4-H Youth Entrepreneurship and College & Career Readiness

Jenny Nixon Author

08/27/2025 Added

0 Plays

Description

Nebraska 4-H staff discuss youth entrepreneurship and college and career readiness programs. Recorded October 7, 2020.

Searchable Transcript

Search:

[00:00:00.000]we're good go ahead any perfect
[00:00:04.800]thanks for having me today um
[00:00:07.690]it is i will say it's crazy
[00:00:10.940]times
[00:00:11.760]right now as we all know um but
[00:00:14.750]we have some great things
[00:00:17.360]happening at 4-h especially in
[00:00:20.900]entrepreneurship and i know
[00:00:22.640]even in college and career
[00:00:24.230]readiness i think we are not i'm
[00:00:26.130]obviously
[00:00:26.860]biased, but I've heard from
[00:00:29.260]other states across the country
[00:00:31.960]that we kind of lead on both of
[00:00:34.380]these
[00:00:34.940]categories in a lot of senses.
[00:00:37.230]So we have a lot of people that
[00:00:39.690]reach out to us for what we're
[00:00:41.290]doing
[00:00:41.860]in entrepreneurship, especially,
[00:00:44.590]which is exciting and it's cool.
[00:00:47.040]And we also have been working
[00:00:49.160]lately with a lot of economic
[00:00:51.450]developments, organizations at
[00:00:54.230]the local level or chambers
[00:00:56.500]of Commerce that have been
[00:00:58.660]asking us for unique
[00:01:01.230]opportunities to either help
[00:01:02.410]educators in their
[00:01:03.540]communities during this time
[00:01:05.110]and provide programming for
[00:01:06.840]youth or just new and
[00:01:08.350]innovative ideas that we
[00:01:09.780]can help if we can help in any
[00:01:11.980]way you know develop leaders in
[00:01:14.590]the community and hopefully
[00:01:16.860]have youth create that
[00:01:18.340]connection with their community
[00:01:20.330]so they want to stay
[00:01:21.800]in their communities,
[00:01:23.280]especially in rural areas in
[00:01:25.050]Nebraska. I know that at the UNL
[00:01:28.570]School of
[00:01:29.820]Business, they have noticed
[00:01:32.320]that youth a lot of times feel
[00:01:34.720]like they need to come to
[00:01:36.720]Lincoln or
[00:01:37.700]Omaha or bigger areas to be
[00:01:39.860]able to start a business or be
[00:01:41.640]involved in entrepreneurship.
[00:01:45.460]And one of the ways that we can
[00:01:48.100]kind of change that narrative
[00:01:51.010]is creating connections within
[00:01:53.590]the community.
[00:01:54.380]And I think these programs are
[00:01:56.880]just one of the few ways that
[00:01:59.200]we can do that.
[00:02:00.600]I mean, if we think about when
[00:02:02.120]we were growing up, we probably
[00:02:03.770]went into the field that we
[00:02:05.330]went into because we had either
[00:02:06.680]a mentor or a great experience
[00:02:08.210]and said, hey, this is awesome.
[00:02:10.280]I want to do this. I want to
[00:02:11.620]learn more about it.
[00:02:12.780]And that's what we're all about
[00:02:14.260]at 4-H Youth Development is
[00:02:15.670]creating those experiences so
[00:02:17.180]they have, they can explore
[00:02:18.870]what their interests are and
[00:02:20.560]create that connection to their
[00:02:22.470]community so they feel valued
[00:02:24.240]and can come back eventually to
[00:02:26.070]Nebraska, wherever it is, and
[00:02:27.980]start something if they want to
[00:02:29.780]start something or be involved
[00:02:31.730]with the community in any way.
[00:02:34.560]So I have a few programs that
[00:02:35.970]we can talk about and touch
[00:02:37.270]base on briefly. And if you
[00:02:38.720]have any questions, feel free
[00:02:40.290]to let me know or put them in
[00:02:41.610]the chat box as well.
[00:02:42.960]One of our experiences that I
[00:02:45.230]would say is one of our more
[00:02:47.770]robust experiences that is
[00:02:49.500]really a great experience for
[00:02:52.120]people to get involved with at
[00:02:54.320]the local level, not only
[00:02:56.340]adults, but youth as well, is
[00:02:58.830]our Inventure Day experience.
[00:03:02.380]And this is an experience for
[00:03:04.540]middle school youth. It's
[00:03:06.370]grades six through eight. And
[00:03:08.290]it is structured in a way that
[00:03:10.850]we bring an entire grade
[00:03:12.730]together for a full day
[00:03:14.550]experience. And a lot of times
[00:03:17.260]in a lot of areas, it is
[00:03:19.160]multiple schools coming
[00:03:21.320]together, which is cool.
[00:03:24.460]So they might connect with
[00:03:26.000]youth that they may have not
[00:03:27.630]connected with previously or
[00:03:29.380]they wouldn't normally connect
[00:03:31.280]with during the school day.
[00:03:33.160]And they are put into small
[00:03:35.320]groups with mentors from the
[00:03:37.970]community.
[00:03:38.320]And they can be local
[00:03:39.650]entrepreneurs, business owners.
[00:03:41.600]A lot of times they're people
[00:03:42.970]like yourselves from the
[00:03:44.180]economic development
[00:03:45.260]authorities or chamber of
[00:03:46.550]commerce members, just leaders
[00:03:48.170]in the community.
[00:03:49.300]And they're put in these small
[00:03:50.820]groups and they're given a
[00:03:52.160]widget.
[00:03:53.640]And like, for example, this
[00:03:55.210]last year's widget was a
[00:03:56.450]Christmas light clip, a plastic
[00:03:58.450]Christmas light clip.
[00:03:59.600]And their task throughout the
[00:04:02.150]day is to create an idea or a
[00:04:04.410]business around that widget.
[00:04:07.140]And then they have a quick
[00:04:09.300]pitch competition at the end of
[00:04:11.860]the day.
[00:04:12.500]And then they're judged by
[00:04:13.910]members of the community and
[00:04:15.500]they're given awards and stuff
[00:04:17.310]like that.
[00:04:18.460]But they also go through
[00:04:19.950]factory stations such as target
[00:04:21.930]market, research development,
[00:04:24.140]finance and pricing.
[00:04:25.700]So they're really going through
[00:04:28.020]the whole business development
[00:04:30.510]process and getting that full
[00:04:32.530]experience, which is really
[00:04:34.850]cool.
[00:04:35.340]And they're creating that
[00:04:36.680]connection to adults in their
[00:04:38.010]community.
[00:04:38.760]And we've also had several
[00:04:40.920]youth actually that have gone
[00:04:42.520]on afterwards and started a
[00:04:44.370]business of their own.
[00:04:46.620]So a great example of this just
[00:04:49.170]recently is we had an adventure
[00:04:51.760]day before the pandemic in the
[00:04:54.280]spring in Sydney, Nebraska.
[00:04:57.160]And one of the youth actually
[00:04:59.320]after that during the pandemic
[00:05:01.380]and during downtime at home
[00:05:03.330]said, I learned a lot of these
[00:05:05.440]skills.
[00:05:06.360]I can start my own business.
[00:05:07.930]And he started his own fishing
[00:05:10.110]gear business where he sells
[00:05:12.270]fishing gear online.
[00:05:14.040]and he's been a part of the
[00:05:15.380]youth marketplace across
[00:05:16.400]Nebraska. And it's been really
[00:05:19.200]cool to
[00:05:19.980]see things like that. It makes
[00:05:21.550]me feel like, oh my goodness, I've
[00:05:23.660]basically done nothing since
[00:05:25.340]the pandemic if this kid is
[00:05:26.680]starting his own business. But
[00:05:28.330]it's really cool. It shows that
[00:05:29.960]the experience is really
[00:05:32.120]working. So that is one of our
[00:05:34.060]really immersive experiences
[00:05:36.350]that I would
[00:05:37.320]say is really great for youth
[00:05:39.480]in the community and fun for
[00:05:41.230]the adults. Another one is,
[00:05:44.040]our Tech Box curriculum. And
[00:05:46.240]this is for elementary students.
[00:05:48.860]And it's more of an
[00:05:50.180]introduction
[00:05:50.820]to entrepreneurship. It's four
[00:05:53.370]45-minute lessons. And it would
[00:05:56.370]be an educator going into a
[00:05:58.340]classroom
[00:05:59.020]and delivering these lessons
[00:06:01.190]for youth. And Tech Box stands
[00:06:03.780]for Tinker, Explore, Create.
[00:06:06.100]So they're really, they're
[00:06:08.260]learning a brief introduction
[00:06:09.460]of what entrepreneurship is.
[00:06:11.660]They're learning problem
[00:06:13.820]solving skills, and then they're
[00:06:15.620]creating and developing an idea
[00:06:17.730]around a problem that they may
[00:06:19.610]have.
[00:06:20.320]So we usually present them with
[00:06:23.000]a problem and then tell them,
[00:06:25.870]how can you solve it?
[00:06:27.640]What are the ideas that you
[00:06:28.980]have?
[00:06:29.440]And we take them through that
[00:06:30.780]problem solving process.
[00:06:31.860]And then they're eventually
[00:06:34.020]creating a prototype, whether
[00:06:35.850]it's drawing it or writing it
[00:06:37.770]down or creating it with Legos
[00:06:39.880]or whatever that is.
[00:06:41.520]They're going through that
[00:06:43.680]process in a higher level, I
[00:06:44.940]would say, way that's not into
[00:06:47.050]the nitty gritty or the weeds
[00:06:48.570]of business or entrepreneurship,
[00:06:50.760]but it gives them that brief
[00:06:52.460]introduction to that.
[00:06:54.200]And that's elementary. Like I
[00:06:56.360]said, it's four lessons in the
