(DESCRIPTION)
A woman with an over the ear headset, a bulletin board with pictures and notes in the background. Text, Jaemi Naish.

(SPEECH)
JAEMI NAISH: Hello. And again, a happy Friday to everybody. My name is Jaemi Naish. I'm the director at Tamalpais Adult School in Marin County. We're a small adult school with three program areas and we serve a little bit under 600 students every year. And Thoibi?

(DESCRIPTION)
A woman against a virtual background. Text, Thoibi Rublaitus. Logo, Corona Norco Adult Education, Corona Norco Adult School.

(SPEECH)
THOIBI RUBLAITUS: Good morning, everybody. Thank you for being here. Oh, actually it's afternoon. My name is Thoibi Rublaitus. I am the principal at Corona-Norco Adult School. Ours is a medium sized school with about 3,000 students that we used to serve before the pandemic. We are about 1,800 right now. We have all programs in CAPE and WIOA as well.

JAEMI NAISH: Well, we are excited to be with you today and to really do more of a deep dive than we have in the past couple of times we've presented on the CIP plan. And so before we get started, it's always fun to know, and if you could just put this in the chat, what role do you have at your adult school and what role do you have in the CIP plan? So if you could just put that in the chat, we'll check it out.

Thank you, Tom. You're developing and leading the CIP. That's great. Brit, part of it. Lori, hey Lori. Good. Lee, transition to develop the CIP. Great. Christie, same. Awesome. OK. So good, we got the right people in the room. It looks like many of you are leading your CIP and/or are participants on it. So that's lovely. Thank you for sharing that.

Next if you could give a thumbs up or a thumbs down either physically or with your reactions button to let us know if you were here last Friday listening to the introduction. Thank you. I see some thumbs ups. OK, good. So not a ton. And some haven't. OK. Good.

So last week was more of an intro. This week our plan is really to do more of a data discussion around the CIP. And so that's where we're going to get started. So let me share my screen.

(DESCRIPTION)
Slides, Deep Dive, Continuous Improvement Plan, C.I.P., Jaime Naish Director, Tamalpais Adult School. Doctor Thoibi Rublaitus, Principal, Corona Norco Adult School. March 25, 2022. Logo, Otan, Outreach and technical assistance network. Logo, Calpro. Image, A diver moments after striking the water headfirst.

(SPEECH)
And here we go. So everyone can see me hopefully and actually see my screen. That's what I care about.

THOIBI RUBLAITUS: Yes we do.

JAEMI NAISH: OK, here we go.

(DESCRIPTION)
Slide, Objectives. Table.

(SPEECH)
All right. So today we have just three primary goals. One is to review and navigate the reporting portal, our adult ed portal, to look at some of the portals that we hope that you already know about and use regularly. And if not, we want to make sure you know about them just because they will inform your CIP and the data that you're going to use to show that your CIP has been successful.

And then what kind of data do you need? And this is where it's fun to hear from each of you or some of you that feel like sharing the types of data that you use in your CIP. And then of course, we're not going to do a bunch of discussion around what a SMART goal is, because we think everybody should probably know that by now. But we do want to just reiterate that you are going to be creating at least one impactful SMART or SMARTIE goal for your CIP team. All right.

(DESCRIPTION)
Slide, Create High Impact Goals. Chart. Text, S.M.A.R.T., Specific Measurable actionable realistic timebound.

(SPEECH)
So just a reminder. We're, again, not going to go over this, but just it's here for your reference what exactly a SMART goal is. And then later on we'll get to specific questions, if you have them, around the SMART goal, again, if we have time. But also we would highly recommend that if you weren't so sure of what a SMART goal was or how to create one that you participate in some of the April CIP hours but also reach out to Thoibi or go on to YouTube and do a search, because there's lots of good information about what a SMART goal is.

(DESCRIPTION)
Slide, Myth Busters. Numbered list.

(SPEECH)
All right. So next we want to just do a quick mythbusters. And Thoibi, you can help me with this in terms of seeing thumbs up or thumbs down. So quick couple mythbusters. We'd like you to give a thumbs up or thumbs down. You can either do it physically or you can do it with your reactions button. But is the CIP evaluated by expert evaluators? Is that a yes? Is that a yes or no or I don't know? Thoibi, maybe you could let me know what you see.

THOIBI RUBLAITUS: I see four thumbs up.

JAEMI NAISH: OK, we're going to let you know that, yes, the CIP is reviewed by at least two evaluators. All CIP plans, they do get evaluated. Thumbs up or thumbs down. Are three SMART goals required for the CIP plan? Is that a yes?

THOIBI RUBLAITUS: I see thumbs down.

JAEMI NAISH: OK, good. You need one. You need one amazing goal that is a SMART goal. If you want to do more, that's OK too. We all know that in adult ed, you're probably working on 10 goals. We don't always hear about them, but we know in our roles that in our schools that we have many goals going on at the same time. In order for your plan to pass, your goal must meet all five components of the SMART. Yes, no?

THOIBI RUBLAITUS: I see four thumbs up. More. Five, six, seven thumbs up.

JAEMI NAISH: OK, good.

AUDIENCE: There's also a bunch of yeses in the chat.

