[music playing]

Speaker 1: OTAN-- Outreach and Technical Assistance Network.

Carolyn Zachry: Thanks, everyone, for taking the time to attend today. If you're eating your lunch, that's fine. Don't worry about it. I know some of you will also be at the 1:00 networking meeting, or webinar, so a lot of things going on today.

So today, we're going to talk about the Continuous Improvement Plan. I hope you had an opportunity to watch the informational video. This is going to be very informal.

I expect a lot of questions, and I will provide answers. I appreciate that Anthony is here, so that if we get some technical questions related to the website, perhaps he can weigh in on that. But I just want to lay some of the groundwork and reminders about the Continuous Improvement Plan, and that is that we are going to-- continuous improvement plan is going to be due April 30.

Different from in the past, that you had to do one goal, you now have to do three, and one of those three needs to be related to technology, so just a change from in the past. And I also know that there's been a couple of webinars related to the student intake survey, which is one of the source documents that you can use for information for your CIP.

We really want this Continuous Improvement Plan to be a useful document, to maybe use this as, within your consortium, part of your annual plan, three-year planning. The idea of setting goals shouldn't be isolated, I think, based on funding sources, right, because your students aren't isolated.

If you're multi-funded, your students aren't isolated based on funding sources. You don't look at students and go, you're WIOA student, you're a CAEP student, you're a Library Literacy dollar. Right, you don't label your students that way.

You have an ESL class. You have a high school diploma class. You have a high school equivalency class. And you're likely multi-funding those classes.

So the same thing with the CIP, is the hope is that these goals that you're setting are goals that will work very well-- for those of you that are CAEP funded, that will work very well with the other goals that you're establishing as a consortium. Additionally, if you are not CAEP funded, if you're a community-based organization, a charter school, that you are then looking at your goals that you have as that organization, and that these are fitting into that as well.

All right. So I think that's really the high level, is that these are goals. You need to not do these in a vacuum. Please don't try and do this the weekend before it's due.

Make sure that you are including staff. This could also work with your-- if you're up for a WASC accreditation, right, this can be part of your WASC-- if you're COE, your COE accreditation-- again, looking at those bigger pieces so that things aren't done in isolation. And that's what we're really hoping to get out of this, is that it's that the Continuous Improvement Plan is working with the other plans that you have.

So with that, I'm going to open it up for questions. So if you'll raise your hand, you'll bump to the-- your virtual hand, raise your virtual hand-- you'll bump over to the front, and I'll be able to call on you. All right, Sarah.

Audience: Hi, Carolyn. So we just have a couple of questions here. One was, When would the state averages be available for '22/23 data? because my director wanted to look at those as part of this process and didn't think they were there yet.

Carolyn Zachry: I'm going to look for-- I have Kay Hartley from CASAS. Kay, any thoughts on when statewide numbers might be available '22-- so that would've been from last year. I know we've been sharing some of those.

Audience: Yeah, I just, I guess at some point, it kind of comes out on a website. But, yeah, I just didn't-- but they're not there yet.

Carolyn Zachry: They're not there yet. So, Sarah, I have a program evaluation team. That's the CASAS advisory. I have the meeting on Tuesday. So unless Melinda has an answer, I'm going-- or Kay, I mean, Kay Hartley, has an answer, I'm going to go ahead and write that down.

Audience: Great.

Carolyn Zachry: And we'll get that information out. So you need the-- so, and I'm sure others are looking for as well, '22/23 statewide averages.

Audience: Yes, so we could look at our performance versus statewide performance for goal-setting purposes.

Carolyn Zachry: OK. Comparing performance, got it. All right, that was one question. Do you have another? You had said you had several.

Audience: And then the second one, I think this is very small. The director was like, Can we look at table 4 or 4B? And I said, I don't think it-- I mean, 4B has got the persisters. I said that that makes more sense to look at, in my opinion, but she just wanted to double check.

Carolyn Zachry: Yes.

Audience: OK.