[00:06:58.030]schools.
[00:06:59.880]And that's taught by one of our
[00:07:02.040]educators.
[00:07:02.540]And then I would say our other
[00:07:07.340]experience that we're really,
[00:07:10.060]is another intro and kind of
[00:07:12.200]complements the tech box
[00:07:14.240]curriculum is our Spark to
[00:07:16.380]Start book.
[00:07:17.660]And I actually have this right
[00:07:18.670]here.
[00:07:19.000]We are delivering this book to
[00:07:22.000]all fourth grade teachers
[00:07:24.550]across the state right now for
[00:07:27.160]free.
[00:07:28.280]It's free of cost. It's just a
[00:07:30.440]way for us to kind of connect
[00:07:32.290]with them during the pandemic
[00:07:34.360]where we may not be able to
[00:07:36.080]reach them in person. And this
[00:07:38.500]book is, it's kind of like, I
[00:07:40.620]like to say it's like a kind of
[00:07:42.990]like a coloring book or an
[00:07:44.450]activity book for youth that
[00:07:46.510]introduces them to
[00:07:48.160]entrepreneurship.
[00:07:49.780]So it's activities, crossword
[00:07:52.530]puzzles, just fun stuff that
[00:07:55.330]they can do to think like an
[00:07:57.310]entrepreneur. And this is also
[00:07:59.940]for elementary students. And we
[00:08:02.150]have this available to purchase
[00:08:03.860]on our marketplace. So
[00:08:05.800]individuals, classrooms can
[00:08:07.780]purchase this if they would
[00:08:09.650]like to.
[00:08:10.360]But we also a lot of times use
[00:08:12.020]this with our curriculum to
[00:08:13.640]kind of complement that
[00:08:15.170]experience. And we may give
[00:08:16.890]that to you during that
[00:08:18.250]experience. But right now we're
[00:08:20.450]delivering that to all the
[00:08:21.900]fourth grade teachers in the
[00:08:23.620]state, which is kind of cool
[00:08:25.350]that we're doing that.
[00:08:28.040]We're also working on
[00:08:29.370]developing our high school
[00:08:30.900]curriculum right now. So that's
[00:08:33.080]in the very beginning stages.
[00:08:35.100]We have a group that's doing
[00:08:37.180]that.
[00:08:37.500]So we would love to hear from
[00:08:39.070]all of you too. If you have
[00:08:40.910]ideas in your community, like
[00:08:43.050]saying, hey, we would like to
[00:08:45.020]see an experience like this.
[00:08:47.140]can you do something like that?
[00:08:49.300]That would be very helpful for
[00:08:50.930]us. Or if you see, like we
[00:08:52.690]really see
[00:08:53.320]we need this as a need in our
[00:08:55.550]community, whether it's skills
[00:08:58.390]or jobs or anything like that,
[00:09:01.120]that would be beneficial for us
[00:09:03.390]to create those experiences for
[00:09:05.930]the youth across the state.
[00:09:08.020]We also have on here our ESI
[00:09:10.250]and Blueprint curriculums and
[00:09:12.870]programs. And I won't go too
[00:09:15.540]far into that just because we're
[00:09:17.770]not really actively engaging
[00:09:19.840]with that program. We do use
[00:09:21.980]it and we do have it available
[00:09:23.720]to purchase. And that is high
[00:09:25.330]school for high school students,
[00:09:27.460]for the most part, high school
[00:09:28.880]and middle school. And they
[00:09:30.240]have the opportunity to kind of
[00:09:31.680]match
[00:09:32.100]their strengths with a career
[00:09:34.540]or passion and kind of take
[00:09:36.910]that one step further of, hey,
[00:09:39.400]I really like this. This is
[00:09:40.910]what I'm good at. How do I
[00:09:42.290]apply that in a real world
[00:09:43.620]setting? And it's
[00:09:44.760]using Strength Finders and Blueprint
[00:09:47.550]and BP10 and stuff like that to
[00:09:50.310]really dive into what are my
[00:09:52.160]strengths and getting them to
[00:09:54.320]think about that process. So
[00:09:56.200]that's an opportunity as well.
[00:09:58.480]That's, like I said, it's not
[00:10:00.640]as, we're not as actively using
[00:10:02.640]that right now, but it is
[00:10:04.400]available and there are
[00:10:05.830]communities that still use that.
[00:10:08.060]That is all I think I have
[00:10:10.220]right now. Does anybody have
[00:10:12.200]any questions?
[00:10:14.760]I was just going to add, I've
[00:10:16.890]used some of the ESI curriculum
[00:10:18.520]with some high ability learners
[00:10:20.670]within Shadron School. And yep,
[00:10:22.920]there's some great lessons that
[00:10:25.110]also go over some of those, how
[00:10:27.070]do you figure out your market
[00:10:28.880]price and your, you know, the
[00:10:30.870]profit and loss part of the
[00:10:32.540]business, how to market your
[00:10:34.630]business.
[00:10:36.380]It takes that stuff that you
[00:10:37.930]see at InVenture Day and goes a
[00:10:39.580]little bit further into detail
[00:10:41.420]with it.
[00:10:42.060]And they normally have kind of
[00:10:44.310]a little sale that they do
[00:10:46.200]during the Pine Pow Bazaar.
[00:10:48.460]And it was really cool last
[00:10:49.940]year we set up at the library
[00:10:51.440]to kind of also promote their
[00:10:53.270]maker space.
[00:10:54.160]But all of our businesses had
[00:10:56.320]really good success. A lot of
[00:10:58.360]them sold out.
[00:10:59.440]And it was really cool how
[00:11:01.600]creative we had everything from
[00:11:03.130]like an app that a kid created
[00:11:04.990]to promote the Shatterin Middle
[00:11:07.030]School schedule of events that
[00:11:09.030]he wasn't charging, but he was
[00:11:11.020]just trying to get kids
[00:11:12.480]interested in doing it to
[00:11:14.150]people that were creating
[00:11:15.820]Christmas decorations for your
[00:11:17.990]lawns.
[00:11:18.700]you know, the signs, the
[00:11:21.340]reindeer, to toffee, to
[00:11:24.250]Christmas ornaments. I mean, in
[00:11:27.860]everything and
[00:11:29.280]in between. It was super neat
[00:11:30.750]to see all the kids' creative
[00:11:32.100]ideas and what they were able
[00:11:33.540]to come
[00:11:33.880]together with and do in a
[00:11:36.430]couple months. I have a couple
[00:11:39.890]of questions. First one is, how
[00:11:43.970]are you
[00:11:45.040]marketing this to the schools?
[00:11:47.770]Are you working with guidance
[00:11:50.210]counselors or, you know, how
[00:11:52.730]are
[00:11:53.140]you getting it out to them?
[00:11:55.300]Second question is, are you
[00:11:56.710]doing training for teachers so
[00:11:58.690]that,
[00:11:59.160]you know, a lot of teachers
[00:12:01.320]have their comfort zone and how
[00:12:03.310]do you get that out? And then
[00:12:05.410]how do
[00:12:05.960]you tie it into the curriculum?
[00:12:08.320]I know with all of this
[00:12:09.840]teaching standards and all of
[00:12:11.960]that,
[00:12:12.940]Sometimes that's an issue and I'm
[00:12:15.060]sure you've addressed those,
[00:12:16.600]but those of course are the
[00:12:17.760]things as a former teacher I'm
[00:12:19.300]asking. Great questions. Thank
[00:12:23.890]you for that. And those are,
[00:12:28.640]so typically these experiences
[00:12:31.190]are facilitated by our
[00:12:33.450]educators in conjunction with
[00:12:35.400]the schools.
[00:12:37.620]So, for example, like the Inventure
[00:12:40.180]Day experience for middle
[00:12:42.420]school youth, we bring in our
[00:12:43.940]team of educators and they will
[00:12:46.760]facilitate the process.
[00:12:47.980]So it's really not much of a
[00:12:50.140]burden at all on the teachers
[00:12:52.290]or the classrooms.
[00:12:54.060]They say, hey, we want to do
[00:12:56.220]this.
[00:12:56.660]And then we figure out the
[00:12:58.000]logistics and we'll come and
[00:12:59.360]facilitate the process
[00:13:00.560]throughout that day.
[00:13:03.860]And then as far as connecting
[00:13:06.020]that to the standards, we
[00:13:07.420]absolutely look at those and we
[00:13:09.440]do connect those. And those are
[00:13:11.530]listed a lot of times on our
[00:13:13.010]website and on our curriculum.
[00:13:14.480]So the great thing about these
[00:13:16.440]programs too is they really
[00:13:18.570]complement what is happening in
[00:13:20.410]the school day.
[00:13:21.680]So a lot of times these
[00:13:23.840]experiences are something that
[00:13:25.960]are not necessarily happening
[00:13:28.440]already in the school. So they
[00:13:30.920]say, hey, we have a need for
[00:13:32.620]these entrepreneurship programs
[00:13:34.520]or business programs or
[00:13:36.390]whatever it is. Could you
[00:13:37.430]provide this to our students?
[00:13:39.410]And that's what we do.
[00:13:40.880]And a lot of times we do that
[00:13:42.300]with homeschool markets too.
[00:13:44.120]Homeschools are like, we really
[00:13:46.280]love college and career
[00:13:47.470]readiness is one of those.
[00:13:49.180]Like this is something we need
[00:13:50.680]that maybe we don't have that
[00:13:52.180]much curriculum for.
[00:13:53.380]And then that's where we kind
[00:13:56.130]of fit into that educational
[00:13:58.930]experience.
[00:14:00.440]Kind of on that local level,
[00:14:02.920]when we go to promote it to the
[00:14:05.350]schools, it kind of depends on
[00:14:07.960]who we have a really good
[00:14:09.590]connection with.
[00:14:10.300]But a lot of the times it'll go
[00:14:11.850]through to, you know, the
[00:14:13.360]superintendent to the principal
