[audio logo]

Speaker: OTAN, Outreach and Technical Assistance Network.

Kenya Bratton: I'll just briefly introduce myself. My name is Kenya Bratton. And I work with the Disability and Access Resource Center at Sweetwater Adult Education. In our adult schools, we have four different sites. So my role is a mobile-- actually, our entire DARC team, Disability and Access Resource Center, is a mobile team.

So we meet students where they are at. And so one of the reasons why I started working in adult educations because I worked in 712 for many decades. And I realized that for students, once they turn 17 or are turning 18, they felt really discouraged when they were in a lot of the special education programs and the labeling and not being sure what they were going to do next.

And we have these wonderful resources and opportunities in adult education. But it's almost like a best kept secret, even working in a secondary district. So I had the opportunity to come over here, share my expertise, and just bridge that learning together. So my motto pretty much is if you have a learning difference-- hi-- learning challenge, learning disability, we definitely want you to come and understand all of the resources that we have available to you.

Was everyone able to get-- hi. We're going to put up the link for the workshop. So if you have a mobile device, sir, a QR code, we want you to download the QR code or type in the tiny URL. This is a interactive workshop.

Margaret MacAbasco: And while you guys are connecting to that, my name is Margaret Macabasco. I'm the education specialist that's part of our DARC team here. I provide students' academic support either in a one-on-one setting or through direct instruction in my academic development class.

Kenya Bratton: I'll give you all another minute, only because we have 55 minutes. Otherwise, if you're actual students, could give you a little bit more time. Hi. So briefly, I do want to discuss what our DARC services are.

So this is an infographic that we have in our districts teacher resources. And all of the teachers also add this link to their Google Classroom for the students. So what we're reviewing with you today are we are dispelling the myths of technology. But a lot of students enter our classes with probably no technology experience.

So just as you took a picture of the QR code and the tiny URL, that's already dispels one myth. We can have students walk in the first day. And they least know how to do those two things. And if not, we assist them. It takes 30 seconds. Boom, we already have them learning about technology.

But this is the overview of our services. So what we will share with you today is how our services are integrated within some of their teaching curriculum. So our services overall, we have disability and access. We do education advising, which includes self-advocacy. It might include how students enroll into a community college or another adult education program.

It might simply include, I have a disability, but I don't want my job to know I have a disability. So what can I do to get accommodations without really asking for it? So, for example, if someone forgets often, instead of saying to their supervisor, I forget so much-- we don't want the supervisor to think they can't do the job. So what they may say is, is it OK if I write down the instructions? And I can carry around a cue card. Or you know what? Is it OK if I take pictures of the order you want me to assemble the product line so that I can make sure I get it accurately?

So there's ways around how to get your needs met in the workplace environment. We have flexible scheduling, which means you can have a virtual appointment. You can have an in-person appointment. We have HyFlex. You have in-person learning.

And so we are very flexible. We really do have a model. No barriers. That's actually a model in all of our adult schools. But we make sure there is no barrier. Nothing can get in your way. Even if you get in your own way, we even help you with that barrier.

Margaret MacAbasco: We have.

Kenya Bratton: It's true. We have. A testing accommodation, et cetera-- so this is just the overview of a lot of our services. Then our academic development class, you'll learn a lot about that today during the presentation. Then we have employment development services, where we help students take a career inventory, prepare for a job, find a job, find job accommodations, be confident at work, and actually keep the job.

And we also have Spanish services, which we need to add to our infographic. But we have teachers that support us in delivering all of these services also in Spanish. So the next infographic-- oh, sorry, this is a QR code when we have our presentations with students or when we're at community fairs. We always ask students to download this into their phone because they'll forget if we're talking to them about all of this.

Then this is the DARC Interest Form. So if a student is interested but not quite sure, they immediately complete the form. That's my phone out. I'll change it. Everyone was like--


Margaret MacAbasco: Is that it?


Kenya Bratton: I'll put it on vibrate in a moment. And so this form connects them to our services. The most exciting part about this form is right when you're about to hit Submit, our counselor has cunningly actually on the Google Form, and they can make an appointment in that moment.

So that's how we capture many, many students. And she responds within 48 hours. So we don't lose students. And they're not waiting too long to be able to receive any support from us. And then this also in Spanish. So you can share this with anyone that you want because sometimes they relocate to San Diego.

So the reason why you're here today, our learning intentions and impact is to dispel myths that adults with disabilities cannot access technology equitably or equally as others. And it is our intention to share solutions that work which create access, equity, and inclusion for adults with disabilities that impact their immediate life and forward generations.

The reason why we have this statement is sometimes when people are thinking about adult person with a disability, they're thinking about individual who may have more severe disabilities rather than a disability that you can't see, like depression, sciatica, dyslexia, dyscalculia. So research actually shows that there's most research on more significant disabilities than there is on the mild disabilities.

So we are here to share with you that we know students can access disability and how we prepare them for that. We also know that it impacts their immediate life in the moment. Any time we meet with a student, they must walk away with something new under all circumstances.

