Morning, everybody. Welcome to the Directors' Event 2020. I am going to start off the day by introducing Dr. Carolyn Zachry and Javier Romero who are our co-administrators of the California Adult Education Program or CAEP. Dr. Carolyn Zachry is the State Director and Education Administrator for the Adult Education Office at the California Department of Education. And Javier Romero is the Dean of the Adult Education and Apprenticeship Programs within the Workforce and Economic Development Department at the California Community College's Chancellor's Office. So I'm going to just pass it directly off to Dr. Zachry. Welcome.

Thank you very much, Renee. Let me get our slides going here. All right. So thank you everyone for coming and participating today with our Directors' Event. Trying to see how I can work here on my slides. There we go.

So I'm going to be talking about first giving you sort of a review of what we're going to do today. We have a lot of great things in store for you today. And that includes hearing from-- I'm looking for the agenda, sorry. That includes really talking about the impact of COVID-19 on your programs, from several different stakeholders, including OTAN and how OTAN has really helped to support all of you as you pivoted to online instruction.

Then we're going to hear from WestEd and CASAS and dive into what the data looks like and how are we measuring success during this time period. And so that's sort of what our day is going to look like. There's going to be opportunities for you to chat amongst each other in the chat box, to have some small group interactions in breakout rooms. We hope that you'll have a wonderful day.

And so Javier, I'm going to move on to the next slide if you want to talk about funding.

Good morning. As you all know, and we were all greatly relieved, our funding this year was not reduced. So it stayed the same, which I think bodes well for our program and reflects well upon you all. Other state programs were cut. Others are in precarious situations. And I'm involved in some.

And so I congratulate you all. And we have to have our eyes open. We are in unprecedented times, we don't know how this pandemic is going to continue to spread. So those will have impacts on revenues. And I believe our revenue situation was better than anticipated. So we'll see.

Relatively speaking, I believe Adult Education is in a good place. Think about it. We're not performance based. We're based on regional need. And who was impacted initially by COVID-19? Those in low paying jobs, if you will, in sectors in hospitality, retail. And often it was the immigrant population. It was the populations we serve.

So I think that need is going to stand out. And that's why we're optimistic. But we'll see. Let's just keep moving forward. Next slide please.

And looking forward in our own positioning, one thing as we go forward, we want to learn more from is CAEP's response to the disruption. What can we learn from the current successes and struggles with the current pandemic? It's all struggle. But certain things, I'm assuming, were more successful than others based on need.

What can we learn about using online instruction distance learning? How will that impact us beyond the pandemic? How has it changed us forever? What can we learn from that to better serve our students? And from what we've seen and what we're going to be hearing from the policymakers and what you've seen regionally, can we do more?

One topic. I was sitting in the meeting in the context of early childhood education. CDE actually received a preliminary grant. And now the grant moving forward is health and human services. And one of the topics was early childhood education working with parents. And our program came to mind.

One of our program areas is for adults helping students succeed academically in elementary and what have you. So that's something that we're going to continue to watch and see what's happening in our program. So these are things that we're looking forward to. And Carolyn actually has some data about the response thus far.

Yeah. Thanks, Javier. So we do have some data from a couple of different surveys that we have had going on. And these are. Statewide surveys, not just CAEP oriented but CAEP and WIOA agencies. So I wanted to share some of that data with you.

So first of all, we asked how programs are going to be offering classes in this fall semester. And as you can see from this slide, almost 82% of our programs are being offered online. And 15%, almost 16% are being in a hybrid manner. And a very, very small number are being offered in person.

Then we also asked-- we have a lot of questions that we asked. But I just wanted to give you a sampling of those. And we asked how you were going to be registering students for the fall. And most of you are doing an online registration process with a small percentage of you doing some in person.

And then we were wondering while you're doing those in person or those online registrations, how were you going to help students who might need assistance? And the majority of you are going to be doing that through phone, email. And a small percentage are doing that also in person.

We also wanted to find out about services that you're offering to your students. This is orientation counseling, transitioning services. How are you referring them to other agencies? And again, the majority of you are doing these all online. And so I know this disruption as we talk about it is really looking at perhaps a new way of us doing business in our world.

