workforce pipeline and, and those gaps need to be filled in order for each stakeholder to be able to function at their highest capacity. And then finally, we are in the process of planning and planning is always ongoing and an iterative next slide please. So our collaborator since centers around the county Office of Education, but we are just the conduit, if you will. And we are finding ways to bring together all of the stakeholders in higher education that would be universities as well as community college partnerships are regional organizations are early learning providers and our local education agencies. In addition to that, we are applying for every grant that is offered. So that we can braid those grants that will support all of our stakeholders in the work that we are going to do to support our youngest and most vulnerable student population. Next slide please. So establishing a shared vision and mission is is something that we're currently working on the questions that are leading us or what candidates, what candidates do in within the collaboration and who do we want to target what characteristics should ideal candidates come to us with. And how can we support those candidates from getting teaching permits and in and high school candidates even getting teaching permits through credentialing and then job placement. We're looking at the entry level pathways as well as supporting all candidates who enter these pathways through job placement, and then after they get placed in a position. How we can, how can we continue to support them at least for a year after placement with coaching and mentoring. Which is really important in terms of success and retention in in the education field. Based on the goals of our partners are collaboration and and and our consortium wants to recruit candidates that can achieve ethnic diversity. We're looking at racial and language diversity within the K 12 workforce, and as well as inclusion. And we should not forget inclusion also means those candidates who may have other physical challenges as well. We want to ensure that the UK staff have the right experiences and backgrounds to work with our younger children, and the people that that supervise them also have the same understandings and backgrounds as it relates to early childhood education. So in our administrative credentialing program we have included and developed along with the Silicon Valley Community Foundation, and along with other teacher development organizations. The curriculum that addresses leading in schools that have early childhood programs, and that allows us to be able to ensure that administrators who leave our programs with their credential are able to lead early childhood education programs and are able to address the needs of our youngest populations. So identifying best practices for targeted candidates. I'll let you look at this slide briefly. It's ensuring that the cost to candidates is manageable. We are trying our very best to ensure that candidates will go through our workforce pipeline with no debt. It's key for candidates of color to receive credentials and be placed in positions and not have the debt hanging over their heads, so that they can begin to create general wealth, generational wealth for their, for their families and their future generations. We will have career counselors who will help navigate help participants navigate systems. We will provide mentors and coaches for our participants as soon as they enter and include coaching to a year after they've been placed in a job so that means some of our people will be provided coaches for five to six years and hopefully, hopefully establishing good relationships that can support them throughout their profession. Our plan is to have our candidates go through these processes within cohorts and cohorts of ELs that can be addressed in higher ed classes that are taught in their native language. Additional wraparound services will be provided, such as childcare, assistance programs, classes will be offered during flexible hours so that candidates can continue to work because we know in Silicon Valley, people can't just quit their jobs and go to school. The stipends are also being provided upon completion of certain benchmarks, and then reasonable pay payback requirements are put in place, not payback in terms of finances but payback in terms of time, so that they will make a commitment to the districts that hire them that they will stay with and can do those districts four years after having been placed in that district so those districts can now or early childhood education programs as well can count on those employees for four years after their initial placement. Next slide please. So when we look at a pipeline we want to also consider that it within this pipeline, there is a lattice that we can look at and within that lattice, we can see the metric matriculation opportunities from one rung of the lattice to the next. And there is flexibility for entry points and pathways within the lattice, like instructional for instructional aides and para educators their pathways may look very different for those who come into the lattice with a BA. We're also looking within the lattice to ensure that with along each step, there is funding that aligns with that particular pathway. So once again that once a person enters the program, and they leave the program, they leave the workforce pipeline with no debt. And that is is an initial goal. I'd like to move from here I believe this is our last slide to bringing our fishbowl discussion together. If we could eliminate the slide deck. Thank you very much. And those people who are involved in the fishbowl again today are Dr. Marco Bravo, Kim Sakamoto, Heidi Emberling, Esmeralda Rosales, Melissa Hong, Dr. Jeff Bowman, Dr. Diana Ballesteros, and modern world. And I'd like our panel to start