JAEMI NAISH: OK, right on. Good. So yes. Thank you, Marjorie, for that. You definitely need to have all components of the SMART goal incorporated in your CIP plan. And I'll just kind of keep going. There is a rubric. Hopefully everybody has seen it by now. It's part of the CIP guidance and CIP documents that are found in the portal but also that we shared last week. And I also put in the chat some links that we're going to be referencing throughout this webinar, but also I think one is to the actual CIP guidelines that I put in a Google Doc for people to pull down if you aren't in the portal.

And then finally, this is really important because it's quite obvious if you haven't done this. But is the CIP a team approach or is it an individual approach? Should I be writing it for my agency and then just putting it out there?

AUDIENCE: In the chat, most people are saying team, team, team, team.

JAEMI NAISH: Thank you. OK. We're going to move on. Seems like everyone got this. Thank you.

(DESCRIPTION)
Slide, The Portal. Screen capture of log in web page.

(SPEECH)
All right. So then the next piece here is really just kind of going over what the portal looks like. This is the log in. And in the chat I've put the section or the link that you need to go to to get to the portal. You have to be one of the listed people with your school to be able to get on the portal. So some of you may not be. But this is what the portal looks like. This is the login. So I thought it would be helpful just to quickly show you what it looks like to log in and what you're going to see.

The other thing I'd like to know before I get moving any further is has anyone gone into their portal and reviewed their CIP? So thumbs up, thumbs down, or yes or no in this chat. Thoibi, how are we doing with that?

AUDIENCE: Mostly thumbs up.

THOIBI RUBLAITUS: A lot of thumbs up.

JAEMI NAISH: Right on. OK, good. That was different from last week, so super excited everybody seems to know that.

(DESCRIPTION)
Slide, C.I.P. and W.I.O.A. Navigation.

(SPEECH)
OK, so when you get in the portal, you're going to have a couple of different options of where you want to go. You'll see the little blue arrow kind of points you to what it is that you've selected. But usually what you want to start with is reviewing your previous goal. So when you're reviewing your goal from last year, there's going to be a couple of questions that it's going to ask you. So we'll talk about that in just a minute. But there's definitely a couple of different pathways here to go. So I'm going to move on.

(DESCRIPTION)
Slide, Review Previous Goals.

(SPEECH)
Sorry.

So what you see here is the questions that you're going to be asked, we're all asked to review on our portal. Have you completed your goal? That's a yes or a no. What data points provided evidence of this completion? What continuous improvement challenges did the agent experience, if any? I bet there's lots of those to talk about. What activities completed in the established-- were there activities completed in the established timeline? Why or why not? And what might you do differently to address some of the challenges going forward?

And so you'll see what I've written here. There was quite a few things that I actually wasn't thinking about this time last year when our team was coming together to create a set plan. And I imagine that many of you are feeling that same way. So I already know just if we're talking pandemic alone that I need to continue to factor in how the pandemic or endemic, whatever we're calling it today, is going to factor into my agency CIP goal and our overall attendance and staffing. There's so many different things that I really didn't expect to be dealing with this time this year when I was thinking about it last year. So that's just one example of what we're experiencing and I would imagine you all are as well.

So one thing that someone brought up last week, which was really helpful, was that they were in the portal and they were typing and then they went on and did something else and then they came back and all their data was gone because they got timed out. So we would highly recommend that now that you know what the questions are that you have to answer from your previous CIP, because many of you have already indicated you've been logged on, is to just do either a Word doc or Google Doc, just save it so you can cut and paste. That way you won't lose your data if you have to do something different or if you have to pivot. So that's word of wisdom of the day is just do that. Thoibi, anything you want to say on that?

THOIBI RUBLAITUS: No, you got it covered.

JAEMI NAISH: OK.

(DESCRIPTION)
Slide, Navigation. Screen capture of website. Text, Continuous Improvement Plan, getting started, plan summary.

(SPEECH)
All right. Then there'll be a point where you either get to continue your goal from last year, and that's fine, or you can call it completed and create a new goal or you can even modify your goal from last year. There's a couple of different options. But you'll get to look at some of these fields here and decide, yes, I'm going to go ahead with a new SMART goal and pick that or I've made some modifications to my goal and I'm going to go with plan summary. There's several different options that you can go with.

(DESCRIPTION)
Slide, Create a new SMART goal. Screen capture of website.

(SPEECH)
And again, just kind of showing you what the field looks like. Let's see. OK.

So

(DESCRIPTION)
Slide, C.A. Data Portal, Let's go. Screen capture of log in web page.

(SPEECH)
one thing I'd like to gauge from the audience that we have today, do you think it would be helpful. We don't want to waste your time here. I really think the piece of the data is the most important piece. So what I'd like to know from you is would you like me to go into the portal and show it to you or is what I've done enough? So if you could just give some thumbs up or thumbs down, that would be great. But again, we want to make sure we have a big chunk of time for just discussion on data.

THOIBI RUBLAITUS: I'm seeing a few thumbs up and some yeses. Just two no's.

JAEMI NAISH: OK. Well, what I think we might do is move on and continue on, because we can always come back to the data portal. And we have Angela Steele on as well to kind of help us with some maybe more specific portal type questions. So I think I'll do that just to make sure we have ample time to talk about the data, which Thoibi's going to do, and I will assist her. All right.