And how are you assisting students in the fall? Again, this is looking at how you're helping those students. And again, most of you are doing this online and remotely or both. A small number of you are struggling with being able to do that.

Then we wondered what programs did you have that might have been affected by COVID that you're not able to fully offer? And not surprisingly, the majority of those were CT programs. And we asked a follow up question from this, wondering what types of impacts did you have. And those impacts included limited enrollment, more time for teacher preparation, and just generally a reduction in hours to your programs. And so that's how your programs were impacted that you've told us.

Then another question that we asked had to do with how are you going to let students know that you're back in business. And the top two ways that you all said you were going to do that was by emailing students and using your online catalogs, your website, social media, and then, of course, word of mouth. And we know word of mouth is really important.

[interposing voices]

So the other survey-- and these surveys are developed by a group of practitioners. And so really thank that group of practitioners. I don't have the list of everyone here in front of me. But we also have this ongoing survey that is related to student technology and the technology that they have access to to do online programs. And we've had over 3,200 students take the survey as of last week.

And of those, 683 said that they connect with their phone. Over 2,800 said they connect through their home internet or Wi-Fi. About 1,300 students said they have or may have, because they didn't quite know, data limits. And interestingly, almost 2,400 students didn't have a device to study online.

And this data is ongoing. And we're wanting you to continue to offer this to students, to have students take it. It is available in multiple languages. Because it's an online survey. Again, we had a couple practitioners help us put this together.

But we want you to continue to have students take this survey so that we can share this data with legislators. We can share this data with the superintendent and the chancellor so that we know where the need is. And it will help us, I think, to promote the fact that we need more devices. When we look at these 3,200 students, 2,300 almost 2,400 don't have a device to study online. That's significant. And that's important. So we need to be looking at ways to assist those students.

The last survey that we did, and it was a really fast turnaround survey, was related to PPE. And we were asked by a division at CDE, as well as the State Assembly for information on K-12 adult schools who needed PPE. And I'm pleased to say that I found out as of last Friday that it is starting to be delivered to your county offices of education. And so if you completed that survey, you should be getting a contact from your county office to get your PPE. All right.

And Javier, looking ahead. Javier? I'm not sure where Javier went. So I'll go until he jumps in. So Javier, just talk over me when you come back in.

So now we're going to start looking ahead, start looking at the next three year planning cycle, and looking at what that's going to entail, and perhaps some potential policies such as looking at performance goals, better data collection and benchmarking, using the data that we have. And how do we improve what we're doing out in the field with collecting data, and looking at what's working and what's not working? Also looking at our CTE industry sectors and clusters. And how are all of you partnering at your local level to ensure that your students are involved in career pathways that are leading to jobs? And then also looking at some co-enrollment strategies.

All right. And let's see. The next slide has to do with that process. Now this should not be completely unfamiliar to many of you. Because this is the process that we've been using for the last time we did our three year plans. And that is going through some pre-planning assessment, looking at your community needs. And that's where hopefully when you're looking at your community needs, you're also looking at your industry sectors and the needs of the workforce in your area, that you're identifying some goals and strategies, and that you're piloting and implementing.

And I will tell you that for WIOA Title II programs, we are doing a new continuous improvement process or plan, getting rid of many of our deliverables. And that is going to just marry nicely with your three year planning process. So that you're not feeling as if you're going in one direction. If you're WIOA and CAEP funded and you're going this direction-- if you're going this direction for WIOA funding and this direction for CAEP. We really want them to be coming together in this whole idea of goals and strategies.

And I saw Javier came back in. So I'm hoping he can pick up from here.

Yes, I apologize, Carolyn. I apologize to everyone. My internet just went down. I'm using my iPhone now.

Got it, OK.

So perfect timing. And the gardener came at the same time, as well. So with immigrant integration, once again looking forward to a topic of interest by many will be immigrant integration. And this year will be the first time that we will actually be benchmarking this data. And I say this as what's reported out. This is the first rollout application of the COAPPs. This is familiar to you all--

[audio out]

So we will use that to benchmark. This is what's going on out there. And I'm sure the data will prove more what we've learned from it and so on. And once again, as we talked about, the COVID response to this population has been severely impacted. This will be an area of interest.

