All right. Come on in, everybody. Everybody, walk towards the front of the auditorium-- lots of cushy seats in the front. All of the hard seats are in the back. So come towards the front. We're about to get ready here.

Please don't talk to the panelists, yet. They're very sensitive. They're still eating their blue M&M.

Still eating their lunch. And slowly, the number raises. Nice. OK.

I thought we were only going to get about 10 people, Melinda. That's a nice--

That would have been two panelists per participant.

(LAUGHING) Would've have been intimate.

Melinda?

Small intimate gathering.

Melinda, Emma-- she needs to be promoted.

Emma's here. OK. Hang on just a second, I need to find her. She used the wrong link. OK. OK, Emma Diaz, you are being promoted. Thank you, Veronica. Is Mitch there too?

He's going to be late.

All right. All right, everybody. I'm going to go ahead and start doing some quick housekeeping.

Can you look out for Jenny, as well? Sorry, Melinda.

It's OK.

Thanks.

Does this every time. Here we go. All right. So, sorry. I was not as prepared as I thought I was. We're going to do a few little tips here. Yes, this webinar is being recorded and it will appear on the VFairs platform as they are uploaded. Please give us time to do that. Takes a couple of days for everything to render, download, upload, and reload where we need them to go. So, that should answer the question about whether or not the webinar is being recorded. It will be available. The answer is yes.

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The chat moves too fast. The presenters cannot always see those questions. So please, click on the Q&A button down at the bottom of your screen right now. Just pull it over to the side and get ready to type your questions there to the presenters. One of the other things that you control during this webinar is how big the presentation appears. So when you select View Options, you can select 100%, 150%. You can also exit full screen if you want to multitask and have your email off to the side while you're watching the presentation.

There will be an evaluation at the end of the webinar. You'll be taken to this page, you'll click on the Continue button, and then you'll be able to fill out the evaluation. Please fill that out. We appreciate your input. And we hope you're having a great summit. With that, I'm going to stop share. If you have any technical issues, I am here as your tech host listed as OTAN webinars. And Neil, have fun.

All right. Thanks, Melinda. We did find Jenny. So if someone has the opportunity to promote her, I think she deserves a raise. So let's give her that promotion.

She's been promoted.

Excellent. OK, so what we're going to do today-- let's see, we have 125-- a little over 100 attendees today. So rather than giving you the standard CAEP update and going through things, we've invited 20 of our closest friends and family-- it's that-- I don't know, was that the Verizon plan friends and family? So we decided to expand our network. And we wanted to talk about state priority. So we have five panels with several panelists, and each one of these panels is a state priority.

And so Javier, Romero, and Carolyn Zachry will join each panel and participate in that panel discussion. So we'll have the panelists go first-- talk about the specific topic-- and then Carolyn and Javier will wrap up, and then we'll move to the next panel. So let me get the slides showing. So it should be a little different. We do have a lot of people, but a lot of information to share. I would say most of the people have presented already. There's still some that are presenting, either this afternoon or tomorrow, or maybe on Thursday.

So we can highlight their presentation. Or they can talk about the presentation they just did, give a shout out to something they saw or something that's interesting that's at the summit. So we should have a lively discussion today. So let me share screen. OK, so let's see. I'm trying to look for the-- let's see if this-- Melinda, my screen buttons aren't showing up to advance the slides.

Try using your space bar.

OK.

And if that doesn't work, try just clicking, using your mouse.

OK.

There we go. OK. So as discussed, I'm going to be the moderator. Carolyn and Javier will be on each panel. And what we did is break it up into various strands for the summit. And so we'll be covering most of these areas as best we can. And we'll have presenters on-- or people that are involved in this effort-- and they'll give you a little spiel on what they're doing and how it connects with what the state's doing.

So first up, we have Learner Transition. And from CTE, we have Cory Rayala talking about Integrated Education and Training. Matt Morin from Chaffey College talking about Dual Enrollment. And then we have Judy Mortrude at the national level talking about Federal Co-Enrollment and other federal efforts. And then we have Josh Modlin from the Community College Foundation Office talking about Pre-Apprenticeship. So let's start off with Cory. And let's ask Cory a question about IET. So, I know Judy did a IET presentation today with Corey. What are you seeing at the field level-- because IET is-- it's been around. Judy has some nice slides about percentage of California use of IET.