We're adults. They have families. They're taking care of parents. They're struggling. Sometimes they're not struggling. So we want to make sure that we value every second that they share their time with us and move forward generations-- passing the GED, high set, getting a job, keeping a job. So we are just all in. We really have that strong belief of our impact.

So how do we define technology so we can have common language? Laptop, Google Meets, Zoom, et cetera-- If they have a tablet, we have the Affordable Connectivity Program here in San Diego. So when our students were able to get those tablets, we learn the tablet.

Now, fortunately, we're kind of like savvy. So we can navigate through a lot of the technology with the students. So we're like, we'll sit there with them. You turn on Google Meet. I turn on Google Meet right here in a moment. And then we talk. So they walk away with something immediately.

We also do texts. Oh, man. You can't believe how successful we are with texting. Text. Text. Text. Text. That's excellent. In person, actually, is a form of technology. And it actually still works, so. And if we could do smoke fire or Morse code, we would do that too to reach our student. There is no barriers. Any question? You do Morse code?

Audience: What do you use for text?

Kenya Bratton: Just regular text.

Audience: A regular cell phone [ INAUDIBLE ]

Kenya Bratton: A regular cell phone. We all have Google Voice number.

Audience: OK, that's what we use too, actually.

Margaret MacAbasco: As well as Remind. I use Remind for the class.

Audience: We used to use Remind.

Kenya Bratton: And then even with the Google-- with the regular text, we teach them how to send pictures, how to get on a link. We're asking them, hey, did you-- once you complete ABC part of the GED accommodations, text me back so I know you complete it. Hey, once you get your GED ID, text me back the ID so you complete it. And students actually do respond quickly, from ages 18 to 80.

So what's the myth? Adults with disabilities are afraid of technology and refuse to engage. Let's try out that myth. One of the ways we're going to dispel the myth is we're going to go to our Google Forms. So you can either take a picture of the QR code or type in this tiny URL.

This is how we begin with all of our students. If they're meeting with us in a class or one-on-one, these are one of the means that we share at the student, either tiny URL or Google Form or a text, how to locate that. And so once you get to this Google Form, we're going to ask for you to complete the Google Form.

Audience: [ INAUDIBLE ] permission.

Kenya Bratton: It's important for the engagement. So we have the students. They come in the first day. They put their name, phone number, email. That's not there for you. Then, of course, we have a simple checklist.

Are they here for employment literacy? Is it academic skills, reading, writing, math, testing accommodations? Is it either just to learn more about our program's enrollment and what we offer with DARC services? And then if we could just do this for fun since we're waiting on this form, if you were to sing karaoke, what song would it be?

Audience: [ INAUDIBLE ]. Try again.

Margaret MacAbasco: Let's try it again.

Kenya Bratton: Karaoke now is not just for people who can sing. It's really those who can't sing but we get a pass because we actually get upset for those who can sing. They're showing off.

Margaret MacAbasco: So we just updated the access on it. Go ahead and try it again. Hope it works. Fingers.

Audience: QR?

Margaret MacAbasco: Yes, please.

Audience: Is this it?

Kenya Bratton: Yeah, it's fine. But you get the gist. So the myth we're dispelling is that even if a student comes in and has never done any of these forms before, it's very-- when your technology is behaving that day, you walk them through it-- QR code or tiny URL.

So we were meeting with a student. In that situation, the QR code did not work. We would do the tiny URL. If that did not work, we would go to a video conference with the student. We would type it in for them on their behalf because we want to make sure that we don't lose that student.

Margaret MacAbasco: So I go to the next one?

Kenya Bratton: Yes.

Margaret MacAbasco: OK, all righty. So myth number 2. OK, so myth number 2 we have here is that adults with disabilities don't know how to navigate through digital learning. And in my class, the academic development course, the students can navigate through it with extra prep and planning.

And this is something that many teachers are probably doing already. So I want to talk to you about how I've used it in the classroom and how it supports our adult learners with disabilities. So first thing is I make sure to have the materials prepared. Some students are having trouble. They have trouble with keeping up with the live lesson or the video lesson.

So it helps to have anything that's in procedures like steps written out for them so they can follow along. We also have our laptops. You guys see this little tower that's hanging out there, that box. Those are the laptops that the schools provide for students so they won't have that as a barrier.

Every student, when they come in, they grab the laptop, if they don't already have one, and then follow the routine or structure that we have in place of logging into Google Classroom. Having this one Google Classroom set up for the students allows them to know where to find the materials, the PowerPoints, and any of the recordings that we have for class as well.

You might be able to see if you're looking on with your mobile device that there's a little pattern that I have to how the assignments and the lessons are sent out to them. I time the lessons to go out 30 minutes ahead of time so that students can preview it before the class starts, check out any links, practice any of that before the actual lecture happens.

And then midway through the class, the Homework Assignment tab appears for them so that they know exactly where to turn in the assignment. And this happens every class meeting. So now, they're definitely pros with downloading the materials, watching the lessons, and then uploading their assignments onto Google Classroom. And then we just rinse and repeat every time.