In fact, the Labor Workforce Development Agency has reached out to Carolyn and I regarding wanting to align their English learner pilots to the stuff that Carolyn has [inaudible] in place. We need to build from that, link that to our immigrant integration work and also our work at the chancellor's office in the area of pre-apprenticeship.

And these are some things, moving forward you'll see an RFA from us in the near future, and which is really going to spell that out. And really, it's going to target you as somebody that we are inviting to build on some of your programs. Let's identify some apprenticeship programs because of this crisis, and move into that. And let's-- so that's something that moving forward, we're going to focus on. Next slide, please. Uh, next slide, Carolyn. I don't see I don't know what happened to my screen.

We're on the CAEP Research slide.

OK Let me pull up-- OK here we go. And to do this, this is something really Neil's been leading the way, is identifying individuals that could help us and really identify the emerging topics. And one of the things as always, we believe the innovation's already occurring, we just need to identify it, and what our resources are on these points. So I will be attempting to identify model practices and experts in those areas, to try to create a situation in which we're learning from your peers, and we're learning from what works when the topic comes up we can actually identify case and points. Much like the English learner pilots and when they reached out. We're-- [audio out] --and we're both compiling information for they'll have to see. [audio out] --what's occurring thus far. [audio out] --good integration, we're going to look at that further, what's working out there.

Like I said, we'll have data for the first time, and then also we'll look at what works. And there's already been some research out there. That's something a topic of-- is of interest, is the pre-apprenticeship model or other models that are creating opportunities to do transitions from be it key control that community colleges is not credit to credit but that's something we'll be focused on. And you know what we learn from IET so far. Contextualized instruction, dual enrollment, a new policy. So these are some of the areas we will be delving into learning and seeing what are some of the things that we should put emphasis on. Looks like and it sounds like I'm breaking up.

So this is the CAEP Community of Practice.

With the research, yes, the CAEP Community of Practice. This is something that we'll be looking to become more intentional about, and cultivating peer to peer learning, leverage the expertise you all have, identify those out when we have an issue occur in one region. Let them know about another region that's handled it, and how did they handle it. Basically it's going to be based on available resources, regional idiosyncrasies; however, there's principles and lessons to be learned that can be shared. We'll include regional experts use TAP to connect field needs as they have been. But now have-- hope to create a network of experts which become part of the discussion.

And Carolyn and team have already started moving towards seeing how we could better align WIOA II with CAEP. You guys are already doing in the field. But also, we would, like we said, be more intentional about it. And then better connection with professional development. What we know, what we need to focus on as far as your needs and that's based on a dialogue. And as always, more webinars highlighting effective practices moving forward. Next slide, please. There you go. I apologize for the-- all the difficulties but if there's any questions that we can-- I'm sure there's some in chat, I can't see it unfortunately.

Well I do have to say, Javier, that Neal didn't think we could do it in a half an hour, and we did. So--

So are there any questions? I don't see the chat either. Oh, there's the chat.

There were a few questions, Carolyn and Javier. The first question was were students asked if they had internet connection in the student intake survey or technology survey?

Yes.

OK and then the next question was from Kathleen Porter, and she asks Carolyn do you-- do the accounting offices know who responded to the survey? We got a call last week from someone with San Diego County Office of Education who did not know about the survey. She was assessing needs all over again.

So we were asked to survey the field from the CDE as well as the assembly. And so I don't know that county offices-- I don't know where the communication went. We kind of did our part and scrambled with the help of the adult ed associations and got that survey out. And so I'm not sure why your county office would be reassessing needs. So perhaps you and I can talk offline and figure out what's going on there. I know you filled out the survey, So you should be getting some PPE from them.

OK and then Laura says Carolyn will the county officers know that the PPE is earmarked for adult ed?

Yes, and that was very specific and the message I got on Friday was from Victoria and so I'm not sure if Victoria is on, but she can perhaps put in the chat how she was contacted. I know that she just sent me a message saying they were-- they had gotten it, or it was going to be delivered to them this coming week. So it's earmarked for adult schools and for CTE programs.

OK and then the last question, Neal answered. And so I don't see any additional questions at this time.

