Hey, welcome to today's show on workforce and economic development. First I'd like to introduce the sergeant at arms for the senate [xx] and [xx] thank you guys. Next I would like to introduce the pegeants by Regina Bishop from Springway sponsored by senator Rabin and Ethane Walton from Wilson sponsored by Senator [xx] Thank you guys for been with us today. We are going to hear from the Department Of Power Construction and the Department of Health and Human Services on your Workforce Development Programs Superintendent June Hankinson, if you would like to address the committee? Good morning Good morning to all of you, thank you Mr. Chair for giving us the opportunity to talk about how the Department of Public career technical education are a part of the entire Workforce Development System in North Carolina. First of all I really understand how important it is for our students to have the opportunity, to take Career Technical Education Courses while in high school. Why? Because when I was in high school 92462 years ago, I took Career Technical Education Courses and at that time, they were not called Career Technical Education Courses, but l like this business courses is so much that I decided to go to college and major in a third of carrier technical education. So I had the opportunity to work with a thousand of students who are part of my classes and I know first hand that the opportunity for students to take technical education courses in our schools is really an opportunity that is important for the economic development for North Carolina and for the development of our students. When we look at the Department of Public Construction, we believe that other than work ultimately can lead students with options, who with that can be an integral part of workforce, all the workforce in our state. And our work, this is the only program available to all students, career check and career education, and is available to a lot of our youth. Our students had the opportunity to take these courses beginning at the new school, and we support workforce development in our state by general education courses, starting at Kindergarten through high school. But we also give them the additional opportunity to take our career and technical education courses, and this is an option that we learned from research, really makes a difference in keeping students in school, and preparing people for the work place and also it inspires them to be a part of technical education in their community colleges, and it inspires them to be a part of a university system when it comes to continuing their education something and a challenge and that is we want to ensure that all of our students are ready for college and careers a little difference a little word and makes, because a long time ago we were always were talking about college or careers when in fact unless you are very very wealth or marry someone who is very very wealthy, most of us will have to be engaged in some kind of career and well on the job market today we know that those skill preparing people career are also those types of skills that will prepare students for college and vice versa. And so it is it's important that our students attain a high school diploma and know that, that is the beginning because with a George Town study that was recently done we learnt that by the year 2020 67% of careers in North Carolina will require some training beyond high school. And so a part of our past is that we'll have some students who work with their hand and some students who work with their minds, and that's no longer true. We need student and people in the workforce to be able to work with their minds and with their hand in many ways to meet the goals of students being ready for the life that they will have. There are three key areas for that preparation. One is career advising, coaching and counselling, and I know some of you in this group, and I think about how hard it is sometimes for you to explain to your child or to your grand child, or to a neighbor child which you do each day.
Whereas as many years ago when farming was prevalent in our state and you could go to factory where you could see what people were doing. That's no longer the case in the workplace. So career advising and coaching, and counselling is a very critical component of preparing people for college and careers. The other is that students do need strong foundation skills and academic subjects such as Math, Science, English language, Art, Social studies [xx] and then the third that work, is to have a focussed area of study that will belong to the student's future plan. I'm in the area that I was not cut out ot be in the medical field. But I did learn through my courses that I took in high school that I had a propensity and a like for business subjects and so consequently I'm very grateful Mrs. Fun who was my business teacher who helped had a focussed area a study while I was in school, and there are hundreds of thousands of students across North Carolina who have that guidance and support from career technical education teachers as well as others. So now I would like to introduce to Mrs. Julia Hancat. Mrs. Julian Hancat us our career technical education director. She has had experience in the world of business and banking. She has has also been a teacher, a career technical education director, and North Carolina Department of Public Instructions was being fortunate to hire her as the now Career Technical Education Director for our state, and so she will walk you through the other components of our contribution to the workforce development system. Thank you and again we appreciate the opportunity to share with you about career and technical education in particular. Each year about half a million students participate in career technical education in North Carolina. About 200, 000 of those at the middle school level. Those are the first grade levels that we really begin to focus and some intentional effort on career developments for students, and middle school programs are intended to be career based, we want students to be aware, we want them to investigate, we want them to learn about what they could be. We want them to begin to recognize their interest and abilities and to really see and emulate what it is what they want to do. all of that in preparation for high school registration where they have the opportunity to focus those areas of study along with their academics. I've told my own children that now is the time to explore when they're in little and high school that as they