Carolyn Zachry: Yeah. And, you know, remember we're really focusing-- and I'm glad you brought that up, Sarah, because remember we're really focusing on those gaps, so think that's something that you should be thinking about when you're writing your CIP, is looking at, What are your gaps? We've been talking about-- and we'll talk about it probably again at this 1:00 networking meeting-- what are the gaps between your students that are enrolled and you get-- and they are there for less than 11 hours, right, so they never become a participant?

And then what about your students that don't persist, so those students that don't make it to a post-test? They're really looking at those gaps and looking at that table on your persister rate. That's a really great table to look at. So thank you, Sarah, for those questions. All right, next up is Connie.

Audience: Hi. So my question is, at the last CIP training I went to, they told us we were going to have to make comments about-- we were going to have to report out on how we did on the CIP from two years ago. Is that true?

Carolyn Zachry: Yeah, there are some questions that are narrative, really looking at, Do you want to continue any of those goals that you had? We did take the year off because we were writing-- you were all writing your RFAs, and we didn't-- and because we're kind of moving into that new cycle, we didn't want you to have to do goals. Plus, we'd get new agencies in and some agencies drop out, why we did not do the CIP that year. So you can look at that as kind of the format that we'll be doing going forward. The next time we have the RFA, which will be '26/27, we won't have a CIP that year, right, so because, really, your application is part of your goals. All right.

Audience: Thank you.

Carolyn Zachry: Hope that helps.

Audience: Yes.

Carolyn Zachry: Yup. All right. Rosa?

Audience: Hi. So I just started adult ed, and started last November. So this, this plan, is our new-- it's a new plan. It's new goals for this upcoming year, '24/25.

Carolyn Zachry: Right, so this is a forward-looking document for the next academic year. That's why you're doing it now, for the next academic year.

Audience: OK.

Carolyn Zachry: And, Rosa, you will have access to-- was your-- you're new to WIOA? You're brand new to WIOA? Your school is brand new to WIOA?

Audience: I don't think-- no, we weren't new, but I stepped in, yes, when the RFE was being worked on. And so, yeah, that was just--

Carolyn Zachry: OK. OK. So you'll be able to see your prior CIP and see what goal or goals you set there, that the person before you set. I might encourage you to look at that. You can find that on the OAR site for your school. You can find your prior-year CIP.

Audience: OK. Which would be '20/21?

Carolyn Zachry: Let's see. '22/23-- yes, I believe so.

Audience: OK.

Carolyn Zachry: I have to do those years in my brain, and that's too many years, right?

Audience: So look back at that, look at what goals had been written then-- and back then, was it only one goal?

Carolyn Zachry: It was a-- you had to do at least one and no more than three.

Audience: OK. OK.

Carolyn Zachry: OK?

Audience: And this year, it is definitely three?

Carolyn Zachry: You have to do three, and one focused on technology.

Audience: OK, thank you.

Carolyn Zachry: OK. Other questions? Otherwise, this is going to be a really short webinar, and I will get to eat lunch before the networking meeting.

Audience: I have a question, Carolyn. I don't know-- this is Cathleen Petersen from Garden Grove.

Carolyn Zachry: Yes.

Audience: OK, I don't know how-- if you guys have been in a queue or anything. But, OK, so we're working on our goals, and we were questioning our CIP goals. We've got ones geared towards teachers, or oriented toward teachers, and ones oriented towards students. Is that appropriate?

Carolyn Zachry: So is your student one that performance goal--

Audience: Yup, that's it.

Carolyn Zachry: --that you want so many to graduate or get a diploma?

Audience: It would be a persistence-- working on the persistence but also on the technology as well.

Carolyn Zachry: Yeah. Yeah, that's fine. Yup. Yup.

Audience: OK. OK. And is there-- there's no-- OK, we have to include at least one technology goal, but we can include more.

Carolyn Zachry: Yes. Yes.

Audience: OK. All right.

Carolyn Zachry: You have to have at least one. Yup.

Audience: OK. Thank you.