All right, great, I can stop sharing then, and--

OK, thank you to both Carolyn and Javier for leading us off and kind of setting the vision for this next year. We are going to transition to Neil Kelly. Neil is a specialist in the Adult Education Program within the Workforce and Economic Development Department at the California Community Colleges Chancellor's Office. You will recognize him as our expert on all things CAEP. Neil is here to provide us with CAEP 2021 updates for the field. Are you all set? It looks like he's all set. Take it away Neil.

OK, I lost my-- my screen share changed kind of how I'm looking at things. But let me get the chat open so we can start having a lovely chat discussion. So this presentation is not going to be your standard CAEP update because you guys probably know all this stuff anyway. So I'm going to probe a little deeper into some of the survey questions that Carolyn asked. More of a-- on a CAEP level, like administrative level. And then kind of ask you to respond in the chat to get some feedback from you on a certain question. So with that, let's begin. And I'm trying to find-- Veronica how do I advance my slides? I'm not seeing the--

There, so if you hover at the bottom, there should be left and right arrows, or back and forth arrows. If you--

Yeah, it's not

--hover over the bottom. To the right-- I mean to the left of my screen.

Yeah it's usually it shows up. But today for some reason it's not showing up. I don't know why.

OK so I'll--

I agree, Neil. Mine looked different, too.

OK so I'll-- if you stop sharing, I'll share your slide deck and advance your slides. OK, so stop sharing.

Yes.

All righty, sorry about that everyone. And then there's-- there are some questions. So while we wait for that sharing, Carolyn's question about-- from Annabell is the PPP-- PPE earmarked for adult ed, will it be distributed to adult education schools outside their agencies?

I think I need clarification on that question.

OK, right. Annabell, if you could clarify that--

If she can type that, and I'll monitor the chat for that.

OK. All right, so we're going to talk about-- today we're going to talk about enrollment, funding, deliverables or requirements, student needs, we'll talk about the data, professional development planning, model practices. But this is all going to be getting feedback from you, so be prepared to participate. So if you've been multitasking while Carolyn and Javier have been talking, if you're washing the car or taking the dog for a walk, get prepared for-- we need your feedback so stop doing all those things if you were.

All right next slide, please. All right, first, participating poll here. Although it's early how much is your rollment-- enrollment down since you opened this fall? And pick the one that best describes your situation. So if everybody can see the polling that Veronica posted, or Holly, very interesting here on the percentage. We'll give you a few more seconds. And if you're in between the percentages, just pick the closest one rounding up or down, whatever floats your boat. OK so looking at the data, I think the majority, over 80%, are 25% down, 25% or more. 35% are down 50% or more, which is kind of what we've been hearing. But it is still a big blow to our program. But we understand that it wasn't going to be easy.

So the data that we had from last year, we were down about, I don't know 10% to 15%, in the data-- that preliminary data that we saw for 19-20. So we expected it to be down the beginning of 2021. So all right. So Veronica or Holly are going to share the results. We're going to get a look at that. And can everybody see the poll there? So we're going to move on to the next question.

All right and then I'm going to-- so this is a chat question. So if students are staying away, type in the chat why are they staying away. If you'd like to share. So feel free to type in the chat. A digital divide, being overwhelmed, struggling, being parents, oh, all kinds of good responses here. Probably not going to go through all of them, but we are going to capture and review these. This is really good feedback. And as usual, you can always save the chat in the bottom right hand corner typing on-- clicking on the three dots there. It'll save you-- save the chat to your own computer files. I plan to do that at the end of my presentation, so I can capture all your input there.

OK, we'll wait for just a couple of more responses. I think we got tons of responses, this will really inform the state level of what people are going through at the regional and district level. OK, thank you so much for sharing. And if you want to, you can read through those responses on your own time.

So here's another poll. So, pencils down. In your program which CAEP program is most affected by the current pandemic. So like, I'm thinking I know the answer, but I want to ask you. You know, we've heard anecdotally a certain program, people aren't showing up. And then we've heard anecdotally another program is difficult to offer online because it's hands on. So let's see what we get. OK, so far ESL is way out in front. Initially we thought CTE, but we've been hearing our ESL students are not showing up. So that's interesting. And it's kind of being confirmed by what you're telling us right now. Because language acquisition is a tough subject to teach online, especially with our student population.

