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.


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.


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.


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


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.

And last year in 1920, we had a 53% persistence rate for ESL learners only, and we had an over 60% persistence rate if they were engaged in EL Civics and/or IELCE. So the data simply supports what the research has shown us all these years-- is that we target the instruction to the needs of the students. But I think we're now doing a better job of reporting outcomes.

Great. Wow. Wonderful stuff, Pat. Let's bring in Emma. She did a presentation, I think, earlier today. Or was it yesterday, Emma?

I did it this morning.


So I'm going to quiz everyone who's on here. No, I'm kidding.

Tell us about it. So really quickly, it is based on a dissertation that I did. And I like that Carolyn is on here because she was a part of helping me frame some of that when we were in Chicago at the GED Summit-- the GED Conference-- we started talking about it. And so really, it was a dissertation on college educated immigrants. So those immigrants coming into adult ed-- specifically CTE noncredit-- that have a Bachelor's Degree already from their country of origin. And so it was more exploratory. What is it that they're doing in our program and in our system?

And I looked at where that crossroads happened and it happened about 1990, when there was a shift in the level-- educational level-- of immigrants coming in and how many of them are in our system. And in one of the reports that WestEd did, they had 9% of the population enrolled in adult ed across California that had a college education. So it's more, what are they doing in our system? And from the research that I did-- it was a case study, so I can't really generalize a lot of it, but-- is the socialization piece. A lot of them are trying to figure out what's happening culturally, how do you integrate into workforce.

Some of them are experiencing some career changes, career choices. We know that a lot of them-- I had several participants in my study that-- example, one doctor that was in a medical assistant program. I also had a pharmacist enrolled in a Form Tech program, an economist enrolled in a business certificate program. So those kinds of things, and the experience is what's known as brain waste-- that mismatch of their skill to their actual level.

And going back to what Carolyn talked about with pathways-- and I wrote down a few notes, but-- there is an option to have their degrees validated, but I don't think we have an actual pathway to speed them on to that. There's a lot of things that they are doing in our system, thanks to our legislation. It does not discriminate them, so they are able to come and enroll in our programs where there are financial barriers and documentation barriers for them in other systems.

So they're coming to us, quite simply, because they could. It's open to them in enrollment. So I think one of the things I shared some recommendations and one of the things that I want to do through our consortium work is to use our transition advisors and counselors to be able to create a pathway for those that want to speed through the system and want to have their degrees validated, so that way they can potentially get into a job where there's a better match with their level of skill and their earnings because there is a cost to the state and economic cost, in terms of their earnings.

So I did it this morning. Go back and you can to the recording, because it was an hour and a half of a lot of data-- framing what it is that's happening. So thank you for inviting me.

Thanks, Emma. And I remember last year when you did your presentation on transition, I think you listed-- well, I don't know. I want to say 10 or 15 different transition types that someone might be going through as they go through our education system as an adult. So it's amazing. Thank you so much for sharing today.

All right. So let's bring in Paul. Paul's presenting, I think, tomorrow, I believe, about immigrant integration and related to sector strategies. Paul, do you want to give us some more information on your presentation?

Sure. And I'll approach it by saying that there's the holder or the overall framework for the presentation tomorrow is innovative pathway design. And the reason we brought the two pieces together of immigrant integration and sector partnership is that they're both types of structured pathways with a lot of value in having a clearly articulated sequence of programs and services and experiences. And it's interesting to think about how they relate together. As you might think, on the face of it, they have a pretty different focus.

One is looking at industries, right? Industry sector partnerships are about a regional process for bringing industry stakeholders together to create opportunities for residents and also create an employment pipeline, whereas immigrant integration is more focused on the population group. So the two don't intrinsically work together, but there are some common features and there are ways to bring the two worlds together. And so what I would say about the ones we've been doing at the Delta Sierra Alliance is we have two.

One is the health sector partnership, which we've developed over the last three years with the leadership of the area hospitals, Kaiser Center, Dignity Health, St. Joseph's. And by the nature of our region-- we have a high level of immigration-- we have developed benefits and programs that speak to the immigrant population. So it's sort of like coming in through the side door of a sector partnership. So the example there is we have a medical assisting boot camp and one of our partners-- or founding partners-- are the community medical centers, and they serve a five county region.