become adults the clear exploration is much more difficult and will be much more personally expensive for them. Right now mum is paying for a lot of that. So it's important for the middle school program again to fit in the line and build that awareness and foundation. As we think about our high school program again we begin to get more specific in skill development and technical development for our students. We align with the national career clusters and the department support about 170 high school technical courses. We believe that the magic, as Dr. Atkinson talked about, really happens when you have a combination of vigourous academics and technical courses. It allows students to learn a technicall skill in the context of, I said that backwards, and academics skill in the context of something technical, to understand why they need to know geometry is very well demonstrated in a carpentry class when they're having to make roof lines and calculate angles. So we think that's a really important thing. The skill development that we talk about is foundational. We know that much of our work is an entry level preparation for students, but we will let them leave high school with the deployment, with some credentials, but there will be work that they would want to do after that on the job. Training per secondary, so equipping them with those tools, those first steps in a pathway is very important for us. And then the last point I would like to make about our high school focused area of study is that we will have the first opportunity this Spring to graduate students with employment endorsement that this body legislated a couple of years ago. So, we're excited for our students to go into the labor market into the workforce with credentials that they haven't heard before. And for employers to tell us on the feedback that those endorsements really
do tell a story about a student that the Diploma any other self didn't do. I also want to draw your attention to the fact that a high school programs look different, in different places. So, in many of our schools, [xx] education is offered as part of a traditional high school model. The elective courses that students can take our very program is dependent on the economic need and the location. We have some specialty programs as well and academies clear academies are one example of that, so we also have schools that have stand alone career centers where the technical nature of the content is cost prohibitive for it to be in very many schools and so you have a central location for students to go and put participate in those programs and in their that money. So it looks different in different places. We have worked very hard in recent years to align our high schools CTE with the needs of business and industry. I will tell you that while we're working very hard, we are not where we want to be, and that continues to be a priority for us and our work, but here are some evidence that we're getting closer I think. The first thing I want to talk about is our graduation rate. ICTE concentrators that means they've had four technical credits in high school [xx] rate at a 94% rate. When you compare that to the state graduation rate overall of 83.9% you can see that having a focused area of study really is a benefit for students. I think it's because they're interested in the topic. I think it's because they're engaged in the learning, and I think it's because they see how it is again a step on their past to careers and independence. last year our students earned 115 thousand credentials. They're recognized by Business in Industry. We're working and had to do two things in this area, number one increase the number, but number two to really focus our attention on those industry credentials that are in demand in the market and then employers have raised their hands to say, we need more people that have these skills. We're working with some partners and we'll talk a little a bit more about career readiness certificates that validate the reading map and locating information skills for individuals again as another evidence along with their diploma. And then finally 93% of our concentrated graduates, we put positive placements six months after graduation. To say another way, 93% of our students are engaged in photo education, training, or military which means they, again, have been placed positively and are contributing in some way to the economy, and I think that's pretty impressive compared to the unemployment rates of youth in similar age ranges. So programs of study under the umbrella of NC Works and our part of the workforce development system which is your interest I believe, before I talk about where we are today, I want to give a flashback a little bit to some history the community college system in the Department of Public Constructions has been about creating programs of study for a long time, it's required under our federal parkings law, and it really is about a seamless transition for students from secondary to post secondary education. So 9314 pathways have been around. In the designing pathways we've been deliberate about trying to limit the reduction, limit over dues, the duplication of content students are getting credit for learning, from the secondary to the post secondary, and we've tried very hard to integrate credentials into their work. so as we've entered a new era in workforce development and under the umbrella of NC Works, we really wanted to think about how we need that idea, those practices, that history to another level, to a higher level, and think about expanding the pathway beyond grade 14 or community college. Think about how it goes into university credit where appropriate and needed, and then follow through to the adult population that would be engaged in the workforce system which would be most adults. So we think about one fundamental shift in this work is how we begin the pathway. So, historically, we have worked with business and industry quite well, but we've said to them, here are the courses that we have, what would you