[00:14:15.340]guidance counselor or directed
[00:14:17.060]at those teachers for the grade
[00:14:18.820]it fits.
[00:14:19.560]So like you mentioned, Sydney's
[00:14:21.610]had a day there that we did it
[00:14:22.920]with, I think, fifth and sixth
[00:14:24.690]graders.
[00:14:25.460]We've done this in Chapel, I
[00:14:28.010]believe Sarah Paisley organized
[00:14:31.010]that in Chapel and a couple in
[00:14:33.410]Garden County as well.
[00:14:37.980]Yeah, so we've kind of worked
[00:14:39.320]with the guidance counselors,
[00:14:40.580]principals. Oftentimes with
[00:14:41.930]this one, it's more suited
[00:14:43.080]towards the principal or
[00:14:44.130]superintendent.
[00:14:45.120]Okay, well, because one of my
[00:14:47.280]questions is, you know, is that
[00:14:48.670]I used to be the person who
[00:14:50.050]went in to do the presentations
[00:14:51.770]when I worked for Nebraska
[00:14:53.210]Public Power District.
[00:14:54.900]And I always felt that it was a
[00:14:57.060]better fit if I knew I was
[00:14:58.710]integrated into the curriculum,
[00:15:01.250]rather than just a free day.
[00:15:04.460]And that was always, you know,
[00:15:06.200]what I was looking for is to
[00:15:07.630]make sure that, you know, there
[00:15:09.540]was going to be some continuity
[00:15:11.100]and go beyond what I was doing
[00:15:12.540]in the classroom.
[00:15:13.580]Yep. And we definitely, like
[00:15:15.130]Andy said, we make sure that it
[00:15:16.610]kind of fits in with what they're
[00:15:18.380]kind of learning at that age
[00:15:19.490]level.
[00:15:20.200]That's like, I mean, with the
[00:15:22.020]Inventor Day, I think it's
[00:15:23.630]really neat because not only do
[00:15:25.660]the kids form teams that they
[00:15:27.130]come up with and do this
[00:15:28.730]business thing, but they also,
[00:15:30.420]each of them select a role.
[00:15:32.520]So they learn a little bit more
[00:15:33.940]about the finance piece because
[00:15:35.510]that's someone's role.
[00:15:36.820]They learn a little bit more
[00:15:38.100]about the marketing piece
[00:15:38.980]because that's someone's role.
[00:15:40.320]There's a photography piece.
[00:15:41.880]So it makes that sure, you know,
[00:15:44.250]if you have a team of five or
[00:15:46.110]six, all of them are playing a
[00:15:48.210]role and all of them are
[00:15:49.810]actively engaged.
[00:15:54.800]Yeah, thanks, Melissa. I also
[00:15:56.960]put in the chat box a link to
[00:15:58.390]our 4-H Classroom Connections
[00:16:00.370]page, which we just created and
[00:16:02.320]launched.
[00:16:03.260]And it really lists all of our
[00:16:05.590]experiences and educators in
[00:16:08.070]classrooms or homeschool
[00:16:10.200]markets can go and look at this
[00:16:12.650]page.
[00:16:13.520]And they can select whether it's
[00:16:15.600]face-to-face or a virtual
[00:16:16.770]experience that they're looking
[00:16:18.670]for.
[00:16:19.620]And then it really sorts
[00:16:20.960]through all the experiences
[00:16:22.670]that we have available right
[00:16:24.260]now, which makes it really easy
[00:16:25.890]for the educator to find what
[00:16:27.470]they're looking for.
[00:16:33.380]Also know that in our region,
[00:16:36.130]we have our engagement zone
[00:16:38.930]coordinator will be speaking
[00:16:41.460]through the ESU to all the
[00:16:43.620]superintendents and really
[00:16:46.250]explaining a lot of these kinds
[00:16:47.640]of
[00:16:47.920]opportunities that are
[00:16:49.260]available. But a lot of it
[00:16:50.690]really comes down to that
[00:16:52.730]relationship that our
[00:16:53.320]4-H educators have in the
[00:16:54.730]region that they serve. And so
[00:16:56.330]I really wanted Melissa to be
[00:16:57.780]on because
[00:16:58.440]she brings all that experience
[00:17:00.570]because she's done all of these
[00:17:01.770]programs in so many different
[00:17:03.400]places.
[00:17:04.040]A couple of questions. So you've
[00:17:08.760]reached all the way down into
[00:17:10.980]the the middle school, the
[00:17:13.870]upper
[00:17:14.120]grade school, fourth grade I
[00:17:15.460]think you mentioned at one time,
[00:17:16.800]and all the way through getting
[00:17:18.120]the
[00:17:18.360]high school curriculum. So have
[00:17:20.850]you found a best age group that's
[00:17:23.170]receptive to these ideas and
[00:17:25.240]kind of takes a hold of them
[00:17:26.810]and then it kind of sounds like
[00:17:28.670]the whole idea is to continue
[00:17:31.250]from
[00:17:31.720]that early contact something
[00:17:33.880]every grade level up through
[00:17:35.670]high school and has it been in
[00:17:37.630]existence
[00:17:38.440]long enough to track any
[00:17:39.910]results of anything yet or or
[00:17:41.680]where their interest lies by
[00:17:43.480]the time they
[00:17:44.360]they get to be a junior and
[00:17:47.090]senior. Also great questions. I
[00:17:51.120]would say there isn't
[00:17:53.520]necessarily
[00:17:55.020]an age that maybe
[00:17:57.180]entrepreneurship and innovation
[00:18:00.180]fits better for. I would say
[00:18:03.140]the experiences are
[00:18:05.260]different and you find equal
[00:18:07.840]amounts of greatness, I would
[00:18:10.810]say, from each group. And it's
[00:18:14.340]really
[00:18:14.340]what we do well, I would say is
[00:18:16.890]catering those experiences for
[00:18:19.890]the ages of that we're
[00:18:21.440]targeting
[00:18:22.480]and we're working with. And
[00:18:24.640]because we've seen great things
[00:18:27.280]happen from elementary school
[00:18:29.000]students,
[00:18:29.460]middle school students, and
[00:18:31.620]high school students. I think a
[00:18:33.410]lot of times we see the most
[00:18:35.120]tangible evidence, I guess
[00:18:37.280]people would say that that's
[00:18:39.070]really cool, like starting
[00:18:41.050]businesses and
[00:18:42.240]stuff like that from middle
[00:18:43.680]school and high school youth
[00:18:45.240]just because they're older and
[00:18:47.050]they have the
[00:18:47.580]ability to do that but it
[00:18:49.110]starts with those elementary
[00:18:51.050]school kids and getting them to
[00:18:53.130]think
[00:18:53.540]like entrepreneurs and that
[00:18:55.700]sets them up to be successful
[00:18:57.300]in those additional experiences
[00:18:59.620]and maybe Melissa you have more
[00:19:02.850]knowledge on kind of the where
[00:19:05.960]we started with these programs
[00:19:09.190]and
[00:19:09.620]where we're at now as far as
[00:19:12.180]impact goes for that. I don't
[00:19:15.220]know if you do or not.
[00:19:17.560]And I don't know, you know,
[00:19:19.720]Adventure Day has been around
[00:19:20.840]for a few years, but I'm not
[00:19:22.600]sure,
[00:19:23.080]you know, that we've maybe been
[00:19:25.240]able to track some of those
[00:19:26.550]results yet. I do think that
[00:19:28.630]would
[00:19:28.840]be kind of cool to find out.
[00:19:30.330]But, you know, like he, Andy
[00:19:31.820]had mentioned earlier about the
[00:19:33.660]kid in
[00:19:34.060]Scott's Bluff that did start
[00:19:36.220]their own business after one of
[00:19:37.930]these experiences. You know,
[00:19:40.100]there's
[00:19:40.760]a couple times then stuff that
[00:19:42.330]we've done in Shadron where the
[00:19:44.330]kids go for multiple years,
[00:19:46.080]but a lot of the purpose of
[00:19:47.560]these programs are just to get
[00:19:49.320]them thinking like, this is
[00:19:51.030]something
[00:19:51.580]I could do. Not necessarily
[00:19:53.740]maybe that they start right in
[00:19:55.340]high school, but again, just
[00:19:57.290]thinking
[00:19:57.980]this is an option for me, and I
[00:19:59.720]do have this skill set to do
[00:20:01.320]this, and I do kind of
[00:20:02.790]understand what
[00:20:03.760]it would take to be an
[00:20:05.170]entrepreneur. Hey, everyone.
[00:20:07.740]Sorry, I'm a little late to
[00:20:09.670]joining. I had another
[00:20:11.140]meeting that was conflict, but
[00:20:13.870]I guess a question for Andy and
[00:20:16.690]Melissa is as far as, you know,
[00:20:19.240]having these conversations and,
[00:20:21.950]you know, just some of these
[00:20:24.180]formation of entrepreneurial
[00:20:26.720]spirits in our youth. Is there
[00:20:30.190]any conversations about the
[00:20:33.480]importance of credit or how to
[00:20:36.810]kind of
[00:20:37.680]start preparing for the world
[00:20:39.250]of credit? Because credit's a
[00:20:41.550]very big part of not only being
[00:20:43.410]an
[00:20:43.660]entrepreneur, but just being an
[00:20:45.340]adult in general. And so that's
[00:20:47.020]when I've talked to the youth,
[00:20:48.620]I went and made a couple of
[00:20:49.960]presentations at high schools
[00:20:51.700]and middle schools. A lot of
[00:20:53.400]kids don't
[00:20:53.960]really know or have had a lot
[00:20:55.300]of conversations around credit.
[00:20:57.000]Yeah, and so I think that, and
[00:21:00.470]Don, I know has popped on here
[00:21:03.850]a little bit, but that plays a
[00:21:07.320]lot into our college and career
[00:21:09.480]readiness curriculum. So the
[00:21:11.450]one, and we were going to
[00:21:13.220]talk about first, I think we'll
[00:21:14.720]wait, but the one that you can