thinking about and discussing the following question. In a collaborative consortium within Santa Clara County fulfill the need of a UPK workforce from your particular organizations perspective. And I'd really like to start with our school districts, because I think in in these webinars and seminars we often overlook the elephant in the room, which is the school district and the local education agency that either is running a TK program or contracting out a TK program and then has to transition those students into their regular kindergarten through eighth grade or 12th grade programs so Jeff, if you could start out with what is the UPK pipeline or orchard and and what supports do you need. And good afternoon to everyone. You know it's always great hearing what others are doing and having this conversation for us being a small school district in Santa Clara County, you know we face a lot of challenges from growing our own, but also keeping our own so part of what this pipeline does is having that continuity on our site, be able to offer a full day, having colleagues within the county support it when you may only have, you know, two classes or three classes on a campus versus others in the county that might be able to run 10 or 12 classes and we're not able to provide that collegiality across and so having this pipeline where you can bring people on you provide that ongoing counseling and mentoring. So we don't want them staying in that orchard, but also more importantly stay in our county serving our students. And then the other piece of it that that is exciting for us is to be able to have that that condition in there where somebody gets to come in they get to become part of our school coach culture for three to four years. We think they'll stay longer than that to once they have a chance to be here but certainly when you're competing against some of the highest funded school districts in the state, being a small community, we need programs like this to to grow and have people become part of our community. Thank you Jeff. I'm Dr Ballesteros. Could you jump in Dr Ballesteros is from Alan rock, and they run an early learning programs so how would a UPK pipeline help support your programs doctor. I think when I hi everybody nice to see everyone and thank you for the invitation to be here and talk about Alan rock School District. So for us, we began our early learning initiative in 2015 16. We've had our four year olds, you know, in our TK room since then, in Ellen Rock we call them T fours, but it has been a struggle so having this consortium is really really helpful that you have other people that you can talk with to support the challenges the gaps that you talk about that we're doing because we do, especially coming back from the pandemic one of the biggest priorities I think that we need to do is really take care of our educators take care of our families and teachers. So that wellness is the big priority for us in in Ellen Rock and as we're talking about the teachers and the standards and everything. I think we really need to read look at that and put that social emotional wellness at the top of this you know how do we do this. We really support families in this wellness. The consortium is the rich part of having more than just the district and and having additional leadership and administrators that even if it's just thought partners you can call and talk to each other if there's any challenges these gaps that are happening for us in the Ellen Rock district I mean one example is declining enrollment right what do we what do we do when we see declining enrollment. And I think one of the things that we've looked at this is how do we repurpose buildings facility classrooms to really embrace and engage what is going on now. That's one of it did I get it all. Yeah, I think so the wellness factor I think for me is a biggie that you know, and I know that there's been some researchers research telling us that this pandemic effect is going to stay with us five to 10 years and so, you know embracing the care of everybody in the district and everybody in the county, everybody in the world, I think is is a big priority. And so, Mara and Marco and Daphne Esmeralda and Melissa please jump on. I would like to talk about the importance of partnership and how we were able to come to this point where historically investments have been made to early educators through the early child education system like the quality accounts California quality centers where we've had a bachelor's cohort program at the Center of the State University or the master's cohort program with Pacific Oaks College and leveraging those existing relationships to solidify a pipeline is sort of the culminating result of the, the pilot programs that started in the past, but I would say that first five voice in terms of this conversation will be in helping folks understand that the career lattice that we're envisioning allows for flexibility in career development and while it is beneficial for individual educators to see higher salaries union protected jobs through school district there are also other opportunities as well for family talking providers who want to remain as a family childcare home businesses or become a coach and that other educational opportunities are offered where they can see lateral movements as well as diagonal movements in the career lattice so that we can continue to engage in highly motivated professionals in the ECE field. As we have a consortium, a collaborative consortium in Santa Clara County, I think one of the important things that we need to address is that teachers when teachers enter TK positions that's not the end of the goal that we continue to support TK teachers where they feel supported by leadership within the school districts to implement developmentally appropriate learning opportunities where we