We see Washington state and Wisconsin and Texas. What does that landscape look ahead for California in IET? We know it's a pivotal and formidable transition tool to use. So how is CDE approaching IET, and what do we see in the future for IET?

Yeah. Thanks, Neil. Yeah, I attended Judy's presentation this morning. It was great. So if anybody didn't get a chance to see that on IELCE and IET, definitely recommend checking out the video, the recording, when it's available. In fact, one of the things that she pointed out in there-- which I was really happy that she did-- was about career pathways. We've really always seen career pathways as being really central to IET and to IELCE In fact, with IELCE, we understand and the feds understand that not every student is going to be able to be ready or even interested in doing the training portion of IELCE.

And so, the feds talk about access to training as a requirement, and we use the term opportunity. But it's really important that the students understand that they're on a pathway. Regardless of whether or not they're taking advantage of the training, they need to be on a pathway. And if we were to come and ask them, what pathway are you on? They'd be able to tell us. And the instruction they're receiving in there-- in the case of IELCE and ESL class, usually would be contextualized with that industry sector. So I was really happy that she brought that up. In terms of where IET's going, we're in our fourth year now of the IELCE in the state, and it's really growing.

We just had our competitive grant and we have over 200 providers in the state, now. And well over a hundred of those applied and were accepted for the 243 funds. So it's really growing and it really-- my job is just to be a cheerleader of all the great work that's going on in the field, and then also here. I mean, I went through the schedule, and it's amazing. I counted at least over 20 presentations that have something to do with IET.

So I highly recommend those. And if we have time, I'll even highlight some of them. In fact, I may-- while somebody else is talking, I'll drop a link of a document I put together of all the IET presentations that I saw, just at this summit.

Great. Thank you, Cory. OK, so something that's not as popular as IET and just getting started, but it's a critical tool to move those students into post-secondary, let's bring Matt Morin in to talk about dual enrollment. Matt?

And I think there could be a crosswalk over from IET, too, that's not explored yet, where college credit courses can be used to supplement and integrate pathways for students as they're transitioning. So I think that's a kind of uncharted space that Judy and I were actually sidebarring about. That would be fascinating. But specifically to our presentation yesterday, which is available-- or will be available-- on the CAEP website, we were focusing on SB554 as a dual enrollment mechanism for students who are currently enrolled in high school equivalency noncredit programs, either at adult schools or at colleges.

And one of the benefits of SB554 is that it allows colleges and adult schools and adult ed programs to partner and enroll high school equivalency students as special admits. And special admits is a term used in California for traditional high school dual enrollment students. It's an enrollment status. And the wonderful thing about the special part-time admit enrollment status is students can be nonresidents or residents, and it also takes out the income verification process that is required in California Promise for financial aid.

So it allows an adult school that's partnering with a college, or an adult ed program at a college partnering with the credit side of the house, to cohort a group of students that are in a high school equivalency program-- regardless of whether or not they're undocumented, whether or not they're AB540 eligible, or whether or not they are residents, and could potentially be utilizing ATB to further enhance their Pell funding. And it won't force that adult ed program to marginalize some of the students based on any of those demographic characteristics so that we can really focus on the education and the on-boarding as the focus, instead of all of the gateways to entry that students often encounter when they enroll as California Promise students without a high school diploma.

Great. Thank you, Matt. Now let's bring Judy in. So Judy, you have the national perspective and you've worked with California. So you know kind of what's going on here in California. How do we stack up? I mean, other states-- smaller states-- are a little bit ahead of us on implementing some innovative practices, but the depth and volume of the student enrollment numbers in California-- once we get going, we're going to be bigger than the rest of the nation. But what's your perspective on that? How are we looking?

Well that's right. The biggest opportunity is always in California. So I'll talk about two kinds of co-enrollment, or dual enrollment. The first one, I just dropped a link in the chat box to California's co-enrollment directive. I think you're the only state that has actually put out a directive on WIOA co-enrollment, so this is-- Workforce Innovation Opportunity Act, and at the federal level, a federal reporting requires the core partners to report on how many participants are enrolled between core partners-- enrolled in one or more of the core programs, including Title II.