[00:21:16.120]really see this in is in the
[00:21:17.350]next
[00:21:17.680]chapter program that we have.
[00:21:20.160]Within this program, we kind of
[00:21:22.580]take youth in their eighth
[00:21:24.590]grade or
[00:21:25.340]freshman year and then follow
[00:21:27.500]them every year throughout
[00:21:29.090]until they graduate. We meet
[00:21:31.120]with them.
[00:21:32.120]It depends on, there's
[00:21:33.550]different formats across the
[00:21:35.350]state, but ideally you'll do
[00:21:37.160]four lessons with
[00:21:38.460]them every year. And one of
[00:21:40.620]those lessons does exactly what
[00:21:42.400]you said. It addresses credit
[00:21:44.480]and
[00:21:44.780]what does that look like and
[00:21:46.220]what are some things that they
[00:21:47.760]can do to help establish good
[00:21:49.590]credit
[00:21:49.720]and prevent bad credit. It also
[00:21:51.880]goes over topics like yesterday
[00:21:53.950]I was in with a senior class
[00:21:55.630]right
[00:21:56.100]right now they're thinking
[00:21:57.510]about applying to colleges so
[00:21:59.100]we talked about personal
[00:22:00.880]statements
[00:22:00.880]and what is a good personal
[00:22:02.420]statement for a scholarship
[00:22:04.090]application or for your college
[00:22:06.020]application. Other things that
[00:22:08.630]are included are for younger
[00:22:10.830]youth when they're in their
[00:22:12.850]freshman
[00:22:13.660]in eighth grade year, you know,
[00:22:15.000]what are all the different
[00:22:16.000]career opportunities that are
[00:22:17.230]maybe out
[00:22:17.680]there? How do I set goals for
[00:22:20.020]myself that I want to achieve
[00:22:22.490]over the next four years? How
[00:22:24.740]do I
[00:22:25.120]present myself in a public
[00:22:27.260]manner, you know, so that I
[00:22:28.630]sound responsible, respectful,
[00:22:31.030]and appropriate?
[00:22:32.400]Besides also the value of doing
[00:22:34.740]community service, you know, a
[00:22:37.260]lot of the times when I go in
[00:22:39.240]and talk
[00:22:39.940]to these groups, I tell them
[00:22:42.640]obviously how important that
[00:22:45.490]their grades are, but that also
[00:22:48.640]a lot of businesses and a lot
[00:22:50.210]of colleges and communities,
[00:22:52.410]they also look at their other
[00:22:54.360]involvement. They do want to
[00:22:55.710]know that you're getting good
[00:22:57.010]grades, but they also want to
[00:22:58.300]see
[00:22:58.560]that you're highly involved in
[00:23:00.720]taking on a leadership role or
[00:23:02.510]being a self-starter and with
[00:23:04.420]some of those clubs and
[00:23:05.750]organizations within your
[00:23:06.810]community. So again, we try and
[00:23:08.450]give them the whole
[00:23:09.460]picture like you mentioned from
[00:23:11.940]the financials to scholarships,
[00:23:14.600]financial aid, to also just
[00:23:16.980]what
[00:23:17.240]opportunities are out there for
[00:23:19.040]if they are thinking about
[00:23:20.490]going on to a post-secondary
[00:23:22.180]education or a trade school or
[00:23:24.950]job for the military as well.
[00:23:27.820]So just a quick observation
[00:23:30.460]from the days when First
[00:23:35.200]National Bank would put on a
[00:23:36.900]week-long entrepreneurial
[00:23:39.600]course for kids in
[00:23:40.500]the summertime, and Extension
[00:23:42.600]was really heavily involved in
[00:23:44.210]that, helping develop the
[00:23:46.050]curriculum,
[00:23:46.720]and we actually had a half-hour
[00:23:49.190]session with them in that very
[00:23:51.540]quick time period to do what
[00:23:53.690]you're
[00:23:54.380]talking about Anthony in terms
[00:23:56.590]of finance and we got him in
[00:23:58.450]the bank and we got him in the
[00:24:00.380]stores
[00:24:01.000]and we got him to the newspaper
[00:24:03.160]and the radio station to do ads.
[00:24:05.240]I mean, it was a jam-packed
[00:24:07.160]week. But my observation is in
[00:24:09.840]the growth of this entire
[00:24:11.970]curriculum is that you split
[00:24:14.300]that out and
[00:24:15.360]do it a little more intensely,
[00:24:18.530]but not all in one week. And so
[00:24:21.730]that revisiting monthly or
[00:24:24.540]quarterly
[00:24:25.760]or however often you can be in
[00:24:27.910]those schools, I think is
[00:24:29.160]really important because they
[00:24:31.300]don't then
[00:24:31.800]forget it by the time the next
[00:24:33.960]year rolls around. And so I
[00:24:35.920]think that's really important.
[00:24:38.420]And then
[00:24:39.140]The other thing in terms of
[00:24:41.300]them actually having a sale or
[00:24:43.450]some sort of an event that
[00:24:45.380]gives them some positive
[00:24:47.280]feedback is really important.
[00:24:49.980]And that was one of the fun
[00:24:52.060]things about this week-long
[00:24:53.430]entrepreneur class that I
[00:24:55.170]participated in a few times.
[00:24:58.140]But the key, as you mentioned,
[00:25:00.380]timing-wise, to have those kids
[00:25:02.950]have things ready, for example,
[00:25:05.100]the Shattern Pine Bough Bazaar,
[00:25:07.400]they're going to just about
[00:25:09.310]guarantee to sell out because
[00:25:11.400]of, you know, you bring them
[00:25:13.460]together to that sort of a
[00:25:15.190]group.
[00:25:16.240]That's a lesson in itself.
[00:25:18.020]So timing is important as well.
[00:25:19.740]And so I really applaud the
[00:25:21.900]growth of the curriculum and
[00:25:23.900]what extension educators have
[00:25:26.260]been able to figure out as an
[00:25:28.900]additional niche.
[00:25:30.100]Because the teachers have, as
[00:25:32.260]Marla mentioned, they have this
[00:25:34.910]regulated, have to get this
[00:25:36.380]lesson, have to get this
[00:25:38.050]section, have to do this.
[00:25:41.000]And if you can fit it in with
[00:25:42.630]that and give them just a one
[00:25:44.460]day break in the lesson
[00:25:45.930]planning for that particular
[00:25:47.890]day, I think that relationship
[00:25:50.150]is important to build.
[00:25:51.900]So it's interesting to see how
[00:25:54.670]it has morphed and really
[00:25:57.000]become a very important part, I
[00:25:59.990]think, of making that
[00:26:02.100]connection between academics
[00:26:05.000]and the business world.
[00:26:07.600]And that's what we struggle
[00:26:08.940]with all the time.
[00:26:10.360]Kids can be book smart and they
[00:26:12.160]can't make change.
[00:26:13.520]Kids can know all kinds of
[00:26:15.180]stuff to get 31 on their ACTs
[00:26:17.220]or whatever the magic number is
[00:26:19.430]these days.
[00:26:19.980]But can't look across the desk
[00:26:22.140]and have a face-to-face,
[00:26:23.740]eyeball-to-eyeball conversation
[00:26:26.150]with somebody.
[00:26:27.440]So all of that's really
[00:26:28.780]important.
[00:26:29.580]So kudos.
[00:26:30.900]Yeah, and kind of, I mean, we'll
[00:26:33.060]talk a little bit more about a
[00:26:34.840]couple of the other college and
[00:26:36.810]career readiness programs.
[00:26:39.020]But just to kind of finish up
[00:26:41.180]with next chapter, it's really
[00:26:43.300]cool because we also have
[00:26:45.090]recently just worked with the
[00:26:47.410]UNL admissions office.
[00:26:49.280]And so our seniors this year
[00:26:50.850]that are graduating, if they
[00:26:52.870]click on their application that
[00:26:54.890]they are a next chapter student,
[00:26:56.990]they get their application fee
[00:26:58.930]waived.
[00:26:59.740]So that's a huge benefit that
[00:27:01.830]we've been able to do for them.
[00:27:04.040]know right now there's a free
[00:27:05.480]application period through the
[00:27:07.110]kind of the middle of October,
[00:27:08.850]but
[00:27:08.920]even beyond that, we'll be able
[00:27:11.210]to promote that to them and
[00:27:13.080]they get a free application.
[00:27:15.280]Obviously,
[00:27:16.300]a lot of our materials come
[00:27:18.500]from the basis of UNL and what
[00:27:21.100]we know about UNL, but we
[00:27:22.990]really do
[00:27:23.860]encourage all the students to
[00:27:25.200]think about all the
[00:27:26.020]opportunities that they would
[00:27:27.200]have because we know
[00:27:28.100]that UNL is not maybe the fit
[00:27:30.260]for everyone. So, I mean, we
[00:27:32.320]even yesterday with some juniors,
[00:27:35.000]I had them search out different
[00:27:36.490]colleges that they were
[00:27:37.640]interested in and what does it
[00:27:39.070]require
[00:27:39.580]them to get in? What do they
[00:27:41.730]have to do in high school? How
[00:27:43.420]much are they looking at for
[00:27:45.190]tuition
[00:27:45.860]and fees? Does this seem
[00:27:48.020]reasonable to them? And some of
[00:27:49.650]them, they came back and they
[00:27:51.530]said,
[00:27:52.120]you know, it's not as expensive
[00:27:53.460]as I thought it was going to be.
[00:27:54.670]This is actually not too bad.
[00:27:56.020]it's more doable than I thought.
[00:27:58.390]So that was very exciting for
[00:28:00.370]me. But that's kind of a
[00:28:02.090]program,
[00:28:02.940]like we said, that we've gone
[00:28:04.310]through for four years. They've
[00:28:05.930]had been doing it very
[00:28:07.700]successfully
[00:28:07.700]in Omaha. We've in the panhandle