Carolyn Zachry: Thank you. You're welcome. So if you have a question, go ahead and raise your hand. That way, you'll come right up to the front of the line, and I'll find you. And, Rosa, if you could put your hand down, that would be awesome. Troy?

Audience: Hi. Troy Martinez from Redlands Adult School. Dr. Zachry, so is the technology goal, is that going to be an ongoing expectation that one of our goals here forward will always relate to technology in some way, shape, or form?

Carolyn Zachry: Yes.

Audience: OK.

Carolyn Zachry: That was easy. Any other questions, Troy?

Audience: Well, a concern, I guess, on our end, because at some point when I've-- you know, there are skills versus equipment issues, and my concern is the potential that once you've got all the stuff, where do we go next? You know, obviously, there's skills--

Carolyn Zachry: Right.

Audience: --but I'm just curious where we go next with that as far as an ongoing technology.

Carolyn Zachry: Right. Yeah. Well, and it might not be-- your goal year to year might not be the same. It might change based on-- maybe next year or maybe this year, a goal related to technology is infrastructure, right, and getting what you need. And then next year, maybe you're going to focus on AI and how teachers can use AI in the classroom.

And technology is evolving so quickly that your goal doesn't-- it could be AI this year, but next year, it could be based on-- maybe you're going to want-- maybe you want to expand using someone like Burlington English or Aztec and bringing in more technology software programs or online programs into your program.

And we'll continue to evaluate that if it looks like-- if it-- I mean, just because I said yes, it's going to be ongoing, it doesn't mean that's set in stone. If as we're looking at those goals and we're seeing that, oh, there's not a lot of new technology coming out that really relates to adult education, then we may say, OK, you don't have to do a technology goal this year.

So it's certainly going to be there for the next several years. You can count on that piece. I hope that helps.

Audience: OK. Thank you for the clarification.

Carolyn Zachry: OK. You're welcome. Lori.

Audience: So if we're measuring ourselves against state averages and the state averages don't come out until halfway through the year, how long is this period of study?

Carolyn Zachry: So a couple things on state averages I'm going to clarify with CASAS on Tuesday as to when we will be getting those state averages out and posted, and we'll make sure that an email blast goes out to everyone related to that. Your CIP covers the next academic year, so covers '24/25, and it's due April 30. So I'm not quite sure my answer to your question, so provide some clarification if I didn't.

Audience: Well, if we can't really measure ourselves as in-- well, I guess we could compare ourselves from one year to the next rather than wait for the state averages.

Carolyn Zachry: Right, but our goal is to get those state averages out pretty quickly so that you can see those, because all of our data has been turned in, so I'm not quite sure why we haven't posted those yet. And I know there's a couple CASAS staff here, so if they want to weigh in on that, that would be awesome. If not, we'll get the information out next week

Audience: Carolyn, this is Barbara Lehman. I was trying to get ahold of Nicole. I'll keep trying different people. But I know one thing, it never it never gets released until at least January because with all the rules and regulations, CASAS doesn't get all the information until, I think, sometime in December.

And then they have to roll it all up and roll it together, and it's a rather timely thing. So I'll try I'll keep trying and see if I can find that answer for you. But for now, I know, it should be out soon, but I don't know when.

Carolyn Zachry: Yeah, it should be, because I know our data was due to the feds on October the 1st, so.

Audience: But then there's a mandatory waiting period and a mandatory rebuttal period?

Carolyn Zachry: Yeah, for them to-- yeah. Yeah. So let's wait and find out. Otherwise, I let everyone know we would have more information on Tuesday.

Audience: Well, I guess my question is, Is it OK to wait until the following year in January to evaluate how we've done?

Carolyn Zachry: Well, you can certainly compare your agency from year to year, but we should certainly have this data out well before the April 30 deadline. So if you wanted to wait and make that goal one of your goals, then you would just make that your last goal. And as soon as those statewide numbers are out, then you can go ahead and write that goal. I hope that makes sense. OK.

Audience: Hi. This is Sharon, and I cannot--

Carolyn Zachry: Oh, wait. Sharon?

Audience: Yeah?