(DESCRIPTION)
Slide, Quick Check. Image, A sign, Sanity Check.

(SPEECH)
THOIBI RUBLAITUS: All right. Thank you. So I see quite a lot of no's on the portal. But we can open that later. So quick check. What are some data sources you use to review your goals or to create a new goal? Please feel free to put them in the chat or unmute yourself and speak up.

AUDIENCE: We have one person in the chat that wrote TE.

THOIBI RUBLAITUS: [Inaudible]

AUDIENCE: Is more coming in?

AUDIENCE: Another person wrote "ASAP."

THOIBI RUBLAITUS: TE, DIR, TE, DIR. WASC, CAPE, consortium goals. Completer rates. Student survey responses. Great, thank you. So it takes a while for people to type in. That's why it comes a little later.

So all of these that you have mentioned is in the next slide as well.

(DESCRIPTION)
Slide, Data is Key. Bullet points. Logos.

(SPEECH)
And I have used our WASC action plan, the district strategic plan, consortium three year plan, and other surveys as well. We have also used the OTAN tech survey, teacher survey reports, PD offering, office our visits that we visit once in a while to hear from others that's also gathering data on what others are doing and what we are missing out.

Also just following links the community or practices and seeing what people in other states are also doing that we haven't done. The big data points are from our TOPSpro and CASAS Data Portal. We look at payment points, like most people are also saying here. Schoolwide performance report, the NRS Table 4 and Table 4B and the persister report.

So we have to write three goals maximum and maybe focus on only one if we are OK with doing just one. Our minimum requirement is one SMART goal. But why do we look at so much of our data? And that has always bothered me as well. Why do we have to look at so many things but when we are going to do only one goal? The more I think about it, the more I realize even if we are doing only one SMART goal, we want to make sure we're meeting the needs of our school well. Only after we look at all the data sets do we get a better idea of what is truly needed.

Also even if the goal is only one goal, we need action items to get to that goal and to figure out what action items we need. Having all kinds of different data sets in our toolkit really helps. And this is also another part where I will show you in the next slide a few-- I think what I'm going to do is we're going to look at some of the data sets that we use on TOPSpro and CASAS Data Portal. And then I will be sharing more about the pitfalls that we could avoid, which I have fallen into.

JAEMI NAISH: And so can I just add one thing that I've been thinking about and I forgot to mention on an earlier slide, which is a lot of us are in the throes of creating our consortium three-year plan or activities around that. And when you pull down some of the data metrics that we have to work within or that we're allotted to work within, some of them correlate really well with the CIP plan or could and some of the data talking points that Thoibi is going to talk about. Just tell me when you're ready, Thoibi. Sorry.

(DESCRIPTION)
Slide, Data Analysis. Table, Enrollment numbers in the last 3 years.

(SPEECH)
THOIBI RUBLAITUS: That's fine. Go ahead and click the next one.

JAEMI NAISH: OK. Just having issues here. There we go.

THOIBI RUBLAITUS: So what I have learned is that looking at just one year's data doesn't help much, because the last two years or three years we've been going through this big pandemic. So looking at the average for the school really helps. And so what we did because we were also fortunate that my district asked me to put a five year plan together. So OK, to do the five year plan or to give a summary of what's been happening. So we put the enrollment numbers and then we get to see where we truly are suffering.

And so when we start putting our SMART goal together, which area do we want to focus on? It becomes helpful by looking at this data. OK, our ABE is suffering a lot more than the others. Because at one year before the pandemic, we had 888 people and now we're at 88 this year. And of course, let me just preface this by saying this is year to date data and this data was taken in January 31st. Can you the next slide, please?

Similarly,

(DESCRIPTION)
Another table, Educational Functioning Level Completion Rates against State Average.

(SPEECH)
we also looked at our educational functional levels, data table 4b. And there again we see our ABE suffers a little bit more than the rest. So ABE low is where we were focusing on because the state average is at 47.6. And this, just to give you an idea, this was a '19 '20 data. And this is reflecting we have to review what we did in the past year. So that's why I'm looking at the '19 '20 and the years before. Next slide, please.

(DESCRIPTION)
Another table, Educational Functioning Level Persistence Rates.

(SPEECH)
So again, this data here shows that ABE beginning is the one that's suffering more. Our state we are lower than the state average. So we chose to work on ABE or ASE. So looking at data is helpful. But if you go to the next slide, please.

(DESCRIPTION)
Slide, CASAS Data portal. Screenshots of website. Text, California Adult Education Data. Table.

(SPEECH)
This is just a sample of our CASAS Data Portal. I hope everybody's familiar with CASAS Data Portal. And part of this presentation, I wanted to do a quick visit of our CASAS Data Portal for people who are not aware of it yet. But just like Jaemi did, what will be helpful, and of course, this data set here is Jaemi's school, so I'll give Jaemi a minute to talk about it. But after that, if there is a need for it, we could just go to CASAS Data Portal just for a few minutes. Jaemi, please.