[00:28:10.250]been able to bring it to some
[00:28:12.210]of the different communities.
[00:28:14.800]But we also, besides going into
[00:28:16.980]the classroom, we offer now an
[00:28:19.570]online version for youth that
[00:28:21.220]want to get it started and
[00:28:22.880]maybe aren't getting it
[00:28:24.390]available in the classroom.
[00:28:26.410]Besides that, I know
[00:28:28.840]here in November, up at Camp
[00:28:31.000]Norweska, actually, south of Chatham
[00:28:33.950]State Park, we are having a day
[00:28:36.400]for eighth graders to get
[00:28:37.960]started in the program. As a
[00:28:39.840]part of our kind of north or
[00:28:41.480]panhandle group,
[00:28:42.780]we hope to take them to UNL as
[00:28:44.730]a sophomore just to give them
[00:28:46.760]an opportunity to visit a
[00:28:48.540]different
[00:28:49.360]college besides going through
[00:28:50.940]all of this curriculum for them
[00:28:52.910]and bringing together
[00:28:54.320]youth from across the panhandle.
[00:28:56.480]Otherwise, you know, within
[00:28:58.320]Sheridan County, we've been
[00:29:00.110]doing
[00:29:00.580]it within the schools. Shadron,
[00:29:03.060]I actually was there and will
[00:29:05.060]be there next Monday to meet
[00:29:06.960]with
[00:29:07.440]all the eighth graders in the
[00:29:08.760]Shadron public schools to
[00:29:09.780]continue on with the program as
[00:29:11.100]well.
[00:29:11.560]So again, just kind of trying
[00:29:13.720]to reach them in any way that
[00:29:15.620]we can. Don did send me some of
[00:29:17.810]the
[00:29:18.180]impacts that we've seen over
[00:29:20.460]the last few years in that 84%
[00:29:23.100]of the participants stated that
[00:29:25.700]because
[00:29:26.420]of 4-H, they were able to
[00:29:28.580]identify careers that were a
[00:29:30.400]good fit for them after two
[00:29:32.330]years of being
[00:29:33.400]in the program. 93% of
[00:29:35.560]participants said 4-H helped
[00:29:37.340]them make decisions about
[00:29:39.060]college.
[00:29:39.960]They learned how to act
[00:29:41.320]professionally. 97% of the kids
[00:29:43.690]do that, and we have a really
[00:29:45.510]cool
[00:29:45.800]evaluation with that where we
[00:29:47.960]follow them every year to kind
[00:29:49.690]of see the impact.
[00:29:51.120]Is there any questions about
[00:29:53.280]next chapter before I move on
[00:29:55.340]to any of the other ones?
[00:29:57.380]I was just thinking, Melissa,
[00:30:00.890]on the next chapter, it takes a
[00:30:04.270]bunch of work to kind of get
[00:30:07.130]that
[00:30:07.700]set up within the community?
[00:30:11.510]What does it take? So it
[00:30:14.530]depends on how the state,
[00:30:17.220]our educators across the state
[00:30:19.380]have formatted it. Some of them
[00:30:21.250]are doing retreat style days,
[00:30:23.280]so they hit the kids and do one
[00:30:25.440]whole section or chapter, one
[00:30:27.140]whole year's worth of material
[00:30:29.190]in one
[00:30:29.700]day. In our area, a lot of us
[00:30:32.000]are seeing that we go into the
[00:30:34.510]classrooms because we're able
[00:30:36.630]to meet
[00:30:37.300]with all youth in that area. So
[00:30:40.190]within a lot of the schools, I
[00:30:42.940]go in four or five times a year
[00:30:45.660]and meet with a class. And then
[00:30:47.800]the thought is to continue to
[00:30:49.310]do that with every grade level.
[00:30:51.440]So yeah, we visit with them
[00:30:53.600]multiple times a year, which is
[00:30:56.250]really good because you get to
[00:30:58.400]make that really strong
[00:30:59.800]connection with the kids, you
[00:31:01.610]know, helping them think about
[00:31:03.510]their
[00:31:03.900]recommendation letter, but also
[00:31:05.240]really getting to understand
[00:31:06.310]them and what their strengths
[00:31:07.370]are and,
[00:31:07.820]you know, making connections
[00:31:09.980]for them with community members
[00:31:12.530]that we know of and the job
[00:31:13.940]areas that they're interested
[00:31:16.330]in. So if you get calls from
[00:31:18.750]Melissa or her other 4-H
[00:31:20.510]educators
[00:31:21.440]across the state, you know,
[00:31:22.870]they're looking to connect with
[00:31:24.420]you to help find those people
[00:31:26.200]that
[00:31:26.200]might be a good fit. Awesome.
[00:31:28.550]Yep. The other program that I
[00:31:31.010]think Jenny said most of you
[00:31:32.670]are
[00:31:33.040]pretty familiar with, or at
[00:31:34.400]least had kind of heard about,
[00:31:35.890]is our Connecting the Dots
[00:31:37.130]program.
[00:31:37.800]This one's been going on for
[00:31:39.750]quite a while, and it's
[00:31:40.780]directed towards freshmen and
[00:31:42.610]sophomores.
[00:31:43.540]They had started doing it with
[00:31:45.170]some older youth, but really
[00:31:46.900]thought, you know, by the time
[00:31:48.730]they're
[00:31:49.400]juniors and seniors, that's a
[00:31:50.740]little too late to get them
[00:31:51.800]actively thinking about this.
[00:31:53.300]So we have
[00:31:54.460]moved it more towards our
[00:31:56.620]freshmen and sophomores. It is
[00:31:58.610]kind of an all-day, one-day
[00:32:00.620]experience
[00:32:01.580]instead of multiple trips into
[00:32:03.150]the classroom. But it has a
[00:32:04.950]similar format to that InVenture
[00:32:07.030]Day,
[00:32:07.300]where oftentimes we bring
[00:32:08.760]multiple schools together for
[00:32:10.500]this event. This one, we do
[00:32:12.170]rely
[00:32:12.520]heavily on support from you
[00:32:14.000]guys, because without you guys,
[00:32:15.840]it's really impossible for us
[00:32:17.460]to hold.
[00:32:18.120]What happens is we give the
[00:32:20.590]students kind of a, it's
[00:32:22.940]assessment test that kind of
[00:32:25.640]puts their
[00:32:26.780]interest into a career cluster.
[00:32:28.940]So when they arrive that day,
[00:32:30.710]we have them kind of separated
[00:32:32.620]into the different 16 different
[00:32:35.810]career clusters. So then we
[00:32:38.390]start out having them kind of
[00:32:41.150]pair up.
[00:32:41.900]And so they're working together
[00:32:43.480]in a team and they get what we
[00:32:45.180]call a luck of the draw card.
[00:32:46.960]So it's
[00:32:47.240]kind of a game of life where
[00:32:49.400]they find out, did I drop out
[00:32:51.120]of high school? Do I have money
[00:32:53.400]for
[00:32:53.780]scholarships? Am I able to get
[00:32:55.940]into a four-year school? Do I
[00:32:57.570]have some family that's been in
[00:32:59.440]the
[00:32:59.780]military? And it's really
[00:33:01.940]encouraged me to do that. Based
[00:33:03.430]on that, they make a decision
[00:33:05.320]on which
[00:33:05.760]route they want to go. And we
[00:33:07.920]have people from the military
[00:33:09.540]there. We have people from our
[00:33:11.670]local
[00:33:12.100]two-year schools, four-year
[00:33:14.260]schools, as well as graduate
[00:33:16.910]schools kind of represented. We
[00:33:18.780]oftentimes
[00:33:19.740]times are lucky and get Shadron's
[00:33:21.900]job corps to come as well
[00:33:23.180]because that's an opportunity a
[00:33:25.290]lot
[00:33:25.460]of the kids aren't aware of.
[00:33:27.010]And so the kids then make the
[00:33:28.810]decision what route they want
[00:33:30.570]to go and
[00:33:31.080]they go and meet with that
[00:33:32.450]representative. So they kind of
[00:33:34.330]learn, you know, what it takes.
[00:33:36.460]Do they
[00:33:36.860]have the requirements to get in?
[00:33:39.340]If not, what do they need to do?
[00:33:41.690]After that, they then go to
[00:33:43.640]their
[00:33:44.200]career cluster that we have in
[00:33:46.360]tables around the room where we
[00:33:48.030]have employers or community
[00:33:49.920]representatives for, and they
[00:33:52.300]have to select a job from that
[00:33:54.730]career cluster that they're
[00:33:56.680]interested
[00:33:57.060]in. The really important thing
[00:33:59.390]for our community members is
[00:34:01.380]that they may have to tell the
[00:34:03.360]youth,
[00:34:04.060]the students, you don't have
[00:34:05.490]enough education. You have to
[00:34:07.050]go back to school
[00:34:07.980]to get the job you want. And so
[00:34:11.150]the kids kind of have to go
[00:34:12.340]through that process
[00:34:13.320]a lot of the times to really
[00:34:14.860]think through what kind of
[00:34:16.390]education do they need for the
[00:34:18.150]job they
[00:34:18.660]want. Also, we go around and
[00:34:20.210]give them kind of another luck
[00:34:22.080]of the draw card that's
[00:34:23.470]anything
[00:34:24.040]from you don't have health
[00:34:26.200]insurance, your family was in
[00:34:28.160]an accident, a new business
[00:34:30.220]moved in next
[00:34:31.240]door and is putting you out of
[00:34:33.490]business, to maybe you got a
[00:34:36.050]raise, to you're expecting triplets.
[00:34:39.120]What are you going to do? And
[00:34:40.700]so they have to think through
[00:34:42.590]all of those scenarios. Do they
[00:34:44.780]need to get a new job? Is their
[00:34:46.940]job going to pay enough to
[00:34:48.540]sustain having three kids in
[00:34:50.470]daycare?
[00:34:51.400]All of those different life
[00:34:53.560]questions that we talk through