We do model relevant skills. We have a student demo account that was created by our divisions resource teacher. She's back there actually, Ms. Audrey Dierdorff. She's created a student account for us through Google Classroom. And that way, I can actually model to the students what it looks like for them.

I know sometimes if we use our teacher account, it looks very different. And so the students don't know where to navigate it on their screen. But with the student account that Audrey created for us, I can share out of my screen where to find exactly what I'm talking about. And the students can follow along with us. So that student account is really crucial to us teaching just how to navigate through Google Classroom or any websites.

Audience: Do your students get a Google-- do they get their own Google account? Or is it a Google account for that district?

Margaret MacAbasco: Oh, no, we use the one-- for at least the class that I have, we use the one in the district because we also use it for Google meetings whenever I share documents with them. And as you saw right now when they're in the network, it's a lot easier for them to access those documents and files.

Kenya Bratton: But every student that enrolls in Sweetwater has a Google account.

Audience: Right, and I think that's awesome. My district is like, no, we don't want to be responsible for it all. What if it's [ INAUDIBLE ]?

Margaret MacAbasco: Oh. Oh?


Well, we have restrictions in place for ours as well.

Audience: We can do so much [ INAUDIBLE ]

Margaret MacAbasco: It takes time for sure. It takes time. And there are times too that students will actually not-- and outside of the class will set up an appointment with myself. That's where the one-on-one that I mentioned earlier.

And they'll come in during office hours and say, hey, Ms. Mag, I'm having a lot of trouble with just knowing how to share my screen, which that's another thing to mention on here. But our students who join remotely, that's a big skill they need to know is how to share their screen so I can see where they're having issues and help them troubleshoot.

So we work on that one-on-one. It's definitely not something that we have a magic wand, and it just happens. But it does with that repetition, the structures--

Kenya Bratton: But I do want to clarify, though, because we're not-- our workshop is not for students with high-level cognitive technology skills. These are students who come in, may not even have-- they have not-- they have a phone. They have a smartphone and still won't take pictures with it because I don't know where the pitcher's going to go.

They haven't even set up their email account even on their smartphone. Or it might be a student-- we have a-- well, I have many examples with this one young lady. Everything freaks out. Or, oh, you want me to set up my phone because you want to put a bug in my computer. No, but even if you think we're going to be bugging you, we could find another way that we can support you.

So we have people who won't even touch-- they think they won't touch the technology till we say, well, what would you use it for? Then we make that link. So it's not really necessarily we're high level. But we meet them where they're at. And they do access this.

And it's not like hundreds of meetings all the time. Literally sometimes it's, I'm sending them a text. Hey, open this link. Did you open that link? Tell me what you see. Take a screenshot. Send it back. So I just want to clarify, we have students who are coming in with no experience or knowledge at all because we're dispelling the myth--

Margaret MacAbasco: We're dispelling the myth, yeah. We definitely dispel the myth. And then the last part on here is that it also helps to have instruction recorded. And you'll see in one of the next slides that I've recorded some instructions for you guys to follow.

We do that using Screencastify, which also Ms. Dierdorff sets up with an account for us. So we have unlimited access to creating our own videos. We're able to edit them for the students.

And so for a student that maybe is joining asynchronously, for example, they can watch the instruction video of what steps they need to follow. A student that was in class who thought, uh, I miss steps 4 to 8 because I was still working on a 1 to 3, they can actually review the recording after class as well and follow up with that and let me know if they have any additional questions or need some support.

OK, so onto the next one. That does take us to myth number 3 is that adults with disabilities have poor executive functioning and can't manage technology. So to dispel that, I'm going to flip it and say that adults with disabilities can use technology to develop executive function skills.

And this is something that's done through Google's Applied Digital Skills. Has anyone heard of that before? Yes, I see some handouts. OK.

Audience: ApSki--

Margaret MacAbasco: ApSki?

Audience: --might be another word.

Margaret MacAbasco: Yes, so I'm going to call it ApSki moving forward. It's a fun name for it, the short version of how do you say-- how you say Google Applied Digital Skills. It is a video-based curriculum that I use for creating projects using different Google apps. So Google Docs, Google Sheets, Google Slides.

And through it, students can learn how to create projects that allow them to practice organization, time management, planning, goal setting. The big one is sending emails so that they can be their own self-advocates in their classes. Many students also disclose that they have difficulty with remembering information and note-taking.

So if that's one of the concerns, there's an ApSki for that. Right here is actually an example of one of our students who has a brain injury. And he is taking a medical terminology class at one of our schools. So he was able to use the note-taking lesson on ApSki to create a Cornell note template and then fill it in with the terminology he's learning.

He also used his learning preference for visual aids to change the color coding and highlighting on the text so that he can interact with it more and practice making those connections and making sure that he retains information by coming back and adding more info to the notes. So the next time that he pulled the notes again, he added a summary at the bottom.

You don't see it on this page. But there's another one where the next time he looked at the notes again, he included an image that he pulled from Google Images, also something he learned from ApSki. And the idea was that he would avoid the curve of forgetting by continuously interacting with the notes that he had created. Questions about that lesson? Oh, ApSki, Google Applied Digital Skills.