And the feds say that that is about being able to look inside the data and see which programs, which services, are really making a difference for people. So it's sort of an evaluative mandate. Now, California has gone to a much more respectful angle on this-- I think-- and put together a co-enrollment directive, not only with the WIOA core partners, but with the Chancellor's Office, with Health and Human Services. And the guidance here is that this is not a mandate to co-enroll in California, but it is an opportunity to braid funds, to realign program service delivery, to really have that human-centered design by bringing together-- leveraging each other's expertise and resources, obviously.

So, hooray for California and your co-enrollment directive. The other dual enrollment-- co-enrollment-- that I'd like to just flag is-- Matt mentioned it-- the ability to benefit provision, which allows people without a high school credential or equivalency to start to access federal student aid. So in other words, Pell grants. This is a strategy-- Ability to Benefit's been around a long time. It went away in 2012. A lot of people still think it went away-- it's gone. But it came back, and it came back-- as Cory said-- with career pathways.

So Ability to Benefit, now in the Higher Education Act, has the exact same career pathway definition as we have in adult education and as exists in Perkins-- the new Perkins V. So it is not only about the individual showing his or her ability to benefit by getting through one of the ATB alternatives-- like the exam or earning college credits-- it's also about the partnership-- the programs-- putting together the right services, the right design and delivery model, to support that learner.

So there are states making incredible progress here. I'm going to drop in-- when I stop talking-- something from Washington state. They have realigned their whole basic-- their adult basic ed-- they call it Basic Education for Adults Program-- to be about equity. And they are using Ability to Benefit to be a big equity strategy. Wisconsin and Washington state have now what is called a State-Defined Process, which just turns on a much more intentional strategy for supporting the kind of partnerships that help an adult complete the secondary credential and a post-secondary credential.

And finally, I'll also put in the chat, COEP is doing-- COEP is the big national adult education membership organization-- and they are hosting an ETB symposium November 17th. And I'm going to put a link in there that I hope you can get out to colleges. I know this was in the CAEP newsletter. It really is an event focused on messaging to colleges about this pipeline of adult learners who are ready to come into your schools if you would just think about Ability to Benefit. So I'll leave it there.

All right. Thank you, Judy. And then another program that is just getting started-- the numbers are kind of low, but we see a lot of potential, and it is part of that IET training, is pre-apprenticeship. Let's bring in Josh to talk about what's happening with pre-apprenticeship. Josh?

Well thank you, Neil. And it's nice to be on this panel and have the opportunity to talk a little bit about this work. The foundation is partnering with SCOE and the Chancellor's Office-- as you know, Neil-- to enhance the adult ed technical assistance team. And we're really excited to do this, to provide additional technical assistance and resources for the California Community College Adult Ed practitioners-- many of which who, obviously, are on this call.

We take a community of practice approach to this work, and we recognize that there is experience in the field. And we want to lift up those voices and effective practices. We also support this work through events, webinars, newsletters, and tool kits, and many other resources. Some of you probably recognize me from my work in the apprenticeship space that Neil was referencing. My team-- the Apprenticeship Support Network Team-- provides technical assistance for the California Apprenticeship Initiative, which is now in its fifth year.

And this is a $75 million state investment, which is the largest investment to support apprenticeship and pre-apprenticeship by any state ever. So again, hurray California, to the tune of $15 million per year. And this funding is really designed to do two things. It's to create and scale new and innovative California-registered apprenticeship programs. So these are programs that are in sectors like IT, and health care, and education, and agriculture, and on and on and on. And then to increase diversity in apprenticeship, and specifically through pre-apprenticeship.

And when we talk about pre-apprenticeship in this context, we're talking about pre-apprenticeship programs that have formal linkages-- formal connections-- to both new and innovative apprenticeship programs, and also traditional apprenticeship programs. And so this California Apprenticeship Initiative funding is really funding that's designed to be seed money to offset the cost of developing and sustaining these programs. And our team has played a big role in providing technical assistance and evaluation in this space. It's our goal in this new Adult Ed Technical Assistance project to formally connect these two efforts.