Their primary population services immigrants, and their workforce is almost entirely immigrants. And so we have a medical assisting boot camp that predominantly serves that community and that workforce. So that's kind of how the two relate, that example. And then the other one is the transportation distribution logistics sector partnership, that's much newer. We're about a year, year and a half into that.

And there are a couple of interesting ways in which that relates to immigrant integration, which is that we partner with our workforce development board on the EL Pathways to Careers grant-- used to be called the EL Navigator grant-- and that has a specific focus on helping adult immigrants gain access to legal Title I services. And so we're partnered up to provide a referral mechanism from our adult schools into the workforce development board, and one of their target strategies is transportation logistics.

Another way the two worlds intersect has to do with the-- one of our landmark, or marquee partners in the industry side is a firm called Prologis, and they're a global logistics real estate firm. And they have developed a virtual training platform to provide warehousing entry-level training. And they specifically designed the module-- or the training platform-- to be at a reading level to make it more accessible to English learners, since they're highly represented in that workforce.

And so that's an important opportunity for immigrants in our area to access jobs in that very high growth sector and to move ahead. So that's kind of how the two worlds relate. They're pretty different worlds, but there are ways to bring them together to the benefit of our immigrant integration goals. So that's, I think, what I'd like to say for this one for now.

And Paul, what time are you presenting tomorrow?


OK. Great. Thank you so much. So let's see. We have about 25 minutes, two more panels. So I hate to cut Javier and Carolyn short, but any quick comments? I know immigrant integration is a big deal. We were all on the work group together with Paul and company. Any quick comments?

Yeah, real quick. I think sector strategies is the nexus to lot of things we saw in the first panel. Just like we do a need assessment of our demographics in a region, we need to be doing a regional economic analysis. What industries are driving our economy in that region, what occupations are keeping those industries, and then backwards map them to, what are the opportunities for our students in those occupations. 2098 helps identify what positions that segment of our population, to actually be in a position to take advantage of training. IET, pre-apprenticeship, dual enrollment, all those other strategies could actually bridge them into those pathways.

So that's how-- if I had a magic wand-- that's how it would work.

But you do have the magic wand.

Show it to me. Show it to me.

Carolyn? OK. All right. OK. So moving on, and I think the next one-- yes, equity. Equity. Exciting stuff because-- let's bring in Sudie, Veronica and Jennie. And as you know, if you were here yesterday, our keynote-- or plenary and our keynote all talked about equity. And so equity is a major priority for the state of California, as well as our program. So let's start with Sudie. She's already presented. I think all three have already presented. So tell us about your presentation, how'd it go, and then how did it connect back to our keynote and our plenary?

So, I hope you guys can hear me OK. So it was really interesting. So much of what was included in the keynote and referenced in the plenary was also covered during our presentation as well. And so what I presented along with Marian Thatcher was a really brief look at the CALPRO training, successful learners through equity that is currently available. I do want to state that this training wasn't something that we decided to create because CDE in the Chancellor's Office said this year, this is going to be a focus, or anything like that.

We had no clue at the time how timely this was going to be. As a matter of fact, we ran into Carolyn Zachry the day that this topic came up. We were at the NAPE, the National Alliance of Partnership and Equity Conference. I was there with Dr. Charrisse Moore. And we were just thinking about, why isn't there more PD for adult ed on equity? And why isn't there anything that tells us what that looks like and how we frame that from an equity lens in adult education?

And so we came back and we talked about it with the CALPRO team and we just started really thinking about how can we do this work. I think we were disappointedly surprised by how important this topic became this year. I think that we wanted it to matter, we wanted people to engage with it, we wanted people to further the equity ball further down the field. But I don't think we wanted it to be something that came under the guise of everything we've seen in 2020.