recognize that play is fundamentally important skill that allows children to develop problem solving collaboration and creativity and that especially the BIPOC early educators who are entering TK classrooms continue to be successful and offer high quality early learning experiences just because historically, you know, supporting schools so that they're prepared to set BIPOC early educators for successes, I think it's just another important thing because it's just another layer of complication where we want to create a culturally welcoming environments for BIPOC teachers. I think you bring up a good point Melissa and especially as it relates to ensuring that the training is there for the teachers and the understanding of the difference between PK3 education, right, and fourth grade through 12th grade to higher education. I'd like to bring in our higher ed folks to comment on that and and what does that training look like or mean to higher education because that's really important and is a little different than what we're doing right now. Daphne and Marco, would you like to add to that? Certainly I think that I'd like to make one point here before we kind of move into that question, Adora. I think for Santa Clara University as a private institution it is often sort of thought of as a partner perhaps that might be too expensive, yet we are, we could be really a great partner for districts for schools. We have a couple of programs that pipeline programs that I think are in vast need of support and partnerships, stronger partnerships with our county office and so forth. And this is a future teachers project where we recruit high school students to help to sort of lead them into a career path of education. We fully fund them through their undergraduate program at Santa Clara University. We fully fund them through their teacher credentialing program here at Santa Clara University. And at times we have like 20 slots for the scholarships, we have challenges filling those slots and I think partnering sort of stronger partnerships with our LEAs would really sort of address that particular issue. And we're starting another program where we are working with now with the Santa Clara County Office of Ed to sort of recruit classified staff that want to move in the direction of a teacher credentialing program, offering them an opportunity to complete their bachelor's degree online in an asynchronous platform with one of our partner universities and then would be able to come to Santa Clara University to complete their their teaching credential and then hopefully be interns and be able to move into the classroom very quickly sort of a lot of their expertise and you know this program is also we're working very hard to make it as affordable to students as possible so that they as Adora mentioned that they leave without any debt from these, you know getting their bachelor's degree on their credential. It's very hard to sort of live in the Bay Area and also have sort of debt from your education so we try to sort of eliminate that as much as possible. I do sort of think that what you mentioned Adora with respect to the type of education that is going to be necessary is to really sort of rethink a little bit about who our students are in our teacher credentialing program, thinking about sort of the vast experience that a lot of these students are going to bring they're not going to be your, you know, 22 23 year old undergraduate students that come to you from undergrad that are moving into these positions that they're I believe there's going to be a major sort of shift in terms of the student population in these particular degrees and so an understanding of adult learning, I think it's going to be necessary for our teacher educators to really sort of understand how to converse and pull from the vast experiences that these students are going to bring to the classroom. Thank you Marco and Daphne, what are your thoughts coming from Cabrillo College. Trying to unmute. I would agree with all of the panelists and so much of what I've heard today it's, it's heartening to me to see everyone come together, these innovative ideas and this great expertise and so it does make me excited with a little bit of trepidation, because I think we also all know the, the constraints, challenges that come along with building these pathways. I do believe that we have the partnership, we are moving in the right direction, and this, and I agree with what Kathleen was saying about students, the students are there, we just need to provide the supports, and at every level, and when Melissa was speaking, I thought about that notion that early childhood notion of continuity of care, continuity of care that moves across the lifespan for all learners. And so, keeping that in mind, I think we have, it can be a guide, a guide post for us. Exactly. I think that the, the consortium as we come together with, with the similar goals, right, will provide that continuity, and we can have discussions about that continuity and what it looks like, right, not only what it looks like, but how it's implemented, which is even more important. In addition to higher ed and LEAs, we also have brought in expanded learning and looked at after school care. And so, Mara, I want to make sure that you jump in here and talk about the consortium in relation to after school and expanded learning. Thank you, Dora. Hello, everybody. Again, I'm Mara, I'm with, technically with Monterey County Office of Education, but I provide technical support to all of our publicly funded expanded learning programs. So, I feel like I'm among kindred spirits here because ECE and expanded learning have both been worlds where we've had shortages of staff, we have low pay typically. We share a lot in common and so I really appreciate the opportunity to be a collaborative thought partner with all of