So we're really looking to provide additional resources to this group specifically around pre-apprenticeship, which some of you are already involved in. It's the Chancellor's Office belief and our belief-- and I think the data confirms this-- that pre-apprenticeship is a time-tested and effective approach for connecting underserved, underrepresented and historically marginalized communities to careers-- high-paying careers and jobs. And so I'm just really excited to be here, and I just want to thank you all for listening to me. And I look forward to supporting your work and learning from you all and working with everyone in the future. So thanks, Neil.

OK. Thanks, Josh. And let's bring Carolyn and Javier in to talk about how these transition efforts that we just spoke about, how that connects with the state priorities. So Carolyn, do you want to go first?

Sure. Well the first thing that came to my mind was this whole idea of career pathways and how these four bullet point areas that we've just been talking about, how career pathways are so important to all of those and how they support each other. All four of these topical areas support each other. When we're thinking about the idea of integrated education and training, and the fact that we-- through our Section 243 grant-- we require that our agencies tell us what pathway their program is going to be in, so that the students know that they're on a career pathway.

And I love how Matt talked about how this could really benefit our students because they could participate in that, perhaps for-credit program, of CTE at the community college. And then as Judy brought in that idea of those different supports and the Ability to Benefit, that we can do with co-enrollment. And I'm very proud of everything that we've done in California related to co-enrollment because I think we are leading the way in co-enrollment. While we might not have all those great platforms that some other states have for the students to just be put into one platform, I think the fact that we have a directive that has come out and we're asking everyone to really put some effort into this, that that benefits those learners.

Then kind of wrapping that all up with Josh, after a student has been in a, perhaps in an IET with that CTE program, moving into a pre-apprenticeship program. So I think all of these four areas together really help us to move those students along their career pathway so that they can reach their own goal that they're striving for, which is usually a new job, a better job, and ways to help support their family.

Great. Thanks, Carolyn. Javier, do you have any closing comments for this panel before we move on to the next panel?

I would just want to close with-- that if you look at these four areas, this is infrastructures, this is policies, this is processes created to help our students transition into career pathways that perhaps they're not on now, transition to post-secondary, or transition to an apprenticeship program through a pre-apprenticeship program. So the way I look at some of these parts, it's really when we think about positioning the [inaudible] system to be a real asset to our state and the upcoming economic recovery.

And the theme that I'm going to keep hitting is an equitable economic recovery. So should there be a change in the federal government and we see investments in infrastructure, driving down gas emission reductions-- in California, those will be apprenticeship jobs. We want to be at the table with a pre-apprenticeship program built on, perhaps something that was heeded by IET, something that dual enrollment has already emerged that can actually be leveraged into an apprenticeship program, that position of these two systems together to help students into those pathways.

And then if we have an equity strategy, if we're going to meet students where they're at, we can't just address their needs in the classroom. We have to think of their needs outside the classroom. And that's where co-enrollment strategies is so important. We can't be all things to all people, but more of us partnering, more of us at the table, we could be more to more people. So I really think that these four areas we're going to keep hitting, we're going to keep talking about it, we're going to track people's progress in these areas.

And we want to incentivize things, such as-- we think there's some good things that we built on and we want to see pre-apprenticeships built, we want to position ourselves for that economic recovery. So you're going to see an RFA come out that's going to target English learners, adults with basic education needs. And it's going to say, adult ed, noncredit. This is the space we need you to take leadership in to create these pre-apprenticeship opportunities. So I'll leave it with that.

All right. Wow, exciting stuff. I should have kept this panel for the last, but you guys hit it out of the park right off the bat. So we'll go with it. Right. Thank you, panelists. And we're going to move on to the next panel. So don't leave the session. We've got another panel. All right. So we're going to talk about cutting edge stuff here in real time. Of course, Distance Learning, Program Development, everything's online now. So we've had to pivot in the last six months or so to this online component.

And so we have Penny Pearson from OTAN, Branka Marceta from Sacramento County Office of Ed, and Lori Howard from CASAS-- all have different takes on how they're dealing with the online learning. So let's hear from Penny Pearson first because she's been leading a lot of webinars and workshops on getting everybody to pivot to distance learning. Penny, how's it going out there with-- how are people dealing with pivoting to the online instruction?