[00:34:55.070]with them. And then we also
[00:34:56.950]encourage
[00:34:57.620]them obviously to go on and
[00:34:59.040]interact with any of the
[00:35:00.330]business leaders that are there
[00:35:02.330]that they
[00:35:02.640]haven't got a chance to meet.
[00:35:04.320]We do give time for the
[00:35:05.280]business leaders to kind of
[00:35:06.660]introduce themselves,
[00:35:07.820]the area they represent, the
[00:35:09.980]business they represent, and
[00:35:11.180]some advice for the kids. And
[00:35:12.960]that's where a lot of the kids
[00:35:14.530]get a lot of impact from, is
[00:35:16.030]hearing it from other people
[00:35:17.770]about,
[00:35:18.160]you know, making connections
[00:35:20.320]within their community, having
[00:35:22.970]internships. A lot of good
[00:35:24.680]feedback comes from that event
[00:35:26.840]as well. And then the second
[00:35:28.850]half of the day, we take the
[00:35:30.710]kids and
[00:35:31.420]separate them into different
[00:35:33.580]groups and work on networking
[00:35:35.310]skills. So again, like Deb said,
[00:35:37.880]how do
[00:35:38.400]you talk to someone across the
[00:35:39.970]room, you know, and have a good
[00:35:41.640]conversation where people don't
[00:35:43.440]feel
[00:35:43.780]it's awkward. We also have a
[00:35:45.940]session where it's called
[00:35:47.540]motivated skills, where the
[00:35:49.540]kids sort
[00:35:50.240]through different skill cards
[00:35:52.370]and see if that also aligns
[00:35:53.750]with their area of interest and
[00:35:55.790]jobs.
[00:35:56.260]And then one other one is we
[00:35:58.420]have them kind of evaluate
[00:36:01.070]resumes and what's a good
[00:36:02.470]resume,
[00:36:03.340]what's a not good resume. We
[00:36:04.700]know that they're building
[00:36:05.960]their own resumes, so we want
[00:36:07.330]them to
[00:36:07.760]get some good examples of what
[00:36:09.330]it should look like, as well as
[00:36:11.320]talking about interviewing as
[00:36:13.160]well and things that they
[00:36:14.540]should do to help prepare and
[00:36:16.150]have a successful interview.
[00:36:19.420]This program, I know Valentine's
[00:36:21.580]had a couple years ago. We have
[00:36:24.230]done it within Sydney very
[00:36:26.940]regularly.
[00:36:27.440]We hit Chadron every other year
[00:36:29.580]as well. Sheridan County every
[00:36:31.580]other year and Crawford
[00:36:33.120]normally jumps in there as well.
[00:36:35.440]Bridgeport we did as well. So
[00:36:37.870]there's several areas that you
[00:36:40.300]probably have seen it in.
[00:36:43.700]Alliance hasn't been mentioned.
[00:36:46.550]And so if I can help with that
[00:36:48.740]or Hemingford, please let me
[00:36:51.220]know. I do know that our school
[00:36:53.630]offers days like this. We used
[00:36:56.190]to do our business and industry
[00:36:58.730]day where we take the students
[00:37:01.250]out to visit the businesses.
[00:37:04.560]However, our biggest hindrance
[00:37:06.820]for us is we, Alliance Public
[00:37:09.330]School does not bus, so we don't
[00:37:11.010]have bus drivers, where Hemingford
[00:37:13.710]does. So we've kind of flipped
[00:37:15.810]that and now we bring the
[00:37:17.410]professionals to the classroom.
[00:37:19.920]And I've done the mock
[00:37:21.250]interviews. I've helped with
[00:37:22.900]resumes. I've helped them walk
[00:37:24.840]through the steps to start a
[00:37:26.390]business. This is at the high
[00:37:28.450]school level. I would love to
[00:37:30.010]be more in the middle school.
[00:37:34.560]So Melissa or Andy, however, I
[00:37:36.920]may help in kind of getting us
[00:37:39.010]on the map and plugged in.
[00:37:41.200]Please let me know. We also oh,
[00:37:43.360]I forgot we have a money wise
[00:37:46.010]class.
[00:37:46.460]So they're learning to balance
[00:37:48.620]their checkbook, apply for a
[00:37:50.140]loan, do the credit check like
[00:37:52.020]you mentioned, Anthony.
[00:37:53.900]And then we have a fun shark
[00:37:56.570]tank day.
[00:37:58.680]So where they've built all of
[00:38:00.840]this up and are going to pitch
[00:38:02.790]us our idea. Some of them I
[00:38:04.590]wish they would actually be
[00:38:06.200]like a real life thing.
[00:38:07.560]But when I say that they're
[00:38:09.720]just like, no, I was just doing
[00:38:12.370]this for the class. And I'm
[00:38:14.220]like, but it's so cool.
[00:38:16.360]So anyway, just wanted to throw
[00:38:19.060]that out there.
[00:38:21.220]Yes, I know I've talked with
[00:38:22.230]you a little bit about it. We
[00:38:23.450]have pitched connecting the
[00:38:26.030]dots to the superintendent and
[00:38:27.980]the principals, but I think
[00:38:29.790]they felt like that fell in
[00:38:31.440]line with the day you already
[00:38:33.270]have established.
[00:38:34.760]The one thing I guess we should
[00:38:36.920]mention is like Adventure Day
[00:38:38.380]and connecting the dots. They
[00:38:40.340]are not unfortunately free
[00:38:42.020]events where we do bring in the
[00:38:43.920]staff to do it.
[00:38:45.540]So some communities that's
[00:38:47.200]maybe been some of the hang up.
[00:38:49.140]I know for Alliance, I think
[00:38:52.050]that's part of the hang up.
[00:38:55.020]There's a really great Pell
[00:38:56.980]Grant out there that we fit
[00:38:58.870]right into for this programming
[00:39:01.190]that covers the cost. We've
[00:39:03.380]also had ESUs help cover the
[00:39:05.150]cost.
[00:39:07.360]But if like the schools don't
[00:39:08.900]want to spend their Pell Grant
[00:39:10.530]that way, then we have a little
[00:39:12.220]bit of issue because it is a $2,000
[00:39:14.620]expense for connecting the dots.
[00:39:16.780]And what that helps covers is
[00:39:18.050]our youth or Perkins grants.
[00:39:19.430]Thank you. It's a Perkins grant,
[00:39:21.010]not Pell Grant.
[00:39:23.180]But what that cost helped cover
[00:39:25.070]is our transportation for our
[00:39:26.910]staff and lodging if they're
[00:39:28.730]needed, plus all the supplies
[00:39:30.700]that we do because we bring in
[00:39:32.340]pretty big kits. Anthony, I
[00:39:34.290]always mess up the cost for InVenture
[00:39:36.360]Day, so I'm going to let you
[00:39:37.890]take on that part.
[00:39:40.640]Yeah, InVenture Day. So that's
[00:39:42.800]another full day experience.
[00:39:44.030]And that one, I believe is $6
[00:39:45.680]per child. We provide, that
[00:39:47.480]includes lunch and the same
[00:39:49.100]things Melissa was talking
[00:39:50.740]about. But a lot of times too,
[00:39:52.690]it's sponsored by like a
[00:39:54.040]business in the community or
[00:39:55.740]even economic development
[00:39:57.380]authorities or chambers will
[00:39:59.190]sponsor maybe half of the cost
[00:40:00.940]or something like that. That's
[00:40:02.890]happened before too. So they're
[00:40:05.400]involved in that way.
[00:40:08.180]we try and we'll work with the
[00:40:10.650]communities as much as we can
[00:40:13.100]to find unique ways, like
[00:40:15.350]Melissa
[00:40:16.240]had said, to drive that cost
[00:40:18.400]down. But that's what the InVenture
[00:40:21.090]Day is set up. So it's not
[00:40:23.100]like a flat fee, it's per child
[00:40:25.730]for that. And kind of, I didn't
[00:40:28.650]have on our list, because it's
[00:40:31.300]not necessarily a program that
[00:40:32.630]we've done across the state,
[00:40:33.720]but it really falls into what
[00:40:34.860]Chelsea
[00:40:35.300]was talking about with their
[00:40:36.640]money wise. So we do have a
[00:40:37.900]middle school day that it can
[00:40:39.230]be structured
[00:40:39.800]as an all day event where it's
[00:40:41.960]the same kind of format as
[00:40:44.610]connecting the dots where the
[00:40:46.100]kids pair
[00:40:46.860]up. And only in this instance,
[00:40:50.060]they are given a household. So
[00:40:53.160]they have a child under four
[00:40:56.020]years
[00:40:56.480]old and they have a job already
[00:40:58.640]selected. And this is the
[00:41:00.290]amount of income. They then go
[00:41:02.420]through the
[00:41:03.280]process of picking out what car
[00:41:05.360]do I want to drive, what house
[00:41:07.060]do I want to live in, and they
[00:41:08.920]do budget a checkbook for a
[00:41:11.080]whole month and see if they are
[00:41:12.870]positive at the end of the
[00:41:14.640]month.
[00:41:15.440]Then they do take in the
[00:41:16.900]afternoon and do some sessions
[00:41:18.890]again on credit and check
[00:41:20.540]writing.
[00:41:21.420]There's a couple other ones I
[00:41:22.910]think that I'm not pulling off
[00:41:24.400]the top of my head,
[00:41:25.580]but that's a new one that I am
[00:41:27.620]trying to get out in this area.
[00:41:29.090]It's just normally been
[00:41:30.640]out in the northeast area of
[00:41:32.800]Nebraska. But yeah, so I'd love
[00:41:35.450]Chelsea again to interact with
[00:41:37.100]you
[00:41:37.480]about getting that here because
[00:41:38.830]I think that would be a lot of
[00:41:39.980]fun.
[00:41:40.360]The other program that we have
[00:41:43.370]is, it's not necessarily within
[00:41:46.540]our college and career
[00:41:48.840]readiness team, but it falls
[00:41:50.930]right in there for college and