you, because we're facing some of the same challenges you are with, with recruitment and retention. And many of you have probably heard of the massive expansion in our field of after school and summer with the expanded learning opportunity program dollars that are now available statewide has just exacerbated the staff issue that we have. And so, relative to workforce development, I think I'm really excited to sort of think outside the box a little bit about how we see expanded learning in relationship to receiving credentials, etc. But I speak from the heart when I say that I've had a leader who was one of my daughter's favorite leaders in her after school program who had to leave her work in expanded learning because she was at that point in her teacher credentialing program where her hours didn't count. I sort of lit a fire under me about Wow, this is a missed opportunity here because this young woman was bringing in all of the strategies that she was learning in her coursework, and was working with a group of 20 students, and was actually executing that she was learning in essence in her job. So I would love to see some additional conversations and connections made potentially to the expanded learning world and seeing how it can almost act as a learning lab type of situation which would be a phenomenal opportunity for those who are on their, their teacher generation pathways to actually be able to work with students in a in a classroom type setting, try on those strategies, while they're actually earning a respectable pay. I, I'm here, hopefully with that, that offering is in terms of a partnership statewide with our expanded learning field. We, we certainly are here in in terms of supporting the entire teacher workforce and pipeline efforts and we are doing our own work to by the way just in terms of the older youth so you know ECE is a world where with the P three, we obviously have some overlap and then just know that expanded learning covers also for through 12th grade. So it is imperative that we come together work together more closely on how we can support each other in this pipeline. I'd like to really thank you all for your input because I I just also wanted to include that I know that we're all thinking about the P three portion as well. And I know that the first five has also started this apprenticeship with early learning workforce pathway, which is a launching in the fall. And this is kind of kind of at the beginning kind of backfilling on the workforce pipeline, which is the entry level for an associate's permit, which they'll be working in in two different cohorts in a center based and in a family childcare provider site. So, these are some of the ways that we are also kind of thinking ahead that they might start here, but as a long one for those who are going to be eventually retiring or moving that this is a great way as well as those keep those interested in the field of child development and eventually becoming teachers P three to three teachers. I think it's so right as Maralda I think what we what we're learning is there's space in this in this pipeline for all age groups. Yes, and there's opportunity for all age groups as well. And, and as we can also see that each stakeholder brings a different perspective, right. And consortium is even more important because we're building the pipeline but we're also building the connections where, for example, Orchard School District might look at first five and say hey first five can you help me out with this, or we might have Markel say well we've got these programs that are completely paid for. We start to look at after school care providers and maybe as classified staff they can join these programs and end up with a BA debt free. So, bringing all of these ideas and thoughts and processes together through a consortium. I think is what Santa Claire County is attempting to do and, and I really appreciate all of the panel and the fishbowl participants for bringing those ideas to the larger group. These discussions will continue and we look forward to all of you joining us it future dates. Thank you so much. Thank you so much everybody this was absolutely wonderful and as somebody who when I went to college I was given I came from a single parent household. And I was given $500 and I was told good luck. And I have a wonderful support system in my family, but I've been paying loans for 25 years for my three degrees that I have. So I love when people are talking about helping our students to live debt free. My husband and I, we call our loan, our school loans our second mortgage, because that's how much it is each month.  The fishbowl is really about like kind of a different way of watching people as they're having a conversation and we're listening, but we're simultaneously, you know, making comments and asking questions within the chat and just seeing everybody engage and that was really, really exciting. So we're going to go ahead now and transition to Peach, Denise Kennedy is going to be speaking with us for a few minutes. And then after Denise speaks with us we're going to break into our second regional breakout group. And everybody know that this regional breakout group is going to last about 25 minutes, but it took us a couple minutes to transition everybody over so I'm, I'm excited for Denise to talk with us a little bit about Peach and then we'll go ahead into our second breakout today. So Denise Kennedy thank you so much for being here today. Thanks so much Renee and first I just wanted to commend and thank the Dora and the Santa Clara County Collaborative. I think this is an excellent model for our state to get everyone together from the county office of higher ed, includes superintendents, school districts, higher ed, as well as the current workforce I think that is an ideal model and I hope that others on this call that