And you guys are actually going to create your own accounts and try out a lesson today. So there are two ways that I'm going to give you the instruction for how to log in. If you would prefer the written steps and you have the slides on your computer, you can go ahead and click on the link that's on this slide.

Oh, once you log in, it's going to prompt you-- it might prompt you to select your role. And so when you get there you, go ahead and select Students. Enter your Gmail credentials. You do not have to be on the Network for this one. And then this is the class code.

Now, if a student has trouble with following the instructions written out or they prefer to have a visual prompt, then that Screencastify program I was telling you all about allowed me to create a video--

[video playback]

- Here you'll create your own--

Margaret MacAbasco: I hate listening to the sound of my voice. I'm doing this for you guys.

[end playback]

Nice-- oh, thank you.


So having that Screencastify count the unlimited one that Audrey got us is just amazing because then I can prerecord these videos for the students. If you have a student that maybe comes in late-- because we know in adult ed, sometimes a student might come in the week before the end of the semester.

And they want to try a lesson out. And they go, oh, I can't watch that. Or I know I can't give that whole lesson to them again. They can watch a recording of the class that day or watch a recording of maybe some instructions I need them to follow as a new student.

And so you saw it's just going on there and hitting play. So just to double check, does anyone need the code? Or does anyone need any assistance with joining the class that I've created on ApSki? Correct, yes.

Audience: So we can't use [ INAUDIBLE ] because that's blocked.

Margaret MacAbasco: Oh, you don't have to have it. So you don't have to have Google Classroom on there. I do it because that's just part of the structure routine. But they can log in with their own account just like you were able to do that today. And then however you--

Audience: [ INAUDIBLE ]

Margaret MacAbasco: Yes.

Audience: I mean, I plan to do the workaround with the personal account, but--

Margaret MacAbasco: Yeah. Log in as a student through the ApSki site, I don't think you should have any issues with that because I was trying using it with my personal account, and I got in.

Audience: So that's their LMS then?

Kenya Bratton: No.

Margaret MacAbasco: No.

Kenya Bratton: We have a different one, Infinite Campus.

Margaret MacAbasco: I just use this as a way to help students learn executive function skills.

Audience: Because I've been trying to think of--

Margaret MacAbasco: How.

Audience: Also, for the header, if it is easier to ask your INAUDIBLE

Margaret MacAbasco: Yes, that's right. It really is.

Kenya Bratton: And a lot of us use it just for our DARC team and be specifically speak to our team. Sometimes, if we're going in as a student to see what they're observing, we put in our personal account, so they can see both.

But we use it more than just the Google Docs. We use it for even our employment specialists, how to write a resume, cover letter, how to calendar, how to create organized calendaring system, how to create--

Margaret MacAbasco: Task management.

Kenya Bratton: Yeah, so we use it for a lot. I don't know if you ever explored it, but there's over 300 different types of lessons. And each lesson ranges between about 45 to 90 minutes.

It also has a lesson created for you to follow and then a quiz. But the quiz isn't really great. They could complete the quiz. You normally get a grade. They can actually click anything they wanted to on the quiz, get it all wrong, say congratulations. But don't tell the student that

Margaret MacAbasco: So I have them log in. And as you can see that you were sent to this one once you enter the code to join my class. I'm logged in with my student account again because I'm modeling to you what it looks like for the student view. So what I would do-- and this is a shorter version. It's a modified version for our lecture today or for our conference today.

But what I tell the students to do typically is they would go in. We have a presentation that I give about why I chose that specific lesson for them that day. And that's because many students have shared the barriers of having trouble remembering information, retaining it, and then using it especially on tests, right?

So then after I give my spiel, they know the login, they know the link to click on. We go over here. And just like Ms. Bratton mentioned, on this first page, it gives you all the info about the lesson. Gives you a little outline of all the videos that will be on there.

The first video is typically the, "log in and open up this tab," based on whatever app you're using. You all are actually going to open up a tab, and I'll walk you through it, of a Google Doc. OK? And that's going to be that first video just so we can skip it.

So, this is another way to modify it for the students if maybe, you won't be able to go over that full video with them. I'll just say, all right, everyone, before you watch the videos, let's all open up a new tab by clicking on the plus sign up here.

And if they're already logged into their Google platform, we also like to give, some of these icons, fun names this is a waffle because it looks like the outline of a waffle. So the students know, hey, click on the waffle, to go there. And then open a Google Doc. OK? So let's have everybody in here do that as well.

And then open a blank document.

And so these are also part of some of the beginner lessons if you choose one of the lessons on ApSki. It says something like, creating a Google Doc or Google Docs for beginners. It takes them through how to create a new document. The idea is they go over this before we do the note-taking activity just so they have those foundational lessons down first. OK? And then under untitled document, you're going to name it "Notes Template."

And so we get the students started by having them have this ready. Something else that I go over with the students is how to split their screen so that they can have the tabs side by side, and watch the video lessons on one while doing the work on the other.