Thank you, Neil. Yeah, it's been a bit of a wild ride. I'm sure everybody would agree. But it's really heartening to see all of the hard work and effort of our colleagues all across the state to provide alternatives and options for learners to meet their goals. And we've seen a lot of really creative ways that our teachers and agencies are reaching out to our learners, whether they're the old standard paper packets where they're literally-- they're either mailing them through snail mail or they're having drive-up distributions where they're handing paper packets through a window, or they've gone that extra mile, 10 miles, 100 miles, to create really engaging and interactive and very innovative online experiences where our teachers are reaching our learners and keeping them engaged and on target toward their own learning goals.

That's not always possible. I mean, we see in our research that our learners are being stretched so very thin in being able to provide not only devices for their own children to complete their learning, but then they're sacrificing that or they're making that decision that their children's education comes first, so they have to step back or stand aside to allow that to happen. So when those resources can't always be provided, sometimes all our adult schools can do is to be there for them, to let them know that we care and that we can give them a smile and maybe a virtual hug to say, we know what's going on. We're here to help you in any way that we can.

Many of our consortia, as well as some of our adult schools, have been able to take some of their funding and provide devices-- either on a one-to-one or at least on as-needed basis. That can or cannot continue depending on how things move forward. But I really think that we're going to see a lot of that innovation take hold and grow. We are going to have a new paradigm in the midst of all of the pandemic, how it goes and how we can still continue to reach our learners.

So OTAN was tapped very early in the pandemic to really help the field with webinars and resources and ways to help our teachers understand what's happening. So if you haven't gone to the OTAN website, please do so. We have a whole COVID field support page that will link you to multiple types of resources from, where can I help my learners find inexpensive internet connection to, teachers, help me learn how to use this tool. We've really put it all in one place that we hope that everyone can take advantage of.

So we've got great recordings as well, but most folks-- it seems-- they're really getting traction in this remote teaching environment. But I will make some blatant plugs here, Neil, for some of the things I've seen in our sessions today. And one of them is a team from OTAN's Digital Leadership Academy. They have a session called Beyond Emergency Remote Teaching, strategies and resources to promote collaboration and equity for effective sustainable technology-driven infrastructure.

This is a team from Corona-Norco-- Amarsi Inglan, Christina Hyatt, Kevin Belcher, and Colin Lortel, and they have been a wonderful team that have worked with not only their local agency, but the consortia to help them move forward with implementing some good distance learning, distance teaching practices. And of course, what's happening at the CAEP Summit-- I did something similar to what Cory did-- in looking at some of these sessions that are out there, and some of them have happened already. So I would really encourage you to go and take a look at them.

One of them is, of course, on OTAN's resources, and ways you can use those resources to help in your teaching. And then, of course, we also have another session with our venerable, Melinda Holt, doing a whole session on ways to engage using Google. And that's a real key area in terms of keeping our learners involved. But I think that there's also other resources that we may have lost sight of a little bit, and I'll refer to that as our USA Learns site. That's been around for 10 years and a wonderful distance learning platform, whether you're using it in a blended format or with a direct instruction using Zoom or something like that.

But now we have a new course for citizenship, even beyond learning English. So those sessions are by Andrea Willis and a couple of partners-- Jennifer Gagliardi-- so you can go back and view those, and also with Alyssa Takeuchi. So there are resources there. One of the really good ones that I saw-- and I'm glad Lori's on this group as well-- is their section that she did with Jamie Adelson-Goldstein and Sylvia Ramirez on strategy of transferring face-to-face, teaching strategies to remote instruction.

It already happened, but go look at the recording and look at all the resources that they did. I think that that's one of the really nice sessions that I've seen that is helping people understand, how do I transfer this? I'm a really great face-to-face teacher, but when you're in this distance environment, how do I do some of those things? And I really appreciated Jamie's and Lori's-- their efforts to ensure that all learners that are using these devices, because everybody has them, right?

This is what they're learning on. They don't all have computers. Sometimes we, as teachers, forget that. So this is a way for them to keep on track. And then, I just would say that the CAEP Summit and what we've done in terms of the strands and how CAEP has put it together, there are so many great resources here about distance, about curriculum, about technology. And that's the beauty of a virtual conference. It's an opportunity for you to go back and find those things because there's so many different creative ways that our teachers are finding to help our learners meet their learning goals in all different types of learning formats.

So there's a lot more of minutia in here, Neil, but I think that's kind of a good broad overview over the top.