are not in Santa Clara County can can work towards that. One of the things that I wanted there there's a lot I want to say I have five minutes so first. I created the TK certificate that's at the University of Laverne it's post back master's level. And it is curriculum based which I just want to highlight 24 units of basic coursework is not enough we need higher ed curriculum based coursework. It's really important to highlight that for the, the workforce and TK the other thing I wanted to say and in Los Angeles County. We worked with the workforce pathways Los Angeles child 360 who is no longer with us and peach and we created a career lives as a Dora kind of presented, and we went so far as to involve all of the higher ed in LA County Community so we just use privates, and we found where the courses being taught in Spanish where are the weekend courses where are the evening courses so that friends and families and neighbors and family child care all the way up through a PhD program we created a lattice with every workforce and I hope that other counties can do the same. The other thing I wanted to mention is that I'm part of the uplift California grant, and this is a very collaborative grant that we've been working on there's three CSUs five community colleges. We also have our community partners at Cal Poly Pomona. We're working with Baldwin Park Unified School District and our community college feeder schools together collaboratively for creating a dual language learner competencies for our teacher students and again this goes to our teacher preparation for our dual immersion classrooms or in competencies for teachers that we are preparing to go out into the workforce right now we're in the process of actually creating an observation tool to assess those teachers in their practical outcomes whether they're in a preschool classroom all the way up through third grade because our program at Cal Poly Pomona is birth through eight, and we have students placed all across the board. This is why it's so important to highlight a child development or early childhood baccalaureate degree, because those students or candidates if you will, are being placed in classrooms and having that experience is so valuable. The collaboration that we're working on with our school district also and asking them what do they need from us in higher ed to get the students ready to go once they graduate. Obviously this PK credential is post back meaning that after they, they go through us they currently they go and get a multiple subject credential because there is no PK three credential. But that would be the ideal. So I just want to commend and thank everyone, we can all work together as teacher preparation and focus should be again on child development and child and family centered and maintaining that strong developmentally appropriate instructional practice that we know we do in the community. So I'll pass it back over Renee, thank you. Thank you so much Denise I'm really excited now we are going to go back into our breakout groups. For those of you that weren't here earlier, just just a FYI, we're breaking into breakout groups based on our regions and so if you could check out the regional map we have listed right now and see where we're headed when we go to breakouts that will be based on that we are combining region one and region two because we, they were a little small the first round we want to make sure there's a lot of collaboration happening and a lot of I actually see that the updates are in the chat right now so if you have a chance to please check that out that would be great. As we get into these breakouts we're going to have 25 minutes. It'll be a little bit shorter just because of the transition time but we really want to be thinking about what are we already doing in the region to support a well qualified ECE workforce and what might a productive regional collaboration like look like what are our actionable next steps and there's a couple resources you're going to be using while you're in this breakout. First off, we have a crowdsource padlet that is filled with lots of resources and we hope everyone will continue to contribute to this. And this is like an open source resource that we would like everybody to have. We also have a Google contact list, and we really wanted everybody in the first breakout to do those introductions and get to know each other a little bit better and then the second breakout it's like let's get everybody's contact information so that way this is the beginning of the collaboration and many of you are probably already collaborating with the people that you're talking with in your region. We're just so hopeful that there's some new people that you haven't met before that when you leave the event today, you're going to have new colleagues within your region new partners within your region. So within within this next discussion, please know we are asking for people to add to the padlet. We will have the padlet. We've got the prompts in the in the chat now we'll have the padlet and excuse me instructions in the chat when we transition if you need any help with the padlet let us know. And we will be coming back together at 350. And at that time we'll be looking at a third padlet with our next steps padlet but for now, let's go ahead and transition into our groups and any other comments or anything Hannah before we move. Are we good. No just some of the groups have shrunk so if you do feel like your group has decided that you'd like to join another region please do feel free to do what makes sense for you. Wonderful thank you so much Hannah and thank you everybody have a wonderful time in the second breakout. Okay I see people are starting to come back out of their breakout rooms let's just wait another minute until everybody is able to come back together in our full group. As