You'll see a picture of a student that's actually done that. That makes it so the students can watch the video and then--

Audience: Do you think you can get us the [ INAUDIBLE ]?

Margaret MacAbasco: Yes, of course, Ms. Dierdorff, I can. So what I do with the students-- and that's one of the first lessons we also go over for a Digital Literacy unit. I tell them grab the tab, and we include some physical motions with it, right? Grab the tab with the left button of your mouse and then hold it down.

And with your other hand, drag that tab over until you see a ghost square. Once the go square appears, you release it. And then for me, because I had multiple windows up, it's telling me what to want on the left side. So I choose the video to watch.

And that's something we practice with the students. Again, it doesn't happen right away. We'll have them practice. They will go around just to understand the feeling of just splitting their screen.

Audience: [ INAUDIBLE ].

Margaret MacAbasco: In-person or virtual or remotely?

Audience: It's in-person or virtual.

Margaret MacAbasco: It can go from 5 to 15. And we have some students that join-- we have about 5 students that meet or that join remotely. And so they would have to share--

Audience: You've got to [ INAUDIBLE ] what device policy at your district. So what do you do in the event that-- or what would you [ INAUDIBLE ] I do know we have a quasi [ INAUDIBLE ] almost for [ INAUDIBLE ]. We still have a vast majority of students that are joining us via mobile device. And what I'm experiencing on the mobile device-- this is what my litmus test is.

Margaret MacAbasco: Yes.

Audience: How well did this function on mobile device?

Margaret MacAbasco: Well--

Audience: Not an issue for you, but it's not [ INAUDIBLE ] for graded on my end. So what are your thoughts on that? What are your workaround?

Margaret MacAbasco: No.

Audience: Disability-- you have different abilities. Like for me, it's visual and I'm colorblind. So I'm going to go with a device. I'm not going to bother with a lot of this other technology, [ INAUDIBLE ] my device too. So what [ INAUDIBLE ]?

Margaret MacAbasco: Well, with the one to one, we do provide-- or you're going to say? Oh, you were going to say something. We've had students come in and try asking for a tablet. We have this affordable connectivity program, where the students have tried using it with the tablet. They've practice with that.

I've had students-- through our district, they are able to get a laptop. And so if there's a student that's like, I prefer the mobile device, and sometimes, they'll come in person. And when we work one on one together, I see where they're having challenges with transferring that knowledge from using the mobile device or the phone to the computer.

So then that takes us a little step back, where we have to figure out, OK, what's going on? How can I support you so you can use this? Because if you are going to move to another higher education setting or the workplace, some of these skills are definitely important for you to learn.

Audience: So what I'm hearing from you is that you're having to do workarounds, but Google has not addressed the issue of people using mobile devices as their primary learning device.

Margaret MacAbasco: No, virtually, because if you saw like you see-- like you saw there, yeah. Yes, as you see there, it is really small.

Audience: --disability support service.

Margaret MacAbasco: Yeah.

Kenya Bratton: [ INAUDIBLE ] magnification on Zoom. Yeah.

Audience: It is harder for the mobile device. Yeah. So--

Kenya Bratton: I'm not used ApSki on my mobile device, but maybe, because I'm used to it. Maybe. But I just want to get a quick, quick back story to the notes.

So we service students, any student-- learning difference, learning challenge, learning disability. Think that they want to learned something new. Have no idea if they have a learning concern. So our classes are mixed. They are not separate. We don't have separate classes for adults with disabilities.

So any student that comes to our doors, unless they disclose they have a disability, we don't know if they have a disability. So this is a personal development course that's taught by 4-- there's 4 modules in the course taught over 16 weeks. This is one of our modules, which is note-taking--

Audience: [ INAUDIBLE ] Sorry.

Kenya Bratton: Yeah, test-taking strategy skills. So that's one of our modules. Another module is digital literacy. Then another module is reading, writing math strategies, and then another module is executive functioning just to kind of give you a picture.

So any student that comes through the dark-centered doors, they take the VARK, which is a learning inventory. Visual, auditory reading, writing, kinesthetic. They take that inventory. And so we teach them how they can use strategies from their learning modality.

And one of those things that we've learned that gives us high capacity is, how do you take notes when you're in a class? Not necessarily the person development class but any class that they have. So that's why we're sharing with you this demonstration of the notes because that requires executive functioning, knowing what to pull out, how they link it to their own learning modality, and how they can have that be a benefit for them in the class.

Then they'll touch base with us in a week or two. How did that strategy work? Oh, it worked great. Well, it didn't work great. So let's try something new. And we model that and walk with them through that. So that's just some backstory.

Margaret MacAbasco: Yeah. They learn the skills in the class. Get familiar with it so that when they're in their other classes or in the workplace, they can actually transfer and generalize it there as well.

Audrey and then--

Audience: [ INAUDIBLE ]

Margaret MacAbasco: But if-- they don't because we don't know what kind of programs they have on their other computers as well. That's been a pretty universal way to do it.