So it is very timely, but I kind of wish it wasn't so if that makes any sense. So some of the things that the module and the training itself really dives into is-- and the real focus of it-- is looking at, what does cultural competency mean in adult education. What does it mean to be culturally and linguistically inclusive with our students and including them and bringing them to the table. But then we're also looking at, how does bias become a barrier to equity. And so sometimes that means looking at our own biases and thinking about, how can we address our own biases and address our own practices while moving it forward and avoiding putting those biases into our classroom, into our policies.

And so one of the things that this training does challenge every person to do-- it is inclusive of front office staff, teachers and administrators-- but to think about, how can equity be furthered at your agency, but how can equity also be furthered within you. How can you yourself do it. So we do charge them with thinking about, what policies, practices, and procedures do we have that are not equitable, and how can we fix it-- in addition to, what can I personally do to move forward with equity.

And it is a personal journey. And so it is something-- there are parts of this that you do come together and you're with other people you're talking about, and there are some parts that you do on your own, because it does-- doing that investigative discovery and an investigation within yourself you do-- it's a personal journey. And you do have to think about, what are my biases, and how do I discover that, how do I unpack that, and how do I remove them from my practice-- before you can really think about, how can I fix my school.

And so we're trying to guide people and agencies into doing that from two places-- looking at our individual practices, but also looking at how our agency performs as a whole, how do we react to our students, how do we identify pathways and how do we market those pathways and to whom, and why. Thinking about those kind of questions. If we're not offering it to ESL students because we assume they don't want it, that's an equity problem-- things of that nature. So we're really trying to get everybody to look at this from a personal perspective, and from a professional perspective at the same time.

And Sudie, if someone wanted to access this training through CALPRO, how would they do that?

There are so many ways. You can stop by the CALPRO booth and just chat with one of the three of us who's been online for the past few days. And only Carolyn and said hi to us today. I just want to say it hurt my heart. But you can always email CALPRO. You can reach out to us, go to our website. I'll post the link in a moment. And again, I do want to reiterate. I've been posting this all over the place. CALPRO is open to all CAEP agencies. So if you would like to host this training or go in with one of your consortia to do the screening, just let us know.

We have a few different consortia who reached out to us in Southern California who are teaming up with different people within the consortia to host. As long as you are a California Adult Education Program funded agency, your staff can participate in CALPRO training. So I want to make sure everybody knows that that is a thing. So that's out there.

That's a wonderful thing. All right, thank you. Veronica. You did a presentation today-- I believe, today or yesterday-- on increasing awareness. And I didn't know you were enrolled in the school that Dr. Noguera is-- he's a professor there. Tell us about that. Tell us about the connection and your--

Great. Yeah. So thank you, Neil, and good afternoon, everyone. So yes, today I had the opportunity to take off my coordinator hat and put on my scholar hat. So I am a current doctoral student at USC Rossier School of Education, studying educational leadership with the focus on urban education. And so my presentation today-- and my relationship to Dr. Noguera is-- he is the new dean of the School of Education. And so I was able to contact him and ask him to be our plenary speaker for our summit.

So everything is very timely as Sudie was saying. Of course, we didn't want to bring this information in this context, however, whenever we can, I feel like we should. And so today's presentation-- and I co-hosted with Netta Anaseri, and she's also a scholar at Sac State, and a teacher in an admin credential program. So we teamed up and we presented this presentation. And the basis was to bring awareness to racial justice. And our context-- Neil, Carolyn, Javier-- I don't know if you remember, we had a CAP leadership meeting when we were looking at the CAP demographics.

And we noticed that 5% of our student population are black or African-American. And so ever since that meeting, that has been on my heart. I was like, OK, this has me thinking. I've been studying race relations for the past year and so it was an opportunity for me to explore the research that I have been doing in the context of the adult education program in bringing awareness to that black and African and African-American students are underrepresented in our program.

But not only did I bring awareness to that particular demographic, but also to bring in the historical context of education. Sometimes when we're thinking about policy and we're thinking our program implementation and development, we sometimes don't necessarily pay attention to the root cause of the reason why we're where we are. And so I wanted to bring that awareness about the historical context of education. During Dr. Noguera's presentation yesterday, he mentioned that millions of adult learners are undereducated.