[00:41:52.330]career readiness programming
[00:41:54.380]for
[00:41:54.380]teachers is our leadership
[00:41:56.540]summit. So again, this one we
[00:41:58.610]do do with middle school
[00:42:00.310]students.
[00:42:01.300]We're actually, Chelsea, in
[00:42:03.710]alliance with the fifth graders
[00:42:06.240]in Grandview. And what we do
[00:42:08.560]with
[00:42:09.060]them, it can be an all-day
[00:42:10.600]experience or a lot of times we're
[00:42:12.570]going into the classroom as
[00:42:14.190]well
[00:42:14.600]and doing five sessions, five
[00:42:16.990]45-minute sessions. During this
[00:42:20.150]time, we have the kids kind of
[00:42:22.400]fill
[00:42:22.860]out a very quick and short
[00:42:24.270]survey that gets them thinking
[00:42:26.030]about their different
[00:42:27.670]personality types.
[00:42:28.640]And then we put them into those
[00:42:30.300]groups and have them make a
[00:42:31.720]poster about what they like,
[00:42:33.480]what they don't like, what they
[00:42:35.640]need. And we talk about them
[00:42:37.340]and how, you know, certain
[00:42:39.100]groups are
[00:42:40.360]very much on time and make to
[00:42:41.900]like, like to make lists and
[00:42:43.530]have that sort of structure.
[00:42:45.240]Other
[00:42:45.640]groups are, you know, might
[00:42:47.160]kind of go with the flow type
[00:42:48.660]of a thing. So they get to
[00:42:49.870]learn a little
[00:42:50.500]bit about their classmates and
[00:42:52.070]why they do the things that
[00:42:53.740]they do. Then we talk about how
[00:42:55.550]we
[00:42:55.800]treat each other and we play a
[00:42:57.960]card game based on that and
[00:42:59.810]what they gain from maybe
[00:43:01.710]getting treated
[00:43:02.680]like a low value card versus a
[00:43:04.840]high value card. We do a
[00:43:06.140]listening game activity and
[00:43:08.230]then we have
[00:43:08.880]a couple challenges where they
[00:43:10.330]work together as a team and
[00:43:11.550]have to overcome challenges to
[00:43:13.000]be
[00:43:13.200]successful. So again, it makes
[00:43:15.250]them force themselves to work
[00:43:16.550]in teams and learn how to work
[00:43:18.050]with those
[00:43:18.760]different personality types,
[00:43:23.560]but a lot of fun for the kids.
[00:43:26.900]It kind of sounds to me like
[00:43:30.810]there's
[00:43:31.760]quite a bit of information and
[00:43:33.390]quite a bit of curriculum
[00:43:34.740]already in place if we could
[00:43:36.570]figure
[00:43:36.900]out how to implement it into
[00:43:38.720]our school system in the right
[00:43:40.250]levels. I guess as an economic
[00:43:42.160]development person, what I see
[00:43:44.720]is we could offer some of the
[00:43:46.970]financial part to help with the
[00:43:49.360]cost
[00:43:49.840]of those in the school system.
[00:43:51.360]And then I wondered if there'd
[00:43:52.870]be any way, has anybody worked
[00:43:54.560]with
[00:43:54.560]scholarship money? Let's say
[00:43:56.720]somebody gets started in
[00:43:58.350]seventh grade and they have
[00:44:00.240]an interest in entrepreneurship
[00:44:02.300]and they follow that all the
[00:44:03.610]way through. Has anybody in an
[00:44:05.960]economic development forum ever
[00:44:08.120]said, hey, if you do this and
[00:44:09.930]you accumulate these points or
[00:44:11.980]this score system or whatever
[00:44:14.140]will give you X amount of
[00:44:15.420]dollars to go to college or
[00:44:16.890]something
[00:44:17.320]like that. Has anybody ever
[00:44:19.940]done anything like that? With
[00:44:22.870]the hopes, of course, they come
[00:44:25.470]back
[00:44:26.260]to your town to open up their
[00:44:28.420]business and stuff. Maybe,
[00:44:30.040]maybe not. Didn't the
[00:44:31.810]University of Nebraska
[00:44:33.000]used to have a program for
[00:44:35.160]entrepreneurship that if,
[00:44:36.350]because I thought there was a
[00:44:38.120]kid that my
[00:44:38.860]sister would have taught that
[00:44:40.490]ended up going to the
[00:44:41.680]university started like a lawn
[00:44:43.430]mowing business
[00:44:44.460]when he was and he went he went
[00:44:46.670]to the university and I thought
[00:44:49.260]he got full ride scholarship on
[00:44:51.490]that
[00:44:51.980]so I don't know the financial
[00:44:54.140]side of it but there's the angler
[00:44:56.790]entrepreneurship program
[00:44:58.420]that's within the ag business
[00:45:00.970]area and that a lot of it yes
[00:45:03.240]and really encourages them to
[00:45:05.940]take on
[00:45:06.480]their businesses and further
[00:45:08.640]develop it. I know there is
[00:45:09.780]some scholarship tied to it,
[00:45:11.520]but I'm not
[00:45:12.220]for sure the full amount or,
[00:45:14.440]you know, if they have to wait
[00:45:17.030]until they're in,
[00:45:18.360]admitted into college and
[00:45:19.900]applied in that area to get
[00:45:21.340]that scholarship or is
[00:45:23.170]something they get
[00:45:23.940]earlier. I, again, I'm not sure
[00:45:25.510]on all of those finer details,
[00:45:27.190]but yes, there is a program
[00:45:28.750]directly
[00:45:29.160]related towards
[00:45:31.320]entrepreneurship? I'm going to
[00:45:34.810]just be blunt about this. You
[00:45:38.320]know, we've had
[00:45:39.640]these conversations with our
[00:45:41.900]school superintendents and
[00:45:44.450]career counselors and
[00:45:45.780]principals and that sort
[00:45:47.560]of thing. And when we take our
[00:45:49.000]leadership class up there and
[00:45:50.400]we tour what they're doing as
[00:45:51.720]it
[00:45:51.920]relates to teaching kids real
[00:45:54.080]world skills and that sort of
[00:45:55.840]thing. And we just flat out
[00:45:57.830]asked,
[00:45:58.380]if we were to have a
[00:46:00.540]scholarship program, what would
[00:46:03.480]be the most helpful thing we
[00:46:05.060]could do?
[00:46:05.800]And they basically said, have
[00:46:08.800]some money available for kids
[00:46:11.580]who want to go to a
[00:46:13.260]tech school because there's no
[00:46:16.780]Pell Grant that'll help with
[00:46:20.030]housing up there.
[00:46:22.800]And in our region, a lot of the
[00:46:25.040]kids go to the Vo-Tech school
[00:46:27.180]in Rapid City.
[00:46:28.480]They are, at least at Shattern
[00:46:31.480]High anyway, they were much
[00:46:34.240]less interested in a
[00:46:36.200]scholarship to UNL
[00:46:38.160]or a scholarship to Shattern
[00:46:40.320]State or even a scholarship to
[00:46:42.290]WNCC. They're talking about
[00:46:44.420]true
[00:46:44.760]tech trade school kinds of
[00:46:46.920]things. Those are the students
[00:46:49.070]that need the scholarship.
[00:46:51.220]Those are the
[00:46:52.260]students that they've
[00:46:53.600]identified as are going to fall
[00:46:54.930]through the cracks somewhere if
[00:46:56.520]they don't
[00:46:57.120]get some help. And so I don't
[00:47:00.100]mean to lessen the importance
[00:47:03.120]of the four-year career path,
[00:47:06.280]four-year school degree program,
[00:47:09.060]but that's where we're hearing
[00:47:11.470]that there really needs to be
[00:47:13.800]some
[00:47:14.180]additional work. That in
[00:47:17.160]conjunction with figuring out a
[00:47:20.600]way to get into some of the
[00:47:23.340]trade,
[00:47:24.300]what's the word, the unions
[00:47:27.190]that they have in terms of
[00:47:29.850]apprenticeships and those kinds
[00:47:33.450]of really
[00:47:34.020]technical things. Because a kid
[00:47:36.340]that wants to be an electrician
[00:47:38.820]maybe doesn't have a clue
[00:47:40.680]That it's not just what math
[00:47:42.840]courses you take and how good
[00:47:44.190]your ACT score is. You need to
[00:47:46.360]be able to live for quite a
[00:47:48.280]while, at least in this journeyman
[00:47:51.030]kind of situation.
[00:47:52.800]So I guess one of the things
[00:47:54.960]that as an economic developer,
[00:47:57.130]we keep hearing is that the
[00:47:59.070]kinds of workforce experience
[00:48:00.940]and training and effort that
[00:48:03.490]will make a difference for our
[00:48:05.690]businesses is less about the
[00:48:07.830]four-year degree and more about
[00:48:10.350]the very targeted kid who knows
[00:48:12.630]he wants to be a welder.
[00:48:15.440]And so, and I only say that to
[00:48:17.840]make the point that these
[00:48:20.250]career exploration things from
[00:48:22.640]the very get-go that Extension
[00:48:25.240]is bringing to schools as
[00:48:27.490]curriculum or in addition to
[00:48:30.150]other curriculum is absolutely
[00:48:32.440]critical.
[00:48:33.600]Because if the kid doesn't have
[00:48:35.760]anybody telling him it's okay
[00:48:37.090]to want to be a plumber, it's
[00:48:38.730]okay to, you know, the blue-collar
[00:48:40.820]job versus the college
[00:48:42.740]professor or the lawyer or the
[00:48:43.950]doctor or whatever.
[00:48:45.440]whatever. I think that attitude
[00:48:48.910]starts pretty early for those
[00:48:52.360]kids. And so, you know, Mike,
[00:48:56.180]you're talking about whether or
[00:48:57.840]not an ED corp should be in the
[00:48:59.250]business of helping, you know,
[00:49:01.120]train kids. Absolutely, we
[00:49:03.280]should be, whether it's in a
[00:49:04.650]form of a scholarship or just