Audience: I'm saying if they update.

Margaret MacAbasco: Oh, Yeah. We've had some students that have cool laptops. They will come in and just click twice. And already, it splits it for them. But just in case they don't have that feature, we go over that universal steps for it. And then?

Audience: So I want to say, [ INAUDIBLE ]

Kenya Bratton: We want every student to because we don't even have enough students. Just are the South Bay Consortium report shows that there's about maybe like 25,000 adults with disabilities only in the South Bay which is this. So we want them to come through. So we present in all the classes.

And then while we're presenting the classes, we'll have students complete the DARC interest form. And we'll say to them, this is not just for disability related. It's for anything. Have you been out of school for a while? Are you nervous about coming back to school? Do you feel like you need to have some tweaks in your learning? So that's how we launch it.

Audience: [ INAUDIBLE ]

Margaret MacAbasco: Yes and no. There's a way to do it. So because we also want to prepare our students to become self advocates, and then if they move on to, let's say, the community college, right? They have to refer themselves. So we do tell teachers about it, and the teachers share the information about our classes or services. And then we have that interest form that Kenya showed you earlier.

So, teachers can help them fill out the form. And then they just mention on there, I would like some help with study strategies or learning strategies. And then our counselor will get them enrolled in my class, or they can also reach out to their counselors, and then share those same concerns.

Kenya Bratton: So that's the nice version. OK. So teachers always want to self-identify. Oh, you got a disability. You got disability. So what it is that because I teach in an auditory modality and you're a visual learner, you must have a disability because I'm grand. I could just do all this talking, and you would receive it, right?

So, what we have really trained our staff that if they send us any email about a student, we send them the DARC interest form. And we say, you know what? You can sit with the student to help complete it. Maybe just ask the student. What are your needs?

90% of the time, teachers never even talk to the student. Hey, I see you're struggling and ABE? How else can I support you through this experience? They don't even talk to the student at all. They $just you have a disability, right? So we refer them back. Talk to the student. Find out what their needs are. Show them the DARC infographic.

We've done videos on this is how you could talk to a student. Not even about the "D" word. Let's just talk about, how can I support you? Right? So we have re-circumvent that, unless it's a deaf student, visually impaired. Then if we get an email, we just jump on it immediately.

And we're not trying to do discrimination with disabilities. We just want our instructors to be in the habit of using the DARC interest form. The main reason why is because people-- they get sick. They're on leave. So now, I have all these emails in my box to help a student. You have them, et cetera, et cetera.

What if I won the lottery today? I'm not coming in. You're not getting nothing out of me. It ain't happening, right? So we use Trello, which is our database, centralized, uniform system for all of our communication, and that DARC interest form gives all of us access. So if someone had called out or was not around or et cetera, you have access to that.

Audience: Oh, you could that?

Kenya Bratton: Yeah.

Margaret MacAbasco: So there was really a lot of good discussion and questions, but I want to make sure to show off my students before I end my part here. So these are some samples of work that they've actually completed-- the projects that they've completed. Thanks to those ApSki lessons.

So you can see here one of my students. He did split his screen, and he created his SMART goal vision board using the drawing app. And this is all him and watching those videos. I did not do any prompting at all for him there.

We've had students that use it to make a task management list with Google Sheets. And it teaches them to make dropdown menus, which I learn to do there through to ApSki too. I didn't know about all this whole dropdown situation. So they can keep track of tasks that are in progress. Maybe, assignments that they need to complete. Maybe a meeting that they need to have, right?

And then it also shows them how to use the Google Calendar feature to make appointments. And so this student actually took the skills she learned, speaking of transferring those skills, right? She took those skills and transferred it to using her mobile device and created her own appointment on her phone. And so all these and more that you can do with ApSki.

Ms. Bratton kind of touched on it earlier as well that when they're done, you can print out a Certificate of Completion. And students have used this to write out on their resume a skill that they have. Familiar with Google Sheets. Able to create a flyer for a business using Google Drawing. And so that right there could also help them with their employment goals.

And then this is where I hand off to Ms. Bratton, but I saw we also had a question.

Audience: Yeah, are these all pretty made like lessons from ApSki?

Margaret MacAbasco: Yes.

Audience: Oh.

Margaret MacAbasco: You don't have to--

Kenya Bratton: Step by step.

Margaret MacAbasco: Yeah, I wanted us to do a little demo today, but since you logged in,

Audience: I saw--

Margaret MacAbasco: --you can kind of check out.

Kenya Bratton: Yeah.

Audience: I thought you had to--

Margaret MacAbasco: No. Mm-mm.

Kenya Bratton: You don't even have to think.

Margaret MacAbasco: Nope.

Kenya Bratton: But we want you to think. We should review it first. Yeah, OK.

Margaret MacAbasco: So you would go to Browse Lessons. And so let's say students have shared with me, hey, Ms. Mac, I'm having trouble remembering my appointments to things and my due dates. So I'll go, OK, you know what? I got an ApSki for that.