OK. Great. Thank you, Penny. And then, I'm not sure. Branka, have you given your presentation yet or is that coming up?

It happened at 10 today.

OK. So can you give us a little recap, because this is a little different than what Penny was talking about. This is actually program development at the local level and the processes that you went through. So take us through that.

The presentation was overall about the annual plan-- what we finished last year, the three-year strategic plan-- and then how that changed over the past year. But I can talk to overall program development within this group. Something that I've been saying more frequently and more recently is that our consortium-- that is, the greater Sacramento region consortium-- really represents California in a smaller geographical region because we span across four counties-- Sacramento, El Dorado, Amador, and Yolo.

And what happens within the 14 members and the 12 members that are offering the CAEP programs is that we have a mix of big urban schools, but then also small rural schools. And that's what I also hear across California, how there's more and more of that difference. In our Sacramento County, the 13 school districts work very closely together and collaborate on reopening plans for the region. But still it's a micro community and they-- our adult schools ultimately respond to their school district and the school boards.

And we've seen such a variety of development when it comes to program development, just since COVID hit us. So for example, just like everybody else, ESL-- we're seeing lower ESL not happening as much because-- we are assuming that our students are adult learners, they're supporting their kids or they don't have access to technology. We're just not reaching them. We just can't wait to get that directive to open up partially. And everybody's saying across the board that they want to first serve those lower level ESL students.

They're also reporting out that for ESL higher level ESL, this is working out just fine. Those who can reach us and those who are attending our ESL classes are doing so actually with better attendance. They attend the more frequently-- again, we're assuming because they don't have to do that commute. So that is happening very well. And again, just across the state from what I'm hearing from other colleagues, adult secondary education programs are doing well, really well. We're cranking out high school diplomas and high school equivalencies.

One of our smaller school district centers from Northeast of Sacramento-- last year when we looked at their fact sheet, they had a total of 200 students or so, 14 high school diplomas altogether in the previous year. They already have had 13 high school diplomas over the last couple of months at the beginning of the school year. So that is happening. And that seems to be a really good format for this population.

When it comes to other program areas, what we had to do with Sacramento region is kind of divvy up different programs across different agencies because when we looked at our numbers-- our demographics-- and the need in the region, and when we looked at how many students we serve-- the 17, 18, when we were doing the work around articulating the new three-year plan, the strategic plan-- we realized that we're only serving 3% of the need in our greater Sacramento region. And that's all we could do with the resources that we have from CAEP.

Of course, we don't have the numbers from other partners in the region-- community-based organizations from the post-secondary in Los Rios Community College district and other surrounding districts-- but with CAEP, solely with CAEP, it was 3%. So for example, one of our schools does not offer a high school diploma preparation and they send their students to others, but they focus very much on CTE-- career technical education. And, of course, that has been very difficult-- even just finishing off that group of students who were interrupted in the spring and didn't do their hands-on.

So then across the region-- again, just like in the whole of California-- we've had this variety of different policies and practices within individual schools and districts when some schools were able to bring back some of those students one-on-one over the past couple of weeks, and finish that hands-on piece-- and are now awaiting for further directions and policies and just development overall. Whereas others are not allowed to bring students on site at all. So that's also happening right now when it comes to program development.

Again, we listen to what our local employers and our partners need and, most recently, a very promising example-- and that also feeds into the pre-apprenticeship model-- is, again, school that focuses on career technical education, they have partnered with a local association of the manufacturing employers, Sacramento Valley Manufacturing Initiative. And they applied for some of the city's COVID-19 relief funds. And they are currently running a pre-apprenticeship manufacturing program-- which they just started with these funds-- and they will be finalizing it by December and then funding from different types of sources into the future.

And what it entails is two weeks of online instruction-- theory-- and then two weeks of externship-- in placement with employers, which that initiative-- the association, the partner, is establishing. So that's an interesting current model for running programs. Other than that, again, reflecting what others are doing-- one more new development is we, as a consortium, are trying a class that is a joint class for the whole consortium. So the 12 members-- as they identify students who are good and strong candidates for this online class-- they enroll from their individual student information system.