JAEMI NAISH: Sure. So one of the things-- we all get this information, it's in arrears. I guess it's two years back. But it is helpful to look at and review. And if you've set a goal that you can use this data for, it actually is very helpful to look at. I would second the way that Thoibi puts together her agency data. For us at the adult school, we had to create a separate table as well that is a six year view of different things. And we're doing it a lot for our WASC self-study, but it really helps to kind of look at our data in a different way that we draw from in, for instance, with the CASAS Data Portal.

So if we were looking at increasing enrollment in our ESL program, for instance, looking at what the state average is is really helpful. And then comparing how we've done. And again, sometimes because we're a really small school, the data looks a little different than-- or it can be off. Like for instance, you'll see beginning literacy is 100% and the state average was 37%. Well, you'll see that it was one student in that category. So sometimes the data you have to pay attention to it and see how useful it is for you. But the tables, I think there's 11 or 12 of them, the NRS tables, and they are helpful. And of course, will be dependent on what your goal is how you can use them. Thoibi, you want to say anything else about that?

THOIBI RUBLAITUS: To add to that, as the whole thing about the name itself, Continuous Improvement Plan. And they want us to have a goal. And the state gives us this goal every year, our data every year. And there is a goal, state average or state goal. And I personally think that it is important that we look at the goal of what the state wants us to do. And then that's where we start. And so the CASAS Data Portal really helpful. And that's why most of us, I know some of you also like me have been waiting for the 2021 data. And it is out now for us to look at. Can you move to the next slide, please?

(DESCRIPTION)
Slide, Practice Demonstration. CASAS Data Portal.

(SPEECH)
So at this point, I was wondering if we could do a quick demo of the CASAS Data Portal. Everybody familiar with it? Would you like me to look at it or not before we go to this?

(DESCRIPTION)
Slide, Pitfall Discussion. Table.

(SPEECH)
Yes, please is what some people are saying. So if I could share screen now before I come back to my pitfalls.

(DESCRIPTION)
Slides close.

(SPEECH)
JAEMI NAISH: All right, you should be able to share your screen. I just stopped sharing.

THOIBI RUBLAITUS: OK, thank you. So I'm just going to take the Google page. Can you see my screen? It's just a blank Google page.

(DESCRIPTION)
Begins screen share. Google chrome web navigator.

(SPEECH)
JAEMI NAISH: Yes, we can.

THOIBI RUBLAITUS: Pretty easy if you don't remember the CASAS Data Portal website. You can just Google CASAS Data Portal.

(DESCRIPTION)
Google results.

(SPEECH)
And the first thing that comes up.

(DESCRIPTION)
Clicks first result. Then clicks on link labeled W.I.O.A. Title 2 Database. New page, California Adult Education Data.

(SPEECH)
You see it this way. However, if you click that, you will see California State federal table, table 4, 4b, and the persister report.

(DESCRIPTION)
Scrolls down.

(SPEECH)
This is really, really helpful even if you don't know the website, because you can just get to it any time, anywhere. I love playing with this from time to time.

So the table 4, table 4b, and the persister report are the three things that you can do from here. Table 4, all you have to do is click that.

(DESCRIPTION)
Clicks link, California Federal Table 4. New page, National Reporting System. A search form and a table with the educational functioning level completion rates.

(SPEECH)
You already have your state goal and our state average. The state average gives us an idea where you stand and the state goal is what they're expecting us to do. So when we are setting our goals. I think this is particularly what they're asking us to do in many sense. Of course, we have to combine it with all the rest of the needs that we have in our schools.

(DESCRIPTION)
Opens select box titled start here. Selects Agency from the options.

(SPEECH)
So what we do is you start here and you can look at all the different ones.

But what helps for our school as we are setting our SMART goals is to go as agency and then refine it by choosing your school.

(DESCRIPTION)
Opens select box titled refine your search. Scrolls through options and selects Corona Norco USD.

(SPEECH)
You can follow me and if you have another computer on the side and you can open a new search engine. Google Chrome works pretty well. You can just choose your school. I will choose my school. Again, I've already shown everybody my data, but it's OK. I'll do it again.

(DESCRIPTION)
Opens select box titled program year. Selects 2020-2021.

(SPEECH)
The program year. And you can choose the program year. So I have chosen 2021. And I submit it.

So I have the data for last year right here. I can then add the previous year, '19 '20. And add it there.

(DESCRIPTION)
The new results appear in a new table beneath the previous result.

(SPEECH)
So I have it comparatively. You don't have to do a lot of work. It's pretty simple. You go there and the previous year if I'm going three years. And I have all my data here. You can increase or reduce the size by clicking the decrease or increase font at the right top corner. I'm going to reduce it so that we can see a little better.

(DESCRIPTION)
Minimizes the text on the page.

(SPEECH)
And you can see the three years later all in one page.

The best thing about and the thing I love most is we can download to Excel. And once you've downloaded to Excel, you can play with it as you need and do the comparative study for your own school. As Jay always shows in Jay's presentations, looking at this data really helps, because this is where I get to see which program or which level is suffering the most. And based on this is what I chose our data last year on our focus on our which SMART goal to use.

So I'm going to stop this data portal. Please feel free to look at your own data this way. And I'm going to now go back to how using this data helped me create our SMART goal for last year and all the problems that I had using this and the successes I had using this. I'll share that. So I'm going to stop sharing this page. And Jaemi, if you can bring the presentation back again.