I'll look up a lesson relevant to that, and then I'll make sure it's part of the lesson plan that following week. All the videos are there. They have extension activity. So if students are more advanced, you can choose those extension activities that they could submit.

I do use Google Classroom for them to submit their projects, but you don't have to. You can have them email it to you, or I teach the students how to share it with me, so that I get a copy of it. Yeah, no. Oh, no. That's not--

Audience: So for [ INAUDIBLE ] a filter?

Margaret MacAbasco: Yes, it does.

Kenya Bratton: It does.

Margaret MacAbasco: But with the levels. Yes, but with the levels, if you want something maybe more support, then I don't usually check that if that's the case too.

Kenya Bratton: You go to the Resources. The topic. Oh, my hands are cold, so I probably can't even touch anything right now.

This is probably the best feature-- the better feature to get what you want. So if you went under--

Margaret MacAbasco: Under the topic. Yeah.

Kenya Bratton: Yeah, sometimes, it's just best that way like--

Margaret MacAbasco: College and Career Readiness. And so it goes over. You to learn about Workspace and Docs? And then there are different levels too. So you as a teacher, you would choose. You know what? I'm going to start with this one today. Maybe next week after a week's worth of doing this.

You can also modify the lessons. The template that I was going to have you all create today? You could have used that as a modification, and then shared that template with them so that they can just fill it in.

Kenya Bratton: Yeah.

Margaret MacAbasco: Yeah, there's so much. I mean, I love it so much.

Audience: [ INAUDIBLE ] your students of-- if you already send this, then this would be like [ INAUDIBLE ].

Margaret MacAbasco: That's OK.

Audience: [ INAUDIBLE ]?

Kenya Bratton: They have their own.

Margaret MacAbasco: They do with the school when they enroll.

Audience: Oh, in your district?

Margaret MacAbasco: Yeah, when they enroll, but you can use a personal account too.

Kenya Bratton: You can use this with their personal account.

Margaret MacAbasco: Yes.

Audience: But they'll have to have a--

Margaret MacAbasco: They do have to have a Gmail account because Google-- you know, Google wants to control everything, right? So they do need a Gmail account.

Kenya Bratton: Most students who enter any school, typically have a Gmail account somewhere. Typically.

Margaret MacAbasco: And if not, that could be your first day's lesson.

Kenya Bratton: Yeah.

Margaret MacAbasco: Let's create a Gmail account.

Audience: First week.

Margaret MacAbasco: Yeah.

Kenya Bratton: Yes.

Margaret MacAbasco: First week. Let's create a Gmail account because that's also crucial for them with self advocating, right? Is knowing how to communicate with teachers. And they'll need one for a job. So--

Kenya Bratton: Yes.

Margaret MacAbasco: If they have booty123 as a Gmail. Maybe they should create a professional one on day one.

Kenya Bratton: Right.

Audience: That's the point. Like they have one that their Gmail account was beergirlie.

Kenya Bratton: See?

Audience: And so you know, so we're trying to get a job.

Kenya Bratton: Right.

Audience: It's fine for your personal, but--

Margaret MacAbasco: Let's not have beergirlie on your resume. Correct.

Kenya Bratton: Right.

Margaret MacAbasco: Right. And there's an ApSki for creating a Gmail account.

Kenya Bratton: Yeah, a professional one.

Margaret MacAbasco: Yeah.

Kenya Bratton: But speaking about beergirlie, we also use dispelling the myth with adults with disabilities that they're disengaged, right? In employment. It's hard for them to get a job, find a job, keep a job. So, we use the O*NET Online. Are you all familiar with that already?

Oh, this is awesome.

Margaret MacAbasco: Oh, it's so good. It's another good tool.

Kenya Bratton: It feels great to come to share this with you. You're saying no to some things because we were like, don't be, uh. You get uncomfortable. You don't know what to say, right? So--

Margaret MacAbasco: Oh.

Kenya Bratton: Oh, OK.

Margaret MacAbasco: I got it back.

Kenya Bratton: Go ahead.

Margaret MacAbasco: You got that back.

Kenya Bratton: Oh. Well, can we go back?

Margaret MacAbasco: Yeah.

Kenya Bratton: Please.

Margaret MacAbasco: Oh, sorry.

Kenya Bratton: Thank you. So O*NET Online is a federal database for some people who are a little bit more mature in age. It was a thick, thick blue occupational handbooks. So now, it's all digital. So any job that anyone ever wants to look up is in O*NET Online.

This is that extra value feature. I cannot wait to go through these sites quickly because I know we're pressed for time.

Margaret MacAbasco: Yeah.

Kenya Bratton: So, how we use O*NET with adults with disabilities is that-- or learning challenge, or learning difference, or if they have a disability, OK? We'll come in. They say, oh, I want a job, but I know what I don't want to do. I don't want to work in fast food. OK, but what idea do you have? I don't know. Then they give you four different ideas. None of them relate.

So what we do first-- we go to O*NET Online. So that's how we keep them engaged. Sometimes, students don't come for us for academics, but they come for the work. But they want something more than just writing a resume and cover letter. So O*NET Online. Oh. How do I go next?