They keep track of them in their class's TE, yet they are all in this one online class consortium wide-- consortium level class-- where the teacher teaches the program that is based on Get Focused, Stay Focused. I believe many of you are familiar with that high school program. It's also similar to New World of Work, and it's very much focused on goal setting and it's also project-based. And since this teacher has been doing this for the past so many years with various adult schools in person, he's had very good results. And 90% of his students stay in touch and they reach their goals.

So we feel very excited about this program where we're teaching at the consortium level, yet the members get the outcomes and the attendance, and our adult learners are getting that focus on what they need to do next and where they're going to go next regarding transition into post-secondary and workforce. So I'm going to stop there and I can answer questions in writing. Also a shout-out to Sequoia. I don't know if they're presenting about this, but they also have something similar where they have a class for the whole consortium where they're doing Parent University. Out of Visalia Adult School. And a shout-out to Leric for sharing their newly established curriculum course outlines, and they can talk about that, too.

Great. Thank you, Branka. OK. Let's bring in Lori Howard to quickly talk about would CASAS is doing and what they're seeing out there in the field on online learning and remote testing. Lori, anything that you're seeing that's interesting?

I hope so, Neil. Good afternoon, everyone. First, I want to say that CASAS has been working diligently to help instructors transfer face-to-face EL Civics COAAPs instruction to teaching COAAPs remotely. And I want to commend all the EL Civics teachers on their creativity and hard work and flexibility in this difficult time in making this happen. And CASAS, of course, has also worked very hard to help agencies do remote testing of all of our CASAS tests, including COAAP testing. So that's working well and we're giving a lot of support in how agencies can do their testing effectively in a remote situation.

You asked me to talk a little bit about presentations that are happening and I thank you, Penny, for the shout-out to our presentation this morning. I just want to talk a little bit more about it. Our presentation was called Yes, We Can, transferring face-to-face practices to remote instruction. And as you said, Jamie Adelson-Goldstein and Sylvia Ramirez were my co-presenters. And the session is based on the fact that we have great effective face-to-face instructional strategies, and those strategies that we already know how to do are readily transferable to the virtual adult ESL classroom.

And we did a highly interactive workshop and we had our participants practice what their students would be doing-- chatting, taking polls, sending pictures into us so that they could see how it might work in their own virtual classrooms. And we asked participants to first consider their familiarity with online instruction and also their students' access to that instruction, and we helped them explore ways they could do the transfer. And one of the resources we gave them was a digital substitution-- a list or chart that Jamie developed and we're asking everyone to add on to-- that lists the face-to-face practices and then suggestions for doing those practices that everyone knows how to do already, virtually.

And then the third element in the chart is really important because it tells how students who are using phones might experience that activity. And I think it's really important for us as teachers to try to understand how our students are experiencing this and make sure they are experiencing it in a way that's useful to them. And then we actually did a face-to-- a virtual experience with them, it was called Asking Questions About a Picture and had them experience what they might do with their students in an online setting.

And we gave Google Drive a list of resources, so there's lots of resources for people to work with as well. I just also want to mention that on Thursday at 8:30, I'm moderating a panel called Models for Preparing English Learners for the Workforce. Paige Endo from Mt. Diablo Adult Education, and Sara Walke from Livermore Adult Ed will be presenting about their 243-funded IELCE IET programs. Paige is going to talk about her health care worker training, and Sarah is going to talk about entrepreneurship and tell a lot about how a lot of people might be thinking about doing entrepreneurship online.

They're both going to be talking about the challenges and successes of their IELCE IET programs, with an emphasis on how they transferred the face-to-face program to their online program now. Well, over the summer and this fall. So that's going to be a highlight. And we hope that participants will evaluate the programs in terms of how they might use the elements in their own programs to enhance them. And the last thing I just want to mention is the presentation that's going on now and represents a different kind of online engagement. LAUSD has a collaboration with LA Public Library, and they've developed online ESL resources.

And the LAUSD Division of Adult and Career Education created online ESL supplemental resources to help teachers engage their students with library resources during remote instruction. So that's just one more way remote instruction can be done.

Great. Thank you, Lori. So briefly, Carolyn and Javier-- because we have three more panels to get through-- any quick comments that you'd like to share? Because this was very interesting as well. A little high-level perspective from Penny, a little local perspective from Branka, and then Lori brought it home with presentations that are happening this week and some suggestions on what to check out. Very interesting. Carolyn, Javier?