we're waiting for everybody to return let's start thinking about like what's the one step or what is a step that you can take next. So a step that you're thinking about taking next we have 43 back so far I know there's more that are coming so just be thinking that way, we also are. Oh I love. I love watching the chat thanks Dion for putting that for Region 11 that's great. Such a nice warm feeling to have that collaboration. And we're as we're waiting for everybody to return. I'm also going to be sharing a Google sheet that some of you have already seen I've already started to add your contact information to I want to let everybody know that on that Google sheet at the bottom. There's actually a tab for every single individual region so you can specifically put yourself directly in your region with all that contact information. Okay great it looks like we're all back we have about 179 of us here together which is so exciting right now. I hope your session together was worthwhile. I'm excited to see what people have already started to put on the padlet and just really be thinking about what is the one next step that you are planning to take. So I'm going to share my screen now for just a moment so we can have a chance to look at what our next steps might be. So if you haven't had a chance to contribute to this yet please please please do all of these documents are going to be like living breathing documents and we want to keep them going. Also want to note to everybody that in the chat we're going to put the Google document as well please make sure you add your regional contact information. I know some people added it on the front page but we actually have tabs at the bottom for every individual region. So just move yourself like kind of where you should be that would be great. I love when I'm looking at these next steps right here. Let me reload see if there's any more coming. When we're looking at the next steps I appreciate just the first one I see from the region one I think is so important we need one pathway it can't be too confusing. I know when I've been in other spaces over the past few months now that's one of the number one things we're hearing we need clear consistent communication and who's going to be sharing that information with our students. Which level of students that you're working with or which age of students that you're working with. We're also on our next steps here we're looking at funding for regional collaboration. Interesting to that they're sharing like tips here like private colleges have some more flexibility. Look at all these great great great different ideas so we really really need to continue to build this next steps padlet because we're hoping that this is going to be a catalyst for everybody. We're hoping this is almost like a sheet where you're going to go oh my gosh I didn't think about doing that and that's what I need to do is my next step. So please make sure you contribute to that more because we want to keep that conversation going. I also am going to do another plug for that Google form because we really want to make sure that when you leave here. We want to make sure that you're going to have this paper of here's who's in your region and here's who I can communicate with directly. I know many of you are already working together it's a chance to expand your ecosystem of the groups that you are working with. So with that I'm so excited that this conversation like today. I know we're not closing quite yet but I'm this is not the end and that's really really important for everybody to note. This is the beginning of more conversation the beginning of additional spaces that we will be coming together and talking and working and collaborating moving forward. I see there's some glitches with the Google form so just give us a minute and we will be working on that in a minute. We have quite a few people who were able to get in so let me see what we can do to make that happen. I also want to make sure that we have enough time right now to hear from Karen Escalante from CCTV again. So Karen thank you so much we appreciate you being here today and your collaboration your partnership. Thank you Renee thank you so much. Thank you everyone it's been it's been such a joy to spend the last several hours with you and so many voices so much knowledge. And one of the things that they really stuck with me especially as representative of the California Council on teacher education were the comments that Adora Fisher made in regards to accessibility. When we think about teachers entering the profession. We want to make sure that they are being paid that that we have representation from racially linguistic racially linguistically diverse candidates entering the profession and that they represent the students whom they are serving. As we look at adding this additional credential, we do want to make sure that we're providing accessible pathways and that there's flexibility to allow for those the individuals who are currently in these early childhood positions to receive this credential. I hope today has been a wonderful opportunity for you to reflect on where you are in your learnings I know this poll that we did at the beginning, allowed us to really identify our understandings thus far I know I wasn't really that that newbie category and I'm continuing to learn like many of you. We hope that you were able to strengthen some of these connections and start identifying these regional collaborations that you might be able to enforce support identify etc. We do need to work together as Renee has said we have some resources available we have this tablet and where we each region has been able to contribute we also have the tablet with each of the co sponsors where resources are available to who what organizations are supporting this work and these endeavors here in California, each