And when we think about that, we have to the think about the fact that there are systemic inequities that are rooted in the education system that will automatically push our students out. And that's an opportunity for adult education to be able to apply our programs to meet the gap from a K-12 education system into an adult education program. And so I brought the historical context. But then-- as Sudie was saying-- for me, this is very personal and is a passion of mine.

And so I-- for the past year-- have been on this reflective journey on addressing my own biases and how my own biases could be playing out in some of my decision making and how there could be some other educators who are unaware that they have unconscious biases, and how that could keep our adult learners from accessing our programs. And so we participated in a few reflective activities because my philosophy is-- just as Sudie stated-- it starts with self.

And there is no way that we will be able to manifest the results that we want to manifest if we don't reflect on our own personal biases. And so we participate in fully reflective activities. And there was great engagement and also an opportunity for us to continue this work. There were some practitioners who were on the line who wanted to continue this work in the California Adult Education Program. And so it was my honor to be able to bring this work.

And honestly, outside of class presentations, this is my first time presenting in a public platform. So I was wholeheartedly honored to be able to do that this morning and hope that this work continues on in collaboration with our other practitioners. Thank you.

Thank you, Veronica. We wish you lots of success and thank you for sharing. Let's see. Boy, we're running out of time. So Jennie, I'm not going to cut you short, but if you can give us a quick recap on your presentation-- Malinda, can we go a little bit over or do we get cut off right at 2:30?

Veronica's the boss.

OK. Back to Veronica. Can we go a little over 2:30 for our last panel?

Yes, we can. OK, great. Thank you. OK, Jennie. Talk about equitable recovery. You gave a presentation. If you could give us a quick snapshot of what that was about and how that connects with what we've been talking about today.

Sure, Neil. So we presented yesterday a presentation titled The Role for Adult Education in California's Equitable Recovery. And this was presented by High Road Alliance it's a new organization founded by myself and my colleague Peter Simon. And we convened partnerships that are needed to open doors to employment opportunities for Californians, including our adult ed students and others who haven't had equitable access to these opportunities.

So we draw examples from our work across the state with various programs and partnerships. And we've been finding that many of these models are just especially relevant during this time when they have adult education at the table with the partnership. So our top message was really that in order for California to experience an equitable economic recovery, we really must include today's low wage workers in that and our adult education students.

And thanks to Javier for framing this well in some of the opening remarks and really pointing out that we know who our adult ed students are, and many of them are the California workers who have faced the greatest risk of unemployment as a result of the pandemic. So it's just a unique moment of opportunity for our adult education providers to really innervate the solutions that are going to allow these Californians to participate in the recovery-- which is challenging, because at the same time, we're looking at pretty major shifts in the labor market that are changing some of these entry-level jobs that people have been working in.

Many of the occupations that our adult ed students are in-- at the same time they're in our classes or trying to get in-- are ones that are changing fast. So our presentation tried to really explore this important role of adult education in preparing adults to participate in the state's economic recovery through programs that can be accessed by people who are still working on their basic skills, and who really need to move quickly into jobs and income. So we shared a number of models that bridge adult ed students to work-based learning, and some of those have already been talked about today.

We talked about apprenticeship and pre-apprenticeship. We talked about short-term classes that can lead to industry-recognized credentials and how those are offered by adult ed providers. We talked about bridge programs, boot camps, and then co-enrolling students in adult basic skills courses and CTE courses, the IET. And then we went in a little more detail about the strategies that can be used with the same ones we're talking about today, Ability to Benefit, dual enrollment, IET contextualization.

And then really put some extra emphasis, I think, on work-based learning and making applied and hands-on learning as part of our adult ed programs so that that bridge to work is really quite real. And a big theme before I wrap up quickly-- a big theme was just the central role of partnerships that make these programs really work and some really strong examples of adult ed providers who are partnering really meaningfully with employers, with labor unions, community-based organizations and other partners. So that's the short version.

OK. Thanks, Jennie. And so in the interest of time, Javier and Carolyn, could we have you hold your comments until the end, maybe do some closing comments? We'll bring in our last panel.