I just want to-- and I'll be really quick here. It was interesting that Branka mentioned about only meeting 3% of the need in the capital region. And I believe that as we have shifted to distance learning and online learning that we're really going to be able to increase the number of students that we have in programs and that we're going to reach more of that need for student learning. So that's all.

All right, thank you. Javier?

I'll just echo Carolyn's comment. And I think we just need to be-- how'd she say it? Effective in telling the story, how quickly the system pivoted to serve our students. And I think we're changed forever. And I think we can increase access and I love Branka's statement about, can't wait to open a little bit to focus on those ESL students that we're not reaching with technology. So I think that's how we can be very strategic, where we've learned from this process, where it works well. Let's leverage that, let's use that well to serve more, who it doesn't serve well. Let's focus on them and other delivery.

OTAN, thank you. You guys did a wonderful job. You were a great resource to our system of the state and our students. Branka, great work with your consortium and unpacking the needs in your region. And Lori, thank you, Lori, for those real tangible lessons that you're sharing now.

All right. Another great panel. Let's keep the momentum going and bring in the next panel, Immigrant Integration. Oh. Exciting. So we have Pat Rickard, Emma Diaz, and Paul Downs. And I believe Paul still is going to be presenting, Emma has presented, and Pat has some-- she sent me some slides. In the interest of time, we couldn't share them today, but I will be packaging Pat's slides on AB2098 reports with this presentation and it will get posted. So let's have Pat kick it off and give us a little update on immigrant integration, and then we'll proceed, Pat, with Emma, and then Paul.

Thank you, Neil. The AB2098 work group-- statewide work group-- convened in the spring of 2019. And out of that work group came a set of recommendations. And one of those recommendations looked at areas of immigrant-- indicators of immigrant integration. And they came up with-- I think it was 10 different areas of indicators of immigrant integration-- While that group was meeting, CASAS had convened a field work group and CASAS staff.

And we looked at what we were already doing with EL Civics, and had been doing since we started building the system together with the field in 2001. And there was more than an 80% overlap in the indicators of immigrant integration that weren't being identified by the statewide work group and what already was happening in the field with EL Civics. And so it just was a natural progression then, to look at developing-- organizing reports NTE.

In addition to all of our EL Civics reports, organizing several reports that would report out the outcomes of COAAPs by agency, by student, by class, but it would be organized under the overall content areas of immigrant integration. So for example, the indicator categories that we have right now in AB2098 that everybody has access to-- the first one is children and family. And what I asked our good friend Debelina at CASAS to do very quickly at the end of last week, was to apply this new template on our 1920 data-- even though going forward, we're just starting the immigrant immigration.

What would it look like to say, given the 1920 data and given this template, this framework of indicators of immigrant integration, what would that look like with our data from 1920? And so we organized it by children and family, civic and community participation, credentials and residency, digital literacy, economic security, education and career, and health and well-being. And the big winners in the terms of the categories on this, education and career. We had over 68,000 COAAPs that were attempted-- that agencies had chosen those COAAP related to education and career-- and 68,000 students attempted the COAAP-- the additional assessment-- over 61,000 passed, or a 90% pass rate.

The next category down was civic and community participation. We had over 47,000 attempted. Over 43,000 passed for a 92% pass rate. And then the third one is digital literacy. And it was really nice to see the digital literacy right up there. We had 23,000 students engaged in some form of instruction and digital literacy and taking a COAAP. And of those, 20,000 passed for an 89% pass rate. So we're now able to quantify better and to talk about better the performance outcomes, not just the standardized pre and post-test.

But we now have a rich array of outcomes that we can talk about that-- when we started with EL Civics, it was a rich history of-- in California-- of competency-based education and wanting to extend the learning out into the community, into the family, into the workplace. So the AB2098 is just an extension that builds on a very firm foundation that we've had over many years in California of competency-based education, EL Civics, extending it out. Then we had IET and IELCE.

And I do want to give one more piece of data that I think that people will really be interested in. And it's, again, people persist when they perceive that their immediate needs are being met and what they're learning has some immediate application to their life, to their workplace, to their family. And so what we have looked at over-- we've looked over the years at students enrolled in just ESL class versus students enrolled in EL Civics and also IELCE.