[00:49:06.350]helping to get
[00:49:07.780]these kinds of programs into
[00:49:09.900]schools, because there's a huge
[00:49:11.320]disconnect from the time they
[00:49:13.160]graduate from high school, if
[00:49:15.320]they're not, you know,
[00:49:16.570]programmed into that fall, they're
[00:49:18.820]going to
[00:49:19.440]start at XYZ College, they
[00:49:22.100]could bounce off the radar
[00:49:24.670]pretty easily. And so, yeah,
[00:49:27.910]you know, the
[00:49:29.420]ability for us to, I don't know,
[00:49:32.950]applaud them or give them
[00:49:35.620]credits and accolades for
[00:49:38.580]figuring out
[00:49:39.880]by the time you're 18 what it
[00:49:42.040]is you want to do and it doesn't
[00:49:43.850]have to be doesn't have to
[00:49:45.450]require
[00:49:46.100]a four-year education good
[00:49:49.080]point and deb part of that is i
[00:49:52.210]think we have to educate some
[00:49:55.330]of
[00:49:55.620]the administration in the
[00:49:57.780]schools to understand that not
[00:50:00.430]not that i'm you know they all
[00:50:02.440]have
[00:50:02.940]four-year degrees and they
[00:50:04.350]think everybody should and it's
[00:50:05.960]like that's not and those you
[00:50:07.640]know the
[00:50:07.920]brightest and the best are
[00:50:09.460]going to make it. It's the
[00:50:11.090]people, it's those individuals
[00:50:13.030]who don't have
[00:50:13.900]those opportunities and don't,
[00:50:16.620]can't afford it. How do we make
[00:50:19.450]them contributing members of
[00:50:21.650]our
[00:50:22.060]society and that so that they're
[00:50:24.290]not in the welfare lines? We
[00:50:26.360]need to be doing something to
[00:50:28.340]do
[00:50:28.620]job shadowing or job something
[00:50:30.810]during that time so that they
[00:50:32.850]have a positive influence while
[00:50:35.200]they're
[00:50:35.420]They're not the kind that are
[00:50:38.230]going to go out and seek that
[00:50:40.970]out.
[00:50:41.740]They're not likely to be that
[00:50:44.010]sort of outgoing kind of.
[00:50:46.260]And just because they don't fit
[00:50:48.530]in the perfect box of what
[00:50:50.980]someone thinks of as the
[00:50:52.170]classroom situation doesn't
[00:50:54.310]mean they aren't incredibly
[00:50:56.420]talented or smart or whatever
[00:50:58.620]word you want to use.
[00:51:00.500]So, yeah, I agree.
[00:51:01.920]And it's getting much better.
[00:51:03.540]much better today in a high
[00:51:05.700]school classroom with the work
[00:51:08.350]curriculum or whatever we call
[00:51:10.510]that,
[00:51:11.160]the schools that are actually
[00:51:13.950]creating that sort of training.
[00:51:17.200]And so I think we can continue.
[00:51:20.300]I'm going to have to run. I
[00:51:22.670]want to thank Andy, Melissa,
[00:51:25.350]everybody for participating
[00:51:27.960]today. I
[00:51:29.000]think we're going to continue
[00:51:30.410]this discussion in November at
[00:51:32.060]one of our meetings. Our Zoom
[00:51:33.440]chats is going to we've got one
[00:51:35.860]or two young entrepreneurs that
[00:51:38.510]are going to maybe address
[00:51:40.820]and tell us how they did it
[00:51:43.010]what they did and maybe how we
[00:51:45.630]could help other kids do that
[00:51:48.100]same kind of a thing so i i can't
[00:51:50.260]remember if we've got a date on
[00:51:51.380]that or not yet
[00:51:52.320]so yeah terry was had a
[00:51:54.710]conflict and so she asked me to
[00:51:58.060]bring that up i had sent what i
[00:52:01.480]thought was
[00:52:02.720]going to be the dates of the 4th
[00:52:05.580]and the 18th for her gal that
[00:52:08.450]she was visiting with did
[00:52:10.670]anyone have
[00:52:11.640]a preference or just leave it
[00:52:15.570]up to her can I do have a
[00:52:18.510]second um I back to what Deb
[00:52:22.100]had said
[00:52:23.360]this won't take very long um
[00:52:25.090]back to what Deb had said about
[00:52:26.980]getting into the school and
[00:52:28.910]teaching
[00:52:29.480]these kids that it's okay to be
[00:52:31.360]a plumber, electrician, blah,
[00:52:33.520]blah, blah. There is somebody
[00:52:35.720]already in these schools. It's
[00:52:38.540]the FFA. We need to speak with
[00:52:41.270]them and have those
[00:52:42.720]conversations
[00:52:44.160]and work with FFA. Nothing
[00:52:46.560]against UNL. I was in 4-H since
[00:52:49.560]I could walk, but FFA really
[00:52:51.860]turned
[00:52:52.480]the door for me and I it's
[00:52:54.640]changed kids' lives and that's
[00:52:56.410]where you want to talk that's
[00:52:58.460]who you
[00:52:59.080]want to talk to because those
[00:53:01.240]people already have the welders
[00:53:03.160]have the electrician kids in
[00:53:05.080]their
[00:53:05.520]classes it's just my two cents
[00:53:08.370]awesome so I was going to say
[00:53:11.070]that Anthony's going to join us
[00:53:13.960]on
[00:53:14.280]the fourth for a little bit to
[00:53:16.440]talk about REAP and Center for
[00:53:18.440]Rural Affairs opportunities.
[00:53:21.000]That one, I don't know that you're
[00:53:24.190]going to take a whole hour, but
[00:53:27.070]that's what I've got
[00:53:29.040]scheduled so far. Yeah, no,
[00:53:30.570]great. Thank you. I would say
[00:53:32.110]probably about 15 minutes,
[00:53:33.840]you know, with some time for
[00:53:36.000]questions. I would say whatever
[00:53:37.310]works, Chelsea, whatever
[00:53:39.060]Terry can set up. Okay, well, I'll
[00:53:41.350]just, I'll respond her and let
[00:53:43.230]her, let her know then, and
[00:53:45.080]go from there. Yeah, I, I think
[00:53:47.980]the whole idea of where we,
[00:53:50.280]where we find our future
[00:53:52.280]workforce
[00:53:53.240]is going to take all of us
[00:53:55.400]working together, and, and I, I
[00:53:58.050]appreciate all of those
[00:54:00.010]opportunities,
[00:54:01.600]you know, not every school has
[00:54:03.760]FFA, not every school is
[00:54:05.490]fortunate enough to have the
[00:54:07.510]extension
[00:54:08.360]programs come through in their
[00:54:10.520]curriculum. Not every school
[00:54:11.690]has a superintendent who
[00:54:13.170]understands
[00:54:13.800]that there's more to life than
[00:54:16.100]a four-year degree. Not
[00:54:18.610]everyone has the structure that
[00:54:20.650]we need to be
[00:54:21.660]able to deliver this. So the
[00:54:23.320]more we can share about what's
[00:54:25.010]going on in our communities and
[00:54:26.840]the good things that our
[00:54:29.000]schools are doing, I think we
[00:54:30.580]have the opportunity to have an
[00:54:32.750]impact
[00:54:33.340]in that regard. It may not be
[00:54:35.500]something that you can take to
[00:54:37.070]your board and say, I
[00:54:38.400]personally or
[00:54:39.420]my organization is responsible
[00:54:41.580]for us getting a new plumber
[00:54:43.040]hired in Chadron. I mean, that's
[00:54:45.200]a
[00:54:45.380]bit of a stretch, but frankly,
[00:54:48.250]it starts somewhere. And I
[00:54:50.930]listened in on the state
[00:54:52.960]chamber's
[00:54:55.680]presentation this morning about
[00:54:58.850]future workforce and how that
[00:55:01.670]fits in post-COVID.
[00:55:03.860]And I think we have an
[00:55:06.020]opportunity not only to get
[00:55:07.690]some folks to move to our state,
[00:55:10.380]but we have an opportunity
[00:55:12.540]right now to make the case to
[00:55:13.980]our education professionals,
[00:55:16.180]the critical nature of making
[00:55:18.520]sure our workforce has some of
[00:55:20.990]those technical skills,
[00:55:23.300]trade school kinds of skills,
[00:55:25.460]trainings, as well as, you know,
[00:55:28.110]because those are the kids that
[00:55:30.060]are
[00:55:30.460]going to work at the
[00:55:31.800]manufacturing plants. And so
[00:55:33.940]anyway, I'll get off my soapbox
[00:55:36.110]because I got to
[00:55:37.300]go as well. Awesome, everybody.
[00:55:40.290]Thank you again to Andy and
[00:55:42.340]Melissa for joining and
[00:55:44.150]presenting
[00:55:45.160]to us. And if we need to reach
[00:55:47.320]out to them, you guys want to
[00:55:49.390]stick your email in the chat,
[00:55:51.660]that might work or you can ask
[00:55:53.740]me and I can forward it to you
[00:55:55.420]as well. What are we talking
[00:55:57.180]about in two weeks? In two
[00:55:59.730]weeks I have actually USDA Rural
[00:56:02.760]Development. Let me grab my
[00:56:05.340]notes here.
[00:56:07.020]Joan Scheel has an opportunity
[00:56:10.230]to talk to us about the Rural
[00:56:13.010]Development programs. Marla
[00:56:16.270]helped me
[00:56:17.000]connect with her. I think we
[00:56:19.160]probably have room for
[00:56:20.170]something else if you'd like. I
[00:56:22.550]don't have
[00:56:24.360]any ideas. I just wanted to
[00:56:27.340]know. Sorry. Be a nosy. All
[00:56:30.950]right. Thank you, everyone.
[00:56:34.710]Great
[00:56:35.420]information, Andy, and we'll be
[00:56:38.190]in touch. Thanks, everyone.
[00:56:40.970]Take care. Bye.

The screen size you are trying to search captions on is too small!

You can always jump over to MediaHub and check it out there.

Comments

0 Comments

4-H Youth Entrepreneurship and College & Career Readiness

Description

Searchable Transcript

Comments icon comment

Related Channels

Comments