OK, we've got 74% of the votes in. We'll give you just a couple of minutes. Maybe not even a minute, maybe 10 seconds to vote. All right. --got a good idea. OK, do we want to publish these results? All right, so ESL 55%, CTE 32%, and then to a lesser extent Basi-- ABE ASE and Adults with Disabilities. So thank you for sharing, once again. And we will go to the next slide.

So here's a chat response. So get ready, you're going to have to think. So with the funding, it's based on need, you know, those need categories you're very familiar with unemployment, which is now pretty much double--

You're wrong.

--the census data that we used. Limited English proficient, low literacy, no high school diploma, high school equivalency, poverty, we don't require payment points so it's all based on need. You're getting this funding because we know there's a need in your region. So what keeps you up at night in regards to funding? And you can put that in the chat. What are your what are your issues with the funding? I mean you can say not enough, but we all know that. But if there's other things that are problematic with the funding related to CAEP.

And there's no right or wrong answer. It's what-- something you think about constantly related to funding. Even though we have this nice needs-based system with CAEP and you get the money, I'm sure there are some issues that you have. People are talking about cuts, unknown impact, effectiveness of district level oversight, return on investment, a lot of things that people worry about. Both to use funding to help students housing, food, and child care, drop in enrolments, short term, want to do the best for the students, a lot of good responses here. Getting outcomes with funding we are spending. All right.

This is going to be the most in-depth chat that I'm going to read through, I think, in all our webinars. A lot of good information being shared here. And you all have access to this as well. OK just maybe 10 more seconds on that, if you have any last thoughts jot them in the chat. Pressure in districts giving challenge with future fiscal situation, spending restrictions, figures are all over the place, enrollment fluctuations are caused by uncertainty, and continuing to manage programs, late money. [interposing voices] make it look like we are not spending. Need for additional program, OK.

Let's move on to let's wrap up there, pencils up. Next slide, please. OK here's a poll. What are the most critical support services ranking one being the most important and I don't know if-- Veronica were you able to make this a ranking one? Or is this--

No, Zoom--

--pick the most--

Zoom does not allow ranking.

OK.

So it's just the most critical.

The most critical. So you can't rank them, you have to choose between one of the six. Because I know in the survey a lot of these were listed, but we didn't know which one was the most critical. It's interesting here. We're going to wait till we get about 70% of the poll-- polling. And somebody said which wasn't listed, actually access to technology would be number one. So let's go down, so Supportive Services are like the food, childcare, housing those type of stuff. Referrals are working with your county, Social Services, or mental health, or Workforce. And then internally we have Student Orientation, we have Counseling Services, Transition Services, which could be a lot of different things. We have Immigration Services.

But maybe you can explain in the chat because we're seeing kind of a mixture with about 70% Supportive Services are the most critical, meaning food, childcare, housing, those kind of things. But then Counseling and Student Orientation are also-- to a little bit of a lesser extent important as well. And then you get into transitional-- Transition Services a little bit farther down, and then Referrals and Immigration Services are at the bottom there. OK so and then people are explaining their responses maybe it wasn't phrased-- or the poll wasn't set up as great as we could.

So we're going to move on to the next slide, and I think this is a chat response. OK so in the chat, how are we telling our story through the data? Got to switch gears here, we're going to talk about data. So Greg says through retention, that's how we're telling our story. How else are you telling your story? I like the one word answers. Retention and completion, completion, outcomes, impact, highlight positives, supportive services, completion, transition, transition rate, student success equitable access. OK now they're coming in fast and furious. Outcomes, pictures from graduation parties.

OK let's switch to the bottom question. So we're going to have you pause for a second. How do we tell the stories that the data can't tell? So maybe those are those success stories graduation pictures, but I don't know let's hear. So testimonials, right? So this would be how do we tell the stories that the data can't tell? Surveying students, non-data student success stories, Facebook, this is all good stuff that we didn't know about that you guys probably do every day.

Personal stories, student stories of grit, student feedback, social media, referrals, success stories, great stuff. Talking with students personally, asking teachers, putting together videos, student accomplishment, surveys every quarter, testimonials, social media, Facebook, social media seems to be popular. Connection with local partners to place students. All right, great stuff. Very, very good information that you're sharing there. Let's go to the next slide.