We'll go after this panel. It's fine, go ahead.


All right, thank you panelists. Appreciate it. I mean, we could spend a lot more time on this. So thank you so much for sharing. So moving on to our last panel. So Mitch had a different presentation, but I brought him in because he's working with so many of the other consortia in remote areas, where leadership is such a valuable commodity. In remote areas, getting appropriate leadership-- people-- is difficult. And then Michele had two presentations. She has one tomorrow. She did one today on bylaws and funding-- very, very important topics.

And then we have Thatcher and Bethany because they're doing some decision making in relationship to their consortium management. So let's have-- and Mitch, I didn't get a chance to bring your slides in, but I'm going to repackage this presentation and add your slides that you gave me, but you could reference those. I thought it was important. So Michele-- Let's bring Michele in first. She gave one presentation with Justin today. She's got another one tomorrow on bylaws. I get all excited about bylaws. I don't know of anybody else does. I got really excited about the funding presentation today.

But just give us a quick overview. I know these are real deep topics as far as at the consortium level and running a consortium. And you guys are the biggest consortium in the state. Give us a quick snapshot on what we're talking about here.

OK. Thanks, Neil. And it is a very deep topic, funding formulas and bylaws. And we try to provide all of our resources and our source materials-- we have them as things that you can download as resources on the CAEP Summit page. So if you want to have access to actual research documents and our spreadsheets and things like that, you can get those really easily. We have the two presentations this year. And it's really-- these two presentations represent the work of lots of people and work for the last several years.

And definitely we've been working really hard on putting together, what is our governance structure, and then, how do we reflect that in our bylaws, and then our funding formula. So the presentation this morning was funding formula, and it began a couple of years ago with just looking at, how our funding is allocated inside of our consortia. And we've seen lots of recommendations out there and research that's been done on like, hey, we should really be including things like equity and enrollment and success measures and community need into that formula.

And we wanted to just take a look and see what would it look like if we did that. So we had lots of conversations and really delved into each one of those measures and how would we measure those things, and how would we incorporate it into a formula. And we came up with a whole series of funding scenarios and we made the spreadsheets and plugged our numbers in just to see what would happen. And then we eventually had lots of discussions around what should we pick and what should we do moving forward.

So if you want to watch that video-- it's great. You can see exactly what our thought processes are, what are all our considerations along the way, and then ultimately what we decided to do within our consortia for now, and then what we're looking at to doing in the future with our funding formula. The presentation tomorrow is on bylaws. I know that's kind of a dense, dry topic, but we'll try to make it fun and interesting. And really what I'm excited about is-- now that we're on the other side of the bylaws and we have those bylaws going into the COVID shutdown and everything-- what I love is that our bylaws held true, that they still provide that foundation for us to operate from, like how all the parts work together.

And it's really provided us with that foundation that now we're really just focused on our collaboration, how do we support teachers and instruction. And it really provides that source document for us to go back to. And one of the things that we've noticed in working with our consortia throughout the years is that our institutional knowledge is all strung out across all these board meetings and decisions that we made. And we were always having to come up with like, when did we talk about that? Oh, I think it was November of 2018. And we'd have to go back and look at those minutes.

And what was great about putting the bylaws together, it just kind of institutionalized everything into one place and kept it organized. And then there's mechanisms that we put in place for how to update those things as things change. So we don't have any answers in terms of funding formula and bylaws, but if you want to hear about what our thought process is and how we moved big groups of people to get everybody to agree on these things that-- you can check out our presentations-- tomorrow's presentation at 8:30 AM on bylaws.

Great. Thank you. Such a timely topic. I know people don't like talking about bylaws but it's essential. So thank you. All right, Mitch. So Mitch, you have worked with so many consortia in the state, they're mostly in remote areas. You have a couple in metro areas. You've worked with leadership. As far as on-boarding, what are those critical tools you're seeing-- those critical decisions-- that consortia leadership has to make? And through your experience, what are you seeing out there?