like your workers to take, and that's not really the right question, and so today when we think about NC works career pathways we think about the question to employers being what is it you want your workers to learn and be able to do and then how can the workforce system support So what is the role of the department of Public Instruction in designing CTE course work that supports that? What's the role of the community college system in supporting that, and what's the role of the Workforce Investment Board in supporting that? So, it's just a little bit different question, but I think it's an incredibly powerful change in how we think about the work. So knowing that it is business and industry wants we think about then expanding [xx] reports and pathways, we integrate career and college promise courses. We think about work based mining that's intentional, we think about industry credentials, and we always want to ensure that there many places for individuals to stop along the pathway, but have the ability to re-engage without having to re-calculate. Can you imagine how frustratyed you will be if every time you stopped your car your GPS had to re-calculate. So we want individuals in the system to understand what the path is and to continue even if they've had to stop. So work based learning has several functions in this pathway and the department supports that in a number of different it really is around the idea of increasing awareness and building skills. Now, I think it's an important the development appropriate ages that are in this slide back. Work based lining looks different for a sixth, seventh, or eighth grader than it does for and so when we think about middle school we think about students at work and we think about job shadowing that are short intervals again primarily around awareness by the time the student is a junior or a senior in high school, we want them participating in internships, pre apprenticeships, or formal apprenticeship programs that really focused at skilled development and often time can help them be placed in employment. The other benefit of what makes learning a little bit harder to break a figure on is that it reinforces the idea of what the world of work is really about in four years often tell us that there have employees that don't have soft skills and so we believe that increase work base line experience will in fact increase this soft skill development of students by helping them understand and see first hand what that work is really alike. Another way that the department is supporting workforce development system is through a collaborative around certified work ready community. We are partnering, collaborating with the community college system, the chamber of commerce, the department of commerce and individual economic development partnerships around an Idea of having the credentials and the national exposure that says to industry seeking to locate in North Carolina that we have the best workforce or we have a qualified workforce for them, so it is based only career readiness certificate that I mentioned a few moments ago and it just says that for our population, this many people in the area have these foundation skills and we have business and industry that recognize that credential on every means of qualifying or validating skills of a workforce. We started this initiative in August with it's official last since that time we have 10 counties who have asked to participate, over 300 business that are supporting it, and as a state we have over 266000 individuals who have earned that certificate today. So it says a lot about the work we have done together in this area today the goal of the department in all of this work were we as one of support for what happens in the local school district in the local community and so the state staff at the department is levered to think about curriculum development to be responsive to business in the industries needs related to that, to develop teachers who can teach students, by teaching them effectively and instilling the technical skills that are needed we support student organizations that help students understand how to be leaders and better citizens. And then we've lots of connections we believe to economic development and the it really make North Carolina communities attractive, both the graduation rates and the presenting rates and the number of individuals that earn credentials. So that's our half for you in terms of formal presentation but if it pleases The Chair, I'm happy to answer questions.
Thank you Monicah and we'll take some questions here from the committee, Senator Don Davis thanks Mr. Chair and thanks for the presentation today. I'm going to the slide on page 2 at the top left and that's for the projector focused area of study shows the graduation right? Right. Their percentage, here we go. Yes sir. Alright I've seen this bigger, the graduation rate. You said that's based on all credit hours? Yes sir. Okay well We'll waiting on the chair. OK, you'll give me [xx] Thank you. Thanks senator Gun. Missed your follow up. Follow up. Is there has there been any data. I'm just more curious is not questioning the 94% and is without a doubt that students who participate in CTE tend to graduate. Just curious, has there been any study of students that go beyond the four credit hours in terms of if there is any statistical significance, in terms of how that projects graduations? So we have not done that data correlations and this is the reason why. We identify students as concentrators based on our federal application, and we define that as four units of technical credit. Many of our students do earn well more than four, and many of them will earn the four before they are a senior in high school and which again gives them the chance to continue to add on. We do not have in our date system a way to differentiate that and report that differently today. OK, follow up. Follow up. Thank you. Confiding on the same side to CRC. Do we have the data broken down in terms of really our efforts to push it down into the high school, I think increasingly more students are either mandated or highly encouraged to at least engage with the assessment, the CRC, and I'm just curious how many high schools are actually participating and this may indeed be outside of the, against this test area. Under your legislation and the state board guidelines around high school accountability, any student in high school who is a CTE concentrator is expected to take the working assessment that award the career readiness certificate. So every high school has students who are taking those tests the only exception maybe some early colleges who aren't having the breadth or depth of career and technical course work that other high school do. Last follow up. Yes thank you so if there's expectation or for CRC do we know the real number in terms of, I mean is expectation actually being fulfilled? Yes sir because it is per of the high school accountability model it is within under the umbrella of the 95% participation