The first thing we do is we create-- they take the inventory for a profiler. It's 60 questions, right? I'm just showing you the end result. So they go in. They take the 60 questions. This populates. It tells them-- this is their work style, RIASEC.

Then they can click on Realistic. And Realistic will describe to them what type of work style that is. Then let's say, the student says, you know what? I want to look up some jobs with Realistic.

We go to the next slide.

So I'm like, OK, well, look up jobs with Realistic, but what is your goal? Do you want to get a diploma? This right here tells you, you look up jobs that require no diploma. Or do you want to have a diploma? OK, this one tells you jobs connected to that one a diploma.

This one here might say you just need an associate's degree. So you can actually decide how much work you want to put in your own life, and we don't judge.

Margaret MacAbasco: No.

Kenya Bratton: So we're like, OK. Hey, I'm not going back to school. Cool. Let's just look at little job, no preparation. So then when that happens, it tells you some of the work experience. These career usually require high school diploma. It will give you a few examples. Then you take these examples, and populate it into the O*NET database, and look at the job description. That was pretty awesome.

I think that's why we keep students because we're not saying, you have to go to college, because for some people college, is a farce. Right? We all don't get the best results. For some people, they just want to be an entrepreneur. So there's no judgment.

Then, when we move forward-- if we could-- so then it populates up to about a hundred jobs. Right? These jobs, once you click it, then it has a percentage on it. It might say 80%, 72%. The jobs are aligned to the way that they completed the work profile based on how they answered. So that's another benefit.

So it even populates jobs you may not have ever thought about doing before. This star means a bright outlook. So I had a young lady-- if we go to the next one. So we're going to walk you through one, but I'll walk you through one real quickly.

So we had a young lady who came to us. Anxiety. She's diagnosed anxiety, PTSD. And when she took the work profile, mortician was the first one that came up for her. And she's like, oh, no. Absolutely not, right? So, of course, they had the yellow sun-- thank you-- which we know. It's a bright outlook if you're a mortician because you will unlikely never be unemployed, right?

So, we went to mortician.

Margaret MacAbasco: Got you.

Kenya Bratton: And I'm talking to her. Actually, we do virtual meetings. And she's like, oh, Ms. Bratton, I never want to do that. But because her affect and personality is so warm, well, maybe, you could be the person they call on the phone because usually if someone's in grief or mourning and think, "I'm going to talk to someone," they're going to share their story. So if nothing else, you could be a voice to say, I'm sorry, let me hear more about that.

So, long story short, the CliffsNotes version, she's actually working right now as a funeral assistant or?

Margaret MacAbasco: Yeah, well, no. She helps with communicating with the families, getting those affairs in order.

Kenya Bratton: Yes.

Margaret MacAbasco: She loves it.

Kenya Bratton: And her daughter now works there. And her daughter is now training to be a-- thank you. I was going to say, embryologist.

Yes, so what happens is when we completed the resume for her, because O*NET is so detailed. But if you don't know this, every employment database is AI. But it talks to O*NET. So if a student is saying, OK, this says, "Obtain information. Needed to complete legal documents."

So let's say if the student wrote, oh, the kind of job I used to have is I gather papers. OK. And then they get frustrated. I never get any callbacks because you're not using what AI is using. So we just have them cut and paste, tweak it to their own personal experience.

So when they upload it on any database for work, it comes back to them and say, oh, you might be interested in this. You might be interested in that. Here's a job. And then they get callbacks. So that's another-- when we say that students are not engaged, adults with disabilities that engage with employability, they are because now, they're creating their own resumes.

We teach them how to cut and paste. They know all the exact skills here. Like this one says, you need nine technology skills. OK.

Margaret MacAbasco: We do that.

Kenya Bratton: Instead of us two, huh? Instead of just copying and pasting everything-- let me just skip here because one of my funniest ones is this. Well, it's not here. One of them say, oh, you're organizing and planning. Are you organized? No, I'm leaked everything. Well, we might not want to put that on the resume.

But here are 35 different skills that you may have that could connect. Let's highlight that. So when they're talking in the interview, they already know themselves, so they don't have to pretend like they're doing this whole job description. AI already talked to the resume.

So that's how we take that skill and we make that the interview question. So it's all about linking. We don't want to cause any extra stress on ourselves but not students. And that's how we link the O*NET to their learning.

Margaret MacAbasco: Yeah, and if they want to work on that, then they can enroll in my class.

Kenya Bratton: Yes.

Margaret MacAbasco: --and work on ApSki.

Kenya Bratton: Yes.

Margaret MacAbasco: Full circle.

Kenya Bratton: So, I think that's our time.

Margaret MacAbasco: Yes.

Kenya Bratton: Sorry about that. OK.

Margaret MacAbasco: They've come to sweep us out. Where's the hook?

Kenya Bratton: Sorry. But thank you all-- yeah. Thank you all for coming. Our email is on the slide. You could call, text, smoke fireballs, call over, Morse code, however you want to reach us. And thank you for coming today.