of these organizations are part of the ecosystem, as are all of you, your voices and your knowledge all contribute to this ecosystem. We know that community colleges have been doing this work, and we are so grateful to the amazing work that they have been doing. They have been preparing early childhood education teachers for a long time, and providing this solid foundation so many many thanks to our to our community college partners many thanks. We know that our early childhood our child development back laureate programs are essential in this development as well. And we know that we need to build on the skills the knowledge dispositions pedagogical skills for early childhood educational candidates credential programs. That's me that's where I come in. We work with our community college partners and our baccalaureate colleagues to develop the expertise and our pedagogical expertise for the PK through three credential specialists. We all contribute to this conversation, and it's been such a joy to hear from all of you today, the fishbowl opportunities, the experts, the CTC, etc. And so I hope that we can each contribute and continue to partner as we collaborate moving forward. So I'm going to pass it back to Renee and thank you all so much. Karen, especially I'm just, I've been in the community college system for 15 years. Thank you for acknowledging the work that we do and the expertise from our system. It's greatly appreciated. And I'm going to hand it over to Laurel Doyle now he's going to talk for a minute about triceece one thing I want I'm going to plug this to everybody. If you're not in Peach or triceece or CCT or these organizations like join sysasa like join these different groups with that's that's one of the reasons that they're co sponsoring so I'll hand it over to you for a few minutes and then we'll get ready to close out for the day. Thank you so much Renee so my name is Laurel Doyle I am president of triceece and just to kind of make this very brief, we are a dynamic voice for early childhood education and for the workforce development. We have done a number of things over the years, including working with the CTC and collaborating on some of our permits and credentials, and we really hope to continue on with that collaboration. So that way we can have best practices for young children. I just want to plug one of the things that you think would really help is to have capitalized coursework. Reason being is that there's some kind of standardized system around the state, and that we could then go back into CAP and ensure maybe we could add TPEs into there we can define what play based education is. There's a social emotional component. So that that way kind of standardized that's just like one of many ideas that we have and we hope that if you are a prospective member so you work at a lab school or at as an ECE or child development faculty at a community college that you'll please join us. And I'll go ahead and put put saundra mose contact information again in chat and we hope to see you all again soon. And we look forward to collaborating with you. Thank you so much Laurel I have one slide to share with everybody super quick before we officially wrap for the day, and it's an invitation. It's an invitation to come together more in an in an additional space. I want to let everybody know that we've identified the need to have shared language across systems, and with what we're doing right now. And we really understand that we need to all come together in order to do that. We have created a work group. It's called the common language crosswalk and we're literally sorry. It's the community of practice the bridging child development education practice, but we're on a document right now called the common language crosswalk. And we're literally taking terms from early childhood education and terms from K 12 education and trying to make it have shared language and so I just want to like open it up to anybody who's interested. We're going to put a link in the chat if you'd like to join the work group right now we're meeting every Thursday Pacific time 130 to 230. If you're available you can pop in any time and so please if you're interested, click on the link for the for the for the form and you can fill out your information and then we will make sure that you're part of this group. If anybody has any questions, please reach out to me education at Renee Marshall calm or Rachel Johnson who's the lead of this community of practice Rachel's coming out of Ventura College. Both of our emails are at the bottom of this slide. We so appreciate you being here. This is really about bridging and coming together and collaboration and connectivity and honestly just humanity it's about the children and families of California and we appreciate everybody so much and I'm going to before Kathy gives final comment I want to say one more We'll have a survey coming out and we need to actually we're putting it out at the believe in the chat please complete it as soon as possible. We are going to go ahead and do a couple gift cards I purchased a couple gift cards little incentive for that survey. And so we'll do a wheel of names in a few days and and give a couple gift cards out to people. I'm thinking Amazon if somebody has something a better idea let me know I know those are easy to email, but we want to appreciate you for taking the time to be here and for being involved in the survey which is going to just help us moving forward. So with that Nicole, or actually let me hand it over to Kathy for our final comments for today. Thanks Renee. We just like to thank everyone for your engagement today, especially going into a holiday weekend. And we hope that you found today's event worthwhile and that you were able to make some connections today. So, thank you so much we really appreciate you all attending.