(DESCRIPTION)
Screen share closes.

(SPEECH)
So being a data geek has its own advantages as well as disadvantages. So we are all encouraged a lot to use our data, and I love playing with data. So I did. And being a geek brought me into trouble last year. So that's what I'm going to share.

JAEMI NAISH: Sorry, a little bit of technical difficulties here. There we go. Let me just get this going again. OK, so here we go.

(DESCRIPTION)
Opens slides.

(SPEECH)
THOIBI RUBLAITUS: Next slide, please.

JAEMI NAISH: There you go. OK.

(DESCRIPTION)
Slide, Pitfall Discussion. Table.

(SPEECH)
THOIBI RUBLAITUS: Thank you. So based on what I have learned last year, we used the three years data set because I felt that it was necessary to not look at one year but an overall picture. So we set our goal last year by saying based on the NRS table of 2017 to that is like three years in a row. We looked at the data and figured out that ASE low is where we needed to focus on.

So we said by the end of the academic year '20, '21, '22, the goal is to improve the ASE low educational functioning level completion rate from 58% to 66%. This chart over here does not show, but we did not meet our 66%, but we met 61%. So now we have to review this year. So I'm going to have to go and say we did not meet our goals. And I'm going to have to say why we did not meet our goals.

Again, I also have another goal that said persister rates from 44% to 70%. But have a look at my chart. Why did I choose 44% was last year? At the time we set the goal, we were at 44%. So I thought, OK, from 44%, we're going to move it to 70%. But it was still a pandemic year, and I had set a goal that was too lofty. So what I'm trying to share with everybody today is yes, we try to set goals, but some goals can be too lofty.

So the next slide will show us a comparison with another good goal.

(DESCRIPTION)
Slide, Comparison Activity. Numbered list.

(SPEECH)
The other good goal at the top. So I'm just saying good or bad because when you look at the two goals here and you can look for yourself and see which goal is better. Take a moment please. So think about which SMART goal is a better goal. Which SMART goal met the SMART requirements? And what data did they use? Which one had an unrealistic goal? Consider how they would report this year. What could be the next year's goal?

So the top goal is succinct, short, and to the point. And they have chosen just to focus on the 12 hours of instruction and to decrease it. Oh, this is such a wonderful choice of goal, because it's outside the box as well. You're looking at something like look at your 12 hours of instruction. You had 62% students dropping out before 12 hours of instruction. But now you want to reduce it by 10%.

That means it's also a very equitable goal. Focusing on equity, focusing on why did we lose our students? Let's focus on our students who stopped before 12 hours. Let's get them coming back to us. And what can we do to provide them the support? And what kind of support that we're going to provide also listed. Providing onboarding support and follow up.

Whereas my goal, the goal that we chose, I did not meet either one of those. In the first one, they used TE data to get to the number of people with 12 hours of instruction. Less than 12 hours of instruction. And it's pretty easy to find out too. They wouldn't have to do all the data digging like I did with my goal. So this will lead us to the next stage, please. Next slide.

(DESCRIPTION)
Slide, Reminder. Avoid, remember to. Bullet point lists.

(SPEECH)
So one thing is my pitfall was last year during when we did our goal setting, I work alone with another one of our staff members. We did not do all the work that we were supposed to do. This year we're making sure that our tech team, our leadership team, and all of our coordinators are in the team. So building a team is critical. So putting a team together and seeing things from different perspective and not just a few people looking at data.

OK, I said I'm a data geek. So we looked at data and we thought we are doing a great job. That's a bad thing. Goals are too high to achieve. The goals that we set, Corona-Norco set, was too high to achieve. It looked good because it had a lot of data, but it wasn't a good goal ultimately. Too many data points in the goals that I showed you just now.

And then so what I'm trying to remember this year for our school is that we have to make sure that all our teams are together and we match the action items to the goals and we have a succinct and short goal. I still have to focus on the-- we are still thinking of keeping the same goal like last year but adding another one. Because the last years we did not meet. So we now have to make sure we do something to meet that or reduce the goal to a more realistic goal.

Also another thing that's very important is to make sure that our timelines are very specific with which month we want to get what done and also to specify the accountable person for each one of those goals, specifying who's going to do what. Not necessary to put the name of the person, but to put the job titles, because people who are here when we set the goal may be gone next year. Or that person it's the responsibility of that job title, not the person.

So it's better not to write the names of the person and include specific PDs from the state leadership projects. So our state leadership projects are CASAS, OTAN, and CALPRO. And they provide us all the list of professional development. And Jaemi has a slide with all those resources as well. So at this point, if anybody has any questions, I'm going to answer after being so vulnerable.

JAEMI NAISH: And we appreciate that. And hopefully people notice too that when you look at Tam Adult School's data in the portal, it does feel very vulnerable to share what you've done. But the reality is we're all learning. We're here because we want to help students. And adult educators are amazing people that work together to figure things out. And we have to. We know we have to do that as a group. So hopefully that's where we're going with this and being able to share data in this way.

I also have just a thought. I know Thoibi asked a question, but I'd love to also hear, because it sounded like a lot of people asked or went into the portal and did do a review of last year's goal. So maybe a second discussion or question we could ask of people was, how did you meet your goals and what are some things that you learned that you'll do differently? Just because I think, again, we're in this place where we can work together collectively to really help each other do better next time. So I think Lisa has her hand up.