And professional development, this is a chat response again. What PD or technical assistance is working well right now? So you're going to have to switch gears here. OTAN, Jay, so that's like Elvis, right? Jay is our Elvis? First name only. Webinars are great. OK, OTAN and Jay, local PD OK, right.

OK, so switching gears. What are your continuing PD or technical assistance needs. So we know things are working well from your responses. But what do you need going forward? What are some things that you could use? Online teaching, online course design, social and emotional training, online teaching, equity in online teaching, virtual learning, virtual student engagement, tech training for students. More resources for online course design, best practices, online teaching cert state-aligned industry recognized platform, devices, cool enrollment strategies social and emotional for teachers, staff, troubleshooting tech, video models, better internet, self student care, updated tech, ongoing tech support, all right.

Online courses, time to develop our stories, student engagement, tilted credential training, best practices on finding out why students leave programs. OK, social emotional, persistence for educators training. Digital literacy curriculum for ESL students, great. OK Veronica how am I doing on time?

You have 25 more minutes.

Oh, OK great, so because I didn't want to cut people short, but I wanted to be fair with our time because everybody's adding in so much or contributing so much good information. OK let's go to the next slide. And Veronica, are they able to do a show of hands, or is it a click on the Yes-No button in Zoom for the first question?

They are able to raise their hands.

And where would they find that?

And so when you hover over your name--

Oh, I got you.

Yeah, or at the bottom of the participant list, you should see a Raise Hand. People are using it. We have a few people who have raised their hands thus far. So it's at the bottom of the participant list, or you can hover over your name and select more, and then it should have a Raise Hand button. And we have more and more people who are raising their hand.

OK so let me ask the question. Are you ready to start working on a new three year plan? So raise your hands if you're ready. Let's see so we got like 152 people here, and we're seeing a-- seeing some hands Carolyn are you ready? Just kidding.

Am I ready for what?

To raise your hand for the three year plan.

Oh, sure I can do that.

OK let's see. Some people are not ready. I don't know, Veronica, is there a way we can qualify this-- quantify this, these numbers? Or is it difficult?

No, you can't quantify unless I count individually, but I would say if I have to estimate, I would say probably maybe 10% to 15% may have raised their hands. And then we have quite a few no's or not quite in the chat

Uh-huh.

So-- but the majority of people have not responded.

OK so you're either indifferent, or you haven't figured out you haven't figured out how to raise your hand. OK, we'll give you a few more minutes.

We also have people who are using the yes-no so we have three yeses that's we're able to quantify there. We have three yeses and we have three guesses and about 12 no's.

OK all right and then we'll-- I see some comments in the chat. We owe a plan due this year, it's a bear, we are required to be involved. Any planning may involve a couple of different scenarios regarding social distancing. Some may be consortium members but not consortia leads they're not sure if they can or should raise their hand. Interesting, yeah. I'd like to see the 21-22 budget before planning again. Nice suggestion there Crystal. Stumbling block to planning, unclear about actual effects.

OK let's move into the next question. If we ask consortia and their members to set goals and targets for the next three year plan. Where do you foresee some stumbling blocks in goal setting and target setting? OK we're barely into our first year of current planning, and our future is unclear. So if we did roll out guidance, it wouldn't be until next year, but you would need at least a year to start the planning process, because the three year plans are going to be due in June of 2022. So if we roll out guidance in the spring of 2021 to give you a year head start, June 2022 will be on you before you know it. So I know you're just starting into year two of your three year plan. But before you know it, you'll be into year three, and you've got to give yourself a year its head start to get going on that.

So let's see. So a lot of people with the uncertainties. It's tough to plan when things are happening. But people are say yes, roll out guidelines in the spring. A new version of the self-assessment tool kit could be good. Let's see, there's more responses, I missed some of the responses above, sorry. I agree with planning-- I was reading some. I'll wait you guys go through.

So let's see spring of 2021 to-- oh. Let's see, I was trying to get Beth's comment in there. OK all right, so if we roll out the guidance in the spring, at least we'll have the governor's proposed budget in January, which is just about three months away. So endemic amendment that's interesting. OK a couple of more comments.