rate, and so we are having most schools who are able to get very near that 95 participation rate. And round numbers it's about 35-38000 students per year who participate in the CRC testing and we have found North Carolina data that our, I think this is something to be proud of, that our high school students perform at about the same level of distribution as the national database as a whole. Which is to say of the students that take it about 85% are in some level of certification, about 65% on silver or better, and then the gold numbers get increasing smaller, and the platinum is a very small, again one quarter of one percentage point. It's a very difficult level to attain. But we can be proud I think of that preparation and validate on some of the work that we're doing on the academic and the technical side. Miss Monica[sp?] if you would not mind if you can get some more information to the committee about the NCRC program, what it does, what it takes to be in it, some of the numbers. One of the question that I have for you is kind
of in the same vein of senator Davis and I'm wanting to know, I understand we got this Ratification process, we also the state also spends a lot of money on remediation, about the community college and even in some of our union sisters from schools. What programs do we have to make sure that when a career student leaves the high school when they are ready to go into community college or any other four year institution that they do not need remediation in Math, English or writing? So a couple of things, and I will try to get all of these down, but first I would tell you is, the requirements for graduation for math and English language arts. All the same for students whether they're pursuing a focused area of study in career in technical education or in other areas. So the expectations math and English language arts, those high standards are for all students, because increasingly the careers in the economy require hem to be able to [xx] high levels and to acquire Mathematics. One of the differences between the career readiness certificate assessments, and other assessments such as the SETS or the SAT if that the work key assessment is written in particular to think about how you apply those foundational academic skills and a technical context, so it's understanding math concepts and reading critically in the context are they technical subjects which many of our students find to be, I won't say easier, but because it's more relevant to them and they can relate to that easier they do perform better, the other point I would make is that we worked very hard to remind our technical tutors be a regulars academic standards. We understand that students need to have as many choices as they can, to fully engage in both ways and so high levels of Math embedded in technical content and high levels of reading embedded in technical content are all strategies that we're pursuing. Thank you senator Alexander. [xx] thank you very much for the opportunity to doing this is you strike down the line of what I think our economy needs, you mentioned about 10 counties who were involved in this program, is Wake one of them? No yet but I am having conversations with folks in Wake and expect to have an application from them shortly. Okay, so then [xx] street is not part of your program? I'm sorry I I misunderstood your question, I thought you were asking me about the certified work ready communities. Yvonne Maloney[sp?] center is a clean technical education school, yes Sir, they're very pretty much one of our programs, I apologize. Thank you [xx] I apologize, and many of your Wake county schools food to eat programs, they have some special in the academies, and I know you're extremely proud of them [xx] Senator Waddell thank you senator Thank you, thank you for your report. I was wondering and looking at the career and in apprenticeships that you have in your alignment to community colleges. At one time many these programs that are being offered were programs that were duplicated at community colleges and that [xx] were a little of conflict there, such as cosmotologin. So in many of the high schools they did take, remove it, not a beginning put it back, so how do you align what you're doing with the community colleges so that you don't have deplications in the same communities. I think the heart of that effort really begins with understanding what programs need to be offered to meet the local economic needs and it's necessarily dependent on very strong collaboration between both secondary and postsecondary partner In a community. We also have what with State Water Articulation Agreements and bringing faculty together to understand but standards are taught to remove that duplication. I think the career and college promise legislation has really pushed us to that place more than we were before and I think as we continue to have limited resources we really ave to ask ourselves the questions of who is better equipped and has the capacity to offer
this courses in the best way for students and for employers. I've got a quite a few people who want to ask questions and we still have one more presentation a day so if you feel that you could take this offline or of you could get to them very quickly that'd be helpful. Senator Gunn Thank you Mr. Chair thank you for being here, so important. The 170 courses and schools, that to me is an incredible amount of courses. Could you just share with us a little bit of the dynamics on how those chosen how they are administered and just how that works because that's a lot and I have 1 comment after that. It is a large number of courses, they are organized around the knowledge and skill statements of the National Career Clusters and so you may think about careers for example in public safety, they, re are a number there's Emergency Medical, there's Firefighter you need different content for each of those and so we build out the courses that supports the credential or the in-learning around that so we offer courses from Cosmetology to Fire Fighting to Computer Engineering and Network Engineering and Computer Programming really to try to meet the individual needs of the schools and locations. It is a challenge for us to current [xx] standards because they are so many especially with limited staff and so we depend on third party vendors and partners such as Microsoft or Adobe to help us stay current with those and adopt some of the curriculum and certification standards to release some of that burden. [xx]. Thank you and just a quick