AUDIENCE: Yeah. Hi, thanks. I have a question. So on the very first question when you're reviewing your goal for this year, it says did you meet your goal, yes no, and then what data points did you use to say that you met your goal. So if you didn't meet your goal, what should you put in that text box? So if your answer for number one is no, then it seems like the question isn't relevant. So then how do you go about filling in box number one?

JAEMI NAISH: I don't know that there's a prescriptive way to do it. I don't think they've said you must include this, this, or this. Just do the best you can with your answer. And for some, they're going to want to continue on with the goal. Like Thoibi said, they didn't meet their goal. And there's so many reasons why. But I know Thoibi. She's a goal oriented person and I know she wants to meet that goal at some point. So they're going to add on things that they'll be able to fix later. So I think do your best with the question.

No one's going to get-- one of the things that Carolyn Zachary talked about in her February webinar is no one's going to get dinged for not meeting their goal like at all. The only place where they might get involved is if you continue to use the same goal in a couple of years and it needs to change. So don't feel the pressure to come up with something amazing. Just do the best you can with the answer. And we know, Lisa, you're a smart gal and you're going to come up with some really logical reasons for why the goal didn't fail.

AUDIENCE: Great. Thank you.

JAEMI NAISH: As all of us are.

THOIBI RUBLAITUS: As for us, I'm certainly going to say what I just said, which is we set too lofty a goal and we did not factor in the pandemic. And of course, it was right in the middle of the pandemic. But we did not factor in the pandemic. We also did not specify the action items accordingly. So those things that we're learning as a team right now that we are going to add that these are things that we did not do. I see Yanera has a question as well.

JAEMI NAISH: And then I think Lori might have went after.

AUDIENCE: Yeah, thank you, everyone. I'm Yanera Chavez from [Inaudible] Adult School. In reference to what Lisa just asked, one of our goals was to have increase 10% of our high school completers. Sadly, you may think that this 10% is something easy to achieve. Sadly, we weren't able to achieve the goal. We were not thinking about going through the pandemic still. And our students were not able to-- they didn't have the equipment. So we didn't count on those things.

So to go back to the question that at least I think had, I will answer no. We did not meet that goal. But what was successful-- but successful was that we were able to reach out to students, try to connect them again. Sadly because of their schedule, they were not able to connect with us or we weren't able to lend them our equipment. Now we will continue with that goal maybe with another 10% but now thinking and keeping in mind that we will be able to lend them equipment, that they will be able to borrow a laptop. And we will be able to also accommodate them in an open lab so that they are able to go in after hours because of work. This might be a difficult challenge for them. But sadly, we did not meet that goal. Simple, 10%. You would think, oh yeah, easy, I can manage this. No.

So Thoibi, don't feel bad. Your goal was excellent. And once again, I feel like if we all work as a team, we are able to achieve a lot. And we studied the data and we know that coming up next year, our goal will be smarter than what we have today and keep going. So that is what I had to share with everybody. Thank you.

THOIBI RUBLAITUS: Thank you. Thank you for sharing that.

JAEMI NAISH: And I think Lori from Sanger was up next.

AUDIENCE: Hi. I think you pretty much answered my question that I had. One of the mistakes that we made is we used the word all in our goal, and that was unrealistic. So now I know what to put, because Thoibi said I didn't factor in this and that. And it's OK to say it was unrealistic to say all. Because I'd said increase the EFL gains for AB levels three through by six by-- oh, wait, wait. On the ESL one, I said all EFL gains by 15%. I should have just put the ones that were below the state average.

THOIBI RUBLAITUS: Yeah. That also reminds me that we talk about equity nowadays. There will be another slide about equity and inclusion. We've always been doing equity inclusion. Adult ed is all about equity and inclusion. But at the same time, when we as leaders

(DESCRIPTION)
Slide, Smart, I.E., Flow chart. Text, Don't forget the I.E., Inclusive. How will you include traditionally marginalized people into processes activities and decision making in a way that shares power. Equitable. How will you include an element of fairness or justice that seeks to address systemic injustice inequity or oppression?

(SPEECH)
try to put our schools' goals or to set the goals, we want to see that all students are achieving, not just a few. So we tend to use the word all. I've fallen into that pitfall as well. Using all students will get it. But at the same time, we have to understand that by including and by being equitable, we're also looking at the ones who need the most.

And in our SMART goal, and last week I was part of, I watched Jaemi and Sudi talk about the SMARTIE goal. And I'm like, oh my God, that's really good way of thinking adding the IE as well. And so what are some things that we can do in our SMARTIE goals? As I'm considering for our school, we know that the ABE students need the help and so our other students who need the help. So how do we provide those in our goal?

And one thought was we can provide tutoring for some of our students, because we've got some funds to provide tutoring for EL students who want to finish their high school diploma with us because they're now 18 and above and they never finished it when they were in high school. They've now come to us. Somehow they have to finish it. And the way that we're giving equitable support or access to them is giving them access to our tutors, our math tutors, our EL teacher tutors. So that's another part that I don't know if Jaemi you have anything else to add to that.