Oh, I see, a pandemic addendum to the current three year plan. So really you don't-- I mean we still need to talk about this in the guidance but you're not really submitting a brand new three year plan. You're kind of updating it. What you're submitting will be the goals and targets. So you won't have to do a 200 page three year plan. I mean you can do that if you want to, but that's at the local level. What we'll be asking for at the state, and we still need to talk about this, is what are your goals. What are your targets in the next three year phase cycle?

You know, and so we still have to get the data out to, share with you. What are statewide averages? How does that compare in different regions? What are the federal performance goals? What are the state community college vision for success goals? So we'll share all that information, and then you guys will do your self-assessments and other tools that you use for planning to come up with your goals and targets. You'll have the CASAS TE data, you'll have the launch word data, you'll have your community college data, you'll have LMI data, those kind of things.

So don't think about it as doing a brand new three year plan, think about it like you said, an update. But the new thing will be the goal setting and targets. Targets will be depend if students are able to come back. OK, so that's the kind of thing we're going to have to use that planning year to figure out. What does the landscape look like? What are we gearing up for? There's no right or wrong answer in goal setting and targets. We're not going to say, oh your targets are bad or we will give you whatever data we have, whether it's survey data, whether it's three year-- the last three years data.

I know it's difficult in a pandemic to kind of plan based on that last three years. Our 19-20 data should be kind of an indicator, because we did take a close to a 15% drop, and so we can speculate on what that means. But you know your region, and you know your district as far as your school or your programs. So we'll begin talking about this now, figuring out how do we provide the technical assistance to discuss goal setting, where do we display that information about goal setting in the data. What does that look like. So I think setting targets will be most challenging to do right now.

OK, so moving on to the next question, I have just about 15 minutes so I don't want to leave any of the slides out. So next slide, please. OK so now we're going to do some polling it's yes-no polling. And so I'm going to-- thank you. I'm going to run through a series of innovative practices, and you're going to tell me yes or no. If you're using that currently. Maybe you're not using it as much given the attendance or enrollment drop, but maybe you've used it in the past and you plan to continue using it. But we just want to see kind of in the field which innovative practices are percolating more than others. So next slide, please.

The first one is number one how many people are using the following-- OK, integrated education and training. So you can click Yes or No on that. And then the next one after that is guided pathways, yes or no. If you're using that practice and the third one is contextualized instruction. So is the poll open because we haven't had anybody respond yet. OK here we go.

So it's like a horse race here. And then further down you have to scroll down, pre-apprenticeship is number four, dual enrollment number five transition specialists, six, and immigrant integration, seven. So use your time to respond yes or no, and I'll just give you an update as you're wading through. So for IET, 71% are using IET. Guided pathways 58%, contextualized instruction 75%, pre-apprenticeship only 32%, dual enrollment 65%, and dual enrollment could be a lot of things. So use your imagination. I'm not going to define that because there's many ways you can dual enroll or co-enroll. Transition specialist 65% and immigrant integration 22%.

OK we've only had we only have 89, let's see if we can get up to 70% of the respondents. So I need a few more votes in there. All right. Someone let's see some are moes, what? It's tough to navigate this chat because you're so-- no's, not moes, I like moes. OK that's funny.

All right what are we at 64% let's see if we can reach our target. Speaking of goal setting, let's see if we can reach 70% here. And then you won't have to hear me that much anymore. So that's a good incentive.

I'm not able-- Usha says I'm not able to submit for some reason. We are doing almost all of them except guided pathways. A lot not implemented yet. That's OK. If you haven't implemented it yet, just say no. We just want to see how it's going in the field. And then if we need to promote practices or get more information out, we know where maybe some of those areas are that people need a little more information on.

So OK, come on just a couple of we didn't get to 70% Veronica. We were only at 67%, but maybe we ran out of time. So it looks like immigrant integration and pre-apprenticeship are a couple that really need to be [background noise] more work. So all right so how much time do I have, just a few more minutes?

Are we at time? 10 minutes. OK, so let's go to the chat. If there's any questions--

We have the Wrap Up here. I'll monitor the chat now to see. OK, if you have any questions or follow up, I'm going to actually click on the three dots in the bottom right-hand corner and save my chat. So if you want to do that, you can do that now as well. There's a lot of good information to go through.