So I'm going to try to go quick because I know we're crunched for time. So I've worked with close to 12 consortia over the past five years. I've either served as a consultant to the director, a consultant to the board, or-- I'm currently an acting director of one of the consortia. So I sort of divide on-boarding into two different buckets. One is for new voting members of a consortium board. And for that, I would cover legislation, AB86, AB104, consortium structure-- including bylaws, governance, Brown Act-- the funding models, director fiscal, how meetings are run, how voting takes place, what's the difference between a voting member and a partner, a funded voting member and a non-voting funded member. the roles and responsibilities of voting, data reporting, fiscal reporting, et cetera.

But on the bigger side and on the deeper side, I tend to focus on seven areas. And Neil, I think you're going to put this slide in so people can read them. The first is really bringing people up to speed on what collective impact is. AB104 really set up a collective impact model, focusing on bringing together and cultivating and leveraging the resources in each of our communities. So understanding what a collective impact approach is something that I think directors and voting board members need.

The second is focusing on organizational leadership. We're essentially working within ad hoc boards of ed, who are allocating resources that are scarce and probably going to get scarcer. So how do we manage these "boards of education," quote unquote, through organizational leadership skills to actually move the consortium forward. The third area I focus on is leadership development. Oftentimes, new consortium directors and principals and voting members are thrown into these roles. They need to be able to understand what skills are needed to work across districts, across boundaries, and to take that wall down of their own fiefdom that they're used to running. So leadership development skills are critical.

The fourth is organizational development. How do we actually manage mission and vision of a consortium approach within the collective impact framework. Next issue is change management. A lot of the consortia that I step in to guide have certain issues that need to be addressed and remediated. How do we go through different models of change management to get them to where they want to be.

Second to last is consensus building. We have to play nice in the sandbox and there are ways and tips and tricks and models that help us to build that consensus-- both behind the scenes and publicly in a Brown Act environment-- where we can come to an agreement and have that type of consensus model in place. And then finally, facilitation skills. What do we need to do as a consortium director or a principal or voting member to actually manage these meetings where we're having these difficult discussions.

So those seven-- Neil will put the slide in here somewhere-- but those are the seven that I focused on outside of the, what is a direct funded consortium, what does a director do-- looking at the deeper organizational model. So that's what I have.

Thanks, Mitch. Thank you. I know you're not presenting on this topic. You're presenting on a different topic-- national diploma, right?

And I did one yesterday on leadership.

Right. But we wanted to get your perspective because you've been part of CAEP for so long and been part of so many different consortia, so thank you for sharing.

Thank you for having me.

Sure. All right. So last, we're going to bring in Thatcher and Bethany. Thatcher's down in the current consortium, Bethany's in the capital consortium. And they both have presentations this week on data decisions, how they went about in their consortia using data. And so let's start with Bethany and we'll close with Thatcher, and then we'll bring Javier and Carolyn in for closing remarks.

Thank you, Neil. Good afternoon, everyone. So in the capital consortium, we've really prioritized data collection and reporting. This has been a priority for us for pretty much the past five years. And in doing so, we've created a number of tools and resources and strategies that we've shared. I've shared them at previous CAEP Summits and I'll be sharing tomorrow from 1:00 to 2:30. My presentation's called Strategies and Resources for Accurate Reporting of Outcomes, Data, and TOPSpro Enterprise for CAEP Consortia.

So I'll be sharing the registration form that we've developed. We created simplified definitions to help students identify-- self identify-- their barriers to employment so that we can accurately report the barriers to employment that our students do have. We also will be sharing our update record, or update resources. We created a user-friendly one-sheet table that has all of the different outcomes that can be marked, and then what those trigger in TE, as far as outcomes are concerned.

So we'll be sharing that. And talking about some of the changes to the CAEP summaries. So now we have the immigrant and integration indicators, so we'll be talking a little bit about that. And I think that's it, yeah. I just encourage you to attend tomorrow if you're interested in really looking at your consortia data and improving your data collection and update record reporting.

Great. Thank you, Bethany. And you're only as good as the data that comes in, right?

That's right.