comment I'm really proud for this body, legislative body had done collectively for understanding the dynamics of a career path and a college path workforce development starting in high school and I commend every legislator for that, but I also want to thank you for understanding, and be proud for understanding and embracing the need for this and to know the importance of audit as we move forward to give this students a pathway to success and I just wanted to point that we really know you are responding and the next thing we can do, thank you but you've done a good job responding to our workforce development initiative, thank you. Thank you. Thank you Mr Chair, Miss Hanica, You mentioned towards the end of your presentation that you provide support for teacher who are currently teaching at CTE, one of the questions that I had was about increasing the enrollment or participation of students and sometimes they make a choice as they can get bonus credit points in their GPA for taking the honors courses, whereas for some of the CTE courses that are not taught at the honors level you can't get the bonus points. So what is being done for the teachers on the local public school level that they can get the certification requirements so that the courses can be taught at the honors levels for those students who want to take those courses but also want the benefit of the GPA? State Board Education modified some of the rules and regulations around Honors weight at a couple of years I apologize Senator my timelines don't always stay in order, I lose track. But in the recent past they modified that to allow more career in technical education courses to be considered, for honestly and so previous to that there was a all of these. Today that is not the case. And any Career in Technical Education Course can be offered, a honors wait if the teacher completes in December and the school systems completes the portfolio that would evidence the higher levels for learning for that course. So the department as a whole include education division in particular, has been working with district leadership to understand what others components of the portfolio, and How do you take our existing content standards and challenge students to go deeper or higher to be able to justify that honors as well Chairman Robin. Yes, thank you I've enjoyed listening and I'll keep it short because we're short on time. I had six questions [xx], I'll just get to one you talked a
lot about making the academic standards and then there's the remediation problems that we have that seem to be continuing The disparity between the academic standard which I sort of understand you have to meet and work place requirements must be different or we wouldn't be having the problem or in any place I go to an industry, they're having to train folks to do stuff because they haven't been trained or taught or whatever to do that. Is there some way we can bring in the balance getting other inputs in so that in fact they are workforce ready, because goes to the other comment to the head with 93% more positive placements and then you listed three things all of which were for more training. What's the percent of the actual grade can go take a job that are job ready. What number is far more important than knowing 93% are ready for more training so in that 93% our job placements, and I'm happy to send back to you as a committee what that break out is to the question of what are we doing so that we don't have the remediation that individuals have the skills they need for jobs? I think I go back to the idea of the collaboration in the umbrella of everything works I think more than ever we're talking together to the right people about what the skill set is that employers and businesses need and they're working collectively to think about how we solve that but unfortunately it takes a little bit of time to do that both to engage students in the interesting careers in some of those hard to fill areas and then to create programs that we would be able to say validate internal graduates to do that. Thank you. Thank you. Curtis. Just a quick comment Dr. [xx] mentioned how important counseling is at high school I hear a lot of concerns expressed at high school councilors are given all these other extra responsibilities, and hopefully have time to do what they're supposed to do, career counselling. So I decided you oat to do what you can to protect the local high school councilor so they can do their job. Thank you Miss [xx] we really appreciate your presentation today thank you for being with committee, and if any members have more questions I would urge you to get in touch with Miss [xx] after the meeting. Thank you. Now I would like to call up the Sherry [xx] with the department of health and human services the reason why the department of health and human services are here the first meeting we went through we saw that conglomeration of workforce development money that's kind of floating through the state many of you had questions about some of the programs they were offering and many of those fall under HHS and Miss. [xx] is going offer us an explanation as to some of the work that they're doing. I got this here. So thank you very much Chairman [xx] pleasure to be with you here committee and share with you some the workforce efforts that we have going on at the department of health and human services. As an inventory as a starting place with you all their are seven workforce programs embedded within the department of health and human services that is not to say that we don't touch employment and workforce issues in a number of different ways in a number of different programs, but in these specific programs that we've outlined for you here today their is a particular employment component to the service that we will be discussing. One of the things that I will say about this service areas and the populations the we serve is many of the individuals who we're working with in these particular programs are not job ready, there are skills and trainings and barriers to employment, and a service component is attached to their employment plan for the purposes helping those individuals to become job ready, so some of the barriers that we work with with regards to employment can include sporadic work histories, due to criminal records, substance abuse issues, family violence lack of skills, perhaps they were not able to attain a high school degree or are work ready, or have some significant disability that needs to be addressed as part of your employment.