JAEMI NAISH: No, I just think I spoke about it last week during the TDLS presentation. The IE for us, the inclusion and equity minded, is really for us really had to do with our beginning ESL levels. I just felt like they were so taken down by the pandemic, possibly more so than others in our adult school, because many of our students are public facing employees in their jobs. And so I just for now and for the foreseeable future, that's who I want to really focus on as providing the most support that I can.

And so like Yanera talked about, not being able to lend technology. Well, we knew that that needed to happen for them to have access. So the I and the E in the SMART for us is always in play. And I think that's the case with so many of you as well, just because we're in this field. We're all here to elevate the voices of people that have been just marginalized for a whole variety of reasons.

THOIBI RUBLAITUS: OK, on that note, we have another slide on resources from Jaemi. And we also have Angela Steele here to answer any questions or show the OER. Is that what it is, Jaemi?

JAEMI NAISH: Yeah.

(DESCRIPTION)
Slide, C.I.P. Resources. Links. Text, C.I.P. Guidance and A.E. Portal, Dr. Zachary's Webinar, SMART Goal Video pick one, C.I.P. Office Hours, Otan Training Calendar, Calpro Event Calendar.

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It sounded like just looking in the chat that many people don't need the portal review. And we can stick on afterwards maybe if some people wanted to actually do that. One of the things that we want to highlight is that in April, we're going to have some Friday office hours. If you have a CIP goal that you want to run by somebody or you have some questions about whether it's SMART or SMARTIE or you just have some questions like Lisa shared, like am I doing this right? Feel free to come to those office hours.

Really the goal is really to just help people with their plans, make you feel like that you're going to do it once and pass and you're going to be good to go. And also, of course, really just to make sure that the goal that you're choosing, or goals that you're choosing are useful to you. So there's just a whole crew of people that are interested in and trained to help with this work.

So I would highly recommend that you, and I've put the links in the chat, that you check out the CIP guidance if you haven't. And check out the rubric, because that's what's going to be used. That's how the CIP reviewers are trained. And so it is used. SMART is absolutely required and part of the process. One goal is good. You can certainly add more.

And again, there's lots of good training coming up not just for the CIP but for other things. Jay is continuing to do his CASAS data deep dives. And those are exactly the kind of information and work that will help you in the CIP goal and in reporting the activities and monitoring whether the goal that you've selected is meeting your requirements or is successful.

I am curious about whether if anyone on the call felt like they wanted to share like Yanera did and Lisa and Thoibi. When you went back and looked at your goal, when you reviewed it, how have you done? And is there anything that you think you would do differently? Is there anybody that feels like sharing that? Because your answers just help the rest of us. Your candidness.

AUDIENCE: Hello.

JAEMI NAISH: OK, go ahead, Jody. Go ahead.

AUDIENCE: Yes, hi, my name is Jody Williams. I am the lead adult education instructor at BPSOS. And our my first time doing the CIP, the goal that I chose was more of a workforce training guided one. Basically I chose that our goal for the students would be to-- that we would create a pipeline for them to be certified to become personal care aides, because we actually conveniently have a business on the floor above ours that provides certification courses in that in-home support services health field.

So anyway, my question is now that I've actually been looking at the data, the CASAS Data Portal, I know that I have to reevaluate that. But I know also that workforce training is a really big goal for everyone in general. So is there any way that I can incorporate or maybe just kind of adjust the goal that I have? Because I do need to keep that goal, but I also need to include more of an English language learning component to that.

(DESCRIPTION)
Slide, Your Agency Goal Goes Here, S.M.A.R.T., Smart. Clear concise tangible, what who when why where. Measurable, time money volume, how much of how many?Achievable, goals should be challenging but not impossible. Relevant, goals should be consistent with other long term goals. Time bound, create a time frame. When to achieve the result?

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JAEMI NAISH: Yeah. And I bet there's about seven I know on this call right now, there's like seven or eight people that could easily add to that question here, but I'll give it my best, which is it sounds like you're talking about an IET or an IELCE sort of health pathways program that does target English language learners. And yeah, we all need to be doing that. And we're looking at the state providing $130 million over a four year period to do this kind of work. So it does behoove you to keep that goal, it sounds like, but just to tweak it to make it work.

And I think, as Thoibi said, Thoibi, you can let me know if you have a different response, but there's other data you can use too that will be useful in this goal work as well. It doesn't just have to be what's available via CASAS or your SIS or the payment point summary. I mean, at our school we've had to tweak a lot of the available data out there to just make it speak to us to tell the story. And it takes some practice to do that. Thoibi, is there anything you want to add to that?

THOIBI RUBLAITUS: Yes. So it seemed like we focused on the CASAS Data Portal. But we are looking at many different other goals as well. That's why it's the local decision on what goal to choose. But as for our school, we just thought that when the state is giving us the data and asking us to look at the goals and this is WIOA, and the state is responsible to the feds to say that we're meeting this goal. It's the easiest way to show goals if you're talking about measurable. Because there are many other goals that as a school we do.

But this part particularly I feel, I may be wrong, but our school feels, our team, our leadership team talked about it again and again. And we feel that it just makes sense for us to focus on the CASAS state goals. We can have three goals. But so that's where we can continue to have the workforce goal as well. And another one could be the IELCE goal.