A critical part of the data intake process that everybody leaves up to maybe somebody not as skilled at data intake. So it's a critical part, the first step in that process. So we can't lose sight of that. Thank you so much for sharing. All right, Thatcher. So you're presenting this week. Is that on a similar topic that Bethany is doing or something a little different?

Somewhat similar. So at our-- we presented yesterday. And what it is is, I wanted us to be focusing on data at our monthly meetings or board meetings. And so I created a simple data table in Excel-- modeled after the TOPSpro PDF tables-- so it's easy to read. It's set up. We can update it at any time. So before meetings, I'll update with our current numbers. And because we've used it at all of our meetings, we can compare our numbers to what we had last year every month while we're meeting.

So I created this because I wanted to make sure we're all using data, that anybody can start tracking this data-- make sure we're using data to make decisions, to set our goals, to set our objectives. And anybody can use these tables. They're adaptable to any consortium or any site. And so if you want to check them out, they're attached to our session that we did yesterday. And I just want to point out that I think it's essential we're all using data in our decisions and that we have meaningful data to create our narratives as we move forward. So we're all capable of doing it.

Great. Thank you, Thatcher. OK. So we had five panels. They were all great. So let's bring in Carolyn and Javier for closing remarks. Tying it back to state priorities and thoughts on-- we kind of combined equity and leadership-- didn't really get a chance to talk about those. But Javier and Carolyn, closing remarks.

OK. So I'm not going to take a lot of time because I know there's the networking sessions that everyone probably wants to jump into. But first of all, Neil, I want to thank you for putting this panel together. This was a really great idea and much different than having Javier and I just have to talk about what's going on. And I think this was much more engaging than-- sorry Javier-- than you and I just talking.

Completely disagree.

Yeah. Back to the equity piece, I did put some links into the chat. One was for JSPAC, which is the Joint Special Populations Advisory Committee-- kind of coming out of Perkins, but there's an adult ed side to that for CTE. And that's our state organization. And then also for NAPE, which is the National Alliance for Partnerships and Equity that Sudie referenced. And they have a national conference and JSPAC has a state conference.

I'd encourage you to look at those to further your equity conversations. And again, thank you Neil. I think leadership is so important. And I appreciate how Mitch really outlined those seven different areas, so I'm looking forward to seeing that slide. And great job everyone. Great information. Thank you.

All right, Javier?

Really great panel. But I want to go back to the equity panel. I want to thank Veronica. I know she's left, but I want to thank her for reminding us of that one discussion. And I do remember, very clearly, only 5% of our students are African-American. Just for myself on our apprenticeship side, on all the demographics, we outperform when it comes to gender to traditional apprenticeship programs. But when it comes to African-American in our apprenticeship programs, we don't do any better.

So this is something that I want to go back to. This is something I'm going to go back to with Veronica. She's been doing a lot of thinking and I'm going to look for her for guidance on this. So I'll leave it with that.

All right. So don't forget, we've got presentations tomorrow and the next day. You can go back and look at some of these presentations that have already taken place. The breadth and depth of the presenters was amazing. I mean-- I don't know, it just feels that this year, because it's virtual, it does feel a little different. But I'm getting a bigger sense of coming together. I mean, we're far ahead on a lot of these things. We haven't really had a good funding discussion and now we're having funding discussions. People are into their data. Stuff that, maybe the last two years, we were a little weak on, I think we're getting really strong. So I'm excited about this. And maybe it's just because I brought 20 of you together on the panel, but the fact that all of you showed up made me pretty excited too.

So enjoy the networking. Enjoy the rest of the summit. And I look forward to follow up after the summit this week with more webinars and events. And we'll continue to make this happen, despite the pandemic and the things that are going on. And we'll touch base after next Tuesday. Hopefully the landscape will look a little different as far as adult education. Maybe we'll have a different perspective on things. So thanks again.

And on that note, Neil. I've been told that we really have to end the session. I'm sorry. I'm getting barraged with text messages. So folks, it's been a great session. It will be recorded. It'll be put online. Please go to the networking sessions. I'm going to end the meeting. And please also do the evaluation. Bye bye.

Bye bye.