The budget for these programs is over $232 million with our Vocational Rehab Program being the largest of the workforce programs administered by the Department of Health in human services so as you can see there're a lot of resources available to these populations to support employment most of which are federal receipts to support these programs. I'll talk just a few minutes about the seven programs that I mentioned with the first being North Carolina Sports First Program. In 1995 the welfare program, AFDC, was terminated and the TANF Grant was given to the 50 states and 3 territories in the United States of which North Carolina receive its TANF Grant and created the Work First Employment Services program. It is the cornerstone for our employment services program here in North Carolina and has been very successful in reducing the number of individuals receiving benefits through this program. The average length of this day and our workforce program is approximately six months. The program targets individuals who have dependant Children who are out of the low 200% of poverty. In order to receive Berk First Employment Services, an employ ability plan isa condition of any other benefit that they receive under this program, such as child care or a small cash stipend for the amount of time that they're on the program. How many clicked twice? The program in the Division of Social Services that works with Employment Services is the Food and Nutrition Services Employment and Training Program. This program is designed to target individuals who are part of a Ethnes Food and Nutrition services or Food Staff Household who is an able bodied person who is able to work, currently this is a voluntary program in North Carolina and we have eight counties participating in the EMC program and those are Brunswick, Columbus, Stone, Granville, Johnston, New Hanover, Pitt and Wake each of this have contract with division of work for solutions to support employment for this population also included is Orange County who operates as food nutrition services training program and jointly with [xx] force program so they have actually taken two programs combined the employment services into one and administered that local event sales. The food nutrition services training program is about to expand under the re authorization of the USDA snap we are the utilization last year all states will be required to save all able bodied individuals who are participants in the food nutrition services program. So we'll see lots of movements and lots of changes in that program. The program targets individuals between the ages of 18 and 59 and the services that operate under this particular program are employment and training services only so there are no the poor services that occur directly to the conditions that the food nutrition services, the food production program ENT program. The second program a third program that is in the division of social services which has an employment component to it while its purpose is not necessarily employment is the community services through out of grant. There are 38 agencies across our state that are funded and operate what we call self sufficiency programs. These programs provide stabilization services, basic life skills, and training, employment readiness and placement services, as well as other supportive assistance in order to help individuals successfully gain employment. So again we gave 40 of our agencies who have those components as per the overall plan to to support individuals who are seeking employment. One of our community services agencies actually operates and as an employment project. This service delivery model is designed to place participating families in permanent jobs and encompasses a variety of services including job readiness on the job training, jobs counselling and referral, entrepreneur services, and employment placement services. Miss [xx] we have a heart to stop in few minutes.
Thank you. Yes sir. The largest program, real quickly, to talk about vocational rehab services, this is a program that is designed to provide an array of services to individuals with disabilities. This is the largest employment services program within HHS, and it has been very successful in the last year in providing 6, 758 employment positive employment outcomes for individuals participating in that program in the last year. This is really creative and very very unique things happening in our vocational rehab program. We have two centers, they're across the state that have unique relationships both within schools and within prisons systems to help persons with disabilities to gainfully be employed. Very quickly we have a division with services for the blind who offers the VR services, those services are quite similar to services that I just mentioned under the division of vocational rehab the primary difference is the specialized population they are serving which are people whom are blind or visually impaired. David Richards who is our Deputy secretary for mental health developmental disability to substance of use services very quickly, do you what to highlight? And I wont even flip through to the sides because we have them here and I will just mention them both that their are multiple programs that we provide in mental health also our medicaid agency for people who have mental illness and also who have [xx] disability the goal obviously competitive one of those individuals when the last slide in your packet we talk about DOJ settlement which is settlement we have with department of justice with people with mental illness who resided in adult care homes. We have a significant lift of heavy people in competitive employment within that program again we thing it's a great effort for us to make sure that those people that have recovered or recovering in mental illness I have the opportunity to get competitive employed next time. Thank you both for coming and present I knew it was rushed the committee appreciates, and either members have questions hopeful we can provide the information to the committee members after that finance is coming here next and so this meeting is adjourned.