There was that other goal that I showed about the less than 12 hours students, focusing on those and reducing the amount of students who drop out. That's a huge goal in terms of equity. Because we as schools forget to see that there are a lot of students who come to us and they want to be part of our school, but adults have lives and they just cannot follow through and they drop out. And if we can support them some way by giving them child care or extra tutoring or flexibility in learning, they can meet their goals.

And so that could be one of our other SMART-- one of the three goals. So if you have three, it's fine. But minimum requirement is only one. So that's where we can sometimes think about a smart way is just make one SMART goal and get that done first before we attack the others.

JAEMI NAISH: And Jody, I appreciate you bringing up your question to this group. And I know there's a lot of really qualified people listening that could give you other answers. And I would just highly recommend that you reach out to some of your colleagues on this as well. Many have started home care aid programs. We're one of them. And others are in the process of starting them. So it's so good to talk to your colleagues to just hear about what they're doing. And that's a way of gathering data as well. Yeah. And does anybody else want to-- we have maybe-- we're probably actually about ready to wrap up here. Sorry about that. It's almost 1 o'clock.

THOIBI RUBLAITUS: We have about five minutes. I would be very curious to hear from our participants, did we meet your expectation? What were you expecting from this deep dive presentation? And what would you like to hear more about?

(DESCRIPTION)
Slide, Contact, J N.A.I.S.H. @ tam district.org, T.R.U.B.L.A.I.T.U.S @ CNUSD.k12 dot c.a. dot U.S., Please do not hesitate to reach out to us.

(SPEECH)
AUDIENCE: Hi. This is Todd [Inaudible] with [Inaudible].

(DESCRIPTION)
Slides close. Text, Todd Livingstone.

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I had a question about I sit on the workforce development board and we look at labor force and industry employment summaries. Is anybody looking at that or using that type of data in their report? Or is that kind of like off, off the radar?

THOIBI RUBLAITUS: For our school, we are looking at the workforce development board as well and the LMI data and how much participation we have with them, because that's another thing that's coming up very soon. If not for CIP, it's for the WIOA RFA that will be coming up soon.

JAEMI NAISH: And I just put it in the chat yes, we're definitely using them and especially as it applies to the three year plan, the CAPE three year plan. I think one of the nice things about this data plan is that there is no prescriptive. You don't have to use x, y, and z. You just have to use data that helps show your success and that is thoughtful. But Todd, I really do appreciate you bringing up the workforce, the one stops, we call it the Wonbe here in Marin County. So yeah.

Anyone else want to take a shot at answering Thoibi's question or any final comments? I think there was the California Reporting Portal is the portal that I first showed. I saw a question about that in the chat. That you have to have access by your school to get into. So you can definitely click on one of the links that I put there for the portal. But if you don't have access, if you weren't provided access to the portal by your school, by your administrator, you're not going to be able to get in.

THOIBI RUBLAITUS: There's somebody who asked the question about wanting to know more regarding the CIP review portion. So I feel bad that we did not focus much on that one today. But I certainly agree that's an important part. Jaemi did show her school's example. Thank you, Jaemi, for showing that.

JAEMI NAISH: And Jennifer, if there's something specific about examples. Do you mean you would like to see more SMART goal examples coming from adult schools? Is that one thing that you were talking about? Is that one of the review portion? Or actually going into the portal?

AUDIENCE: I was referring to that review of the '21 '22 year and just examples of what that's looking like as far as how deep people are going or the expectation is for us to go to answer those questions.

JAEMI NAISH: OK, yeah. And I think maybe you're referring to the question that Lisa from Alameda Adult School had about that. And I think there isn't a prescriptive response around that. I think what you need to do is just give it your best answer. The goal was met because or the goal was not met because or the goal was partially met because. And just be thoughtful. And you're not-- no agency is going to be dinged for having a goal that was almost met or not met. So that's just important to note. I hope that was maybe what you were asking.

AUDIENCE: Yeah, I'm just thinking you can go quite deep and give quite a bit of information with those questions or you can keep it to a sentence or two. And how much is it strictly tied to data points versus staff observation survey kind of responses? I guess this being the first year that we did it, we just try it and go with it and then maybe in the future we'll be able to see good examples of solid responses kind of in the range of what's expected. I just don't want to spend a long time on it and then realize later on down the line, oh, I really just needed a sentence or two in there or something like that.

JAEMI NAISH: Yeah. Again, there's no-- I appreciate you bringing it up too for all of us to sort of ponder. And again, there's no direction or guidance, directive, I guess, coming from CDE on that. And I think if you remember my first couple of slides, I showed you pretty much what I'm putting in there. It's about two or three sentences. If I thought it needed more, I'd put more. But that's where I'm personally going with it. Some others might choose to write more than I've written or that you might write.

Thoibi, I don't know if you have any final remarks. We thank everybody for being on with us today and going through this process together and learning from each other. So thank you.

THOIBI RUBLAITUS: Yeah, same thing here. Thank you. It's not that we are experts, I am expert on anything. I just do things and do my very best and fall and get up again. And so we're here together. The deep dive means we truly want to see what else more is there. By getting these responses from y'all, we get a lot more ourselves. So thank you for being here with us today.