Allen says other incentives for pre-apprenticeship? Well if you've got one of the pre-apprenticeship or the apprenticeship grants, there's really no pre-apprenticeship incentives right now. I don't know if Javier is still on the line, if he wants to talk about kind of the future of pre-apprenticeship, and how we're planning or trying to incentivize it. If Javier is available--

Can you hear me, Neal?

Yeah.

OK. Yeah, so basically for pre-apprenticeship, we provide seed funding for grants. I mean we hope to see that the incentive is the outcome. So we believe it's a good strategy. Granted, there's a lot of things that have to be in place for it to work. But should you have those, the partnerships, the employer, the apprenticeship programs, the link to, then the outcome is there. So there is no set aside to maintain it thereafter. It would be something we'd see, good work. Hopefully there'd be leverage funding that sustains it thereafter. I mean that is the model.

Thank you so much, Javier. Let's see, another question. Franks says make sure you're keeping tabs on the California Apprenticeship Initiative through the Chancellor's Office. And then Allen asks, what is seed funding? So seed funding is-- I think Javier would describe it. I don't know. Javier, are you still on the phone?

Yeah. Basically it's funding to get it started. So maybe you need to do an application, you would have some preliminary agreements and some need to identify the partnership that are there and said, with this funding, we could get this going. So it's startup.

OK And let's see the Rethink Adult Ed Challenge is a $750,000 grant. Let's see. I lost my chat. OK I lost my chat there. Let me get back to it. Sorry about this is. It's so difficult. The US Department of Education invites Adult-Ed programs to design programs that better learners for apprenticeship and beyond.

So that was in the newsletter. Thank you, Angela. That was in the newsletter last week. So we advertise that. So that's another opportunity that you can apply for that grant. Greg adds $750,000 challenge, advanced apprenticeship open to adult-Ed funded agencies. Well AEFA, is it only we owe it to? I would imagine. If anybody has any information on that.

And then Adele says small LEAs are my concerns. It felt like pre-apprenticeship and IELCE, which is integrated education that's with the civics model, were difficult to establish given limited resources. The college's cooperation both strategies, as there are more resources available to these programs.

OK and Frank adds, received the $500,000 grant three years ago to start his pre-apprenticeship and apprenticeship program. How can an agency apply for the seed funding? Is it only community colleges or K-12 can apply for this seed funding? All right, Javier, seed funding, is the application process going to change? Or is it the same application process?

The process will be the same. It will be an RFA that goes out. And yes, the K through 12 would be eligible. It's about $98. So LEAs and districts can apply. And we hopefully we get the RFA out, probably sometime in November. But I must admit it's difficult getting RFAs out the door. But that's something that we're starting to work on. We just finished up another one. So just keep a lookout. Once it's released, we'll put in the same

OK you kind of broke up there, Javier.

She sent a memo out. It's posted on our Website, on the RFA's. I was just saying that it was out sent out. And it's posted on our website. But also I was saying that we'll advertise in our newsletter as well, letting the world know it's out now. And then hopefully the content will be different in the past be very more intentional as far as looking to target ESL students and adults with basic ed needs, and calling out CAEP system as somebody that should really step into this opportunity space.

Granted, there's a lot of challenges. And the input is good as far as the work we need to do on other program areas to get them into be more receptive, as far as the partnership to get this going. So the input is good. We know the barriers. And we're working on it.

All right, thank you. Kelly mentions that there was a good webinar last week, called Critical Considerations for Developing Apprenticeship and Pre-Apprenticeship Programs: Grow Apprenticeship California. So I'm imagining that would be on the California Apprenticeship Initiative web page or Hub. Pedro says we have partnered with local Webs to implement a pre-apprenticeship in manufacturing. We have implemented this for three years. It's labor intensive. [interposing voices]

-- Program to apprentice entry-level jobs. And then, let's see, Serena says part of the way we were able to focus on students first is determining the most important deliverables for staff in order to shift systems and be successful. Are there any deliverables at the state or federal level that will be delayed, postponed, or canceled to ensure we all have sustained capacity to meet the current needs?

For the CAEP, I don't think we're postponing or canceling any data we're not a pay per performance program. So that data will not be used. Your funding is based on need. So maybe I'm not understanding the question. OK, and let's see. We're wrapping up here. Sophia posted something. Maybe that was the webinar, two minutes.