Carolyn Zachry: Sharon, can you--

Audience: I can't find the hand-raise icon.

Carolyn Zachry: Oh, it's under Reactions. It's under Reactions.

Audience: Oh, it's under Reactions. OK.

Carolyn Zachry: Yeah. Yeah. So I'm going to jump to--

Audience: Is it OK if I-- should I go back in line?

Carolyn Zachry: Yeah, if you could, because Mark's been waiting for a while. So has Juan.

Audience: I will. OK. Will do.

Carolyn Zachry: All right, thanks. OK, Mark.

Audience: And I'm very impatient. No.

[laughs]

No. You started to touch on it, but we're brand new. And so I'm just wondering if you could help me fill in the gaps of expectation and how we might go about that, or do we need to go about it, things like that, as far as the CIP plan.

Carolyn Zachry: Yeah, so being brand new, obviously, you won't have the-- won't be responding to the questions about looking at your last CIP and how you've done from that. So you really want to start kind of from the beginning and thinking about, in your application, What were some of the pieces that you talked about in your application? Where do you think you are right now?

Right, because you really haven't turned any data in, but you can look at your students. Do you have students that are persisting or not? Where do you want to look at that?

Certainly, technology can be something that you would want to look at. But I would look at the current situation. And if you have other data-- Mark, are you state funded? Are you a state-- what's your agency?

Audience: Lodi.

Carolyn Zachry: Lodi.

Audience: Lodi Adult School.

Carolyn Zachry: OK. All right. So you have CAEP funding, right, so you could look at your CAEP data also. That would give you some data information to look at to also write this. Does that help?

Audience: And of course, have a technology goal anyway, which we already do, but-- yeah.

Carolyn Zachry: Yeah. Great.

Audience: OK. Thank you.

Carolyn Zachry: Great. Just make sure it's smart. Remember, you're writing SMART goals.

Audience: OK.

Carolyn Zachry: All right. OK, Juan.

Audience: Hi, Carolyn. I wanted to ask-- we had met, our subcommittee, our leadership team had met, and one of the-- when we came up with our goals, we wanted goals that touched almost every stakeholder in our school so that everybody was responsible for the CIP, not just the certain group. So what we're thinking is, we want to say-- one of our goals is on high school diploma, more high school diploma and equivalency grads, and one of them is more ESL students going to CTE. Could we, if we want to specifically target something that's new, could we make that part of the sub-goal? Like, you know how you have to write, these are the different ways we're going to approach that goal?

Carolyn Zachry: Right, your action.

Audience: Just put that in there, and that way we can still stick to the main goal there, that's tangible and SMART?

Carolyn Zachry: As long as those action steps, right, roll up into that main goal, then yes.

Audience: OK. OK.

Carolyn Zachry: Yup.

Audience: Thank you.

Carolyn Zachry: OK. Sharon?

Audience: Hi. What I have is-- we're doing our WASC now, too.

Carolyn Zachry: OK. Yup.

Audience: And so our chair did not recognize-- we read-- it's a new thing for WASC. It's a new protocol. And it said you can use your CIP from WIOA, and the chair said, no, I need your action plan. So I was just curious if you heard anything about that, because on the paperwork, it says you can use your WIOA CIP.

Carolyn Zachry: So, yeah, I'll only touch--

Audience: You heard anything?

Carolyn Zachry: I haven't, and we've been working with WASC, and that's why they have it. That's why they put the CIP in there.

Audience: Yeah.

Carolyn Zachry: We've been working with the adult ed folks. And so you could put in your action plans from your CIP.

Audience: Well, I was just-- we were very curious about that because we went, oh, we can use our CIP from WIOA.

Carolyn Zachry: Right.

Audience: And the chair said, no. [laughs] No.

[laughs]

I'm like, I'm just curious if you knew anything like, some people are confused. Maybe I'm confused. Maybe the chair is confused. It might be that the chair is confused, so let me--

Audience: No.

Carolyn Zachry: I'll touch base with-- I'll touch base with the WASC folks again and--

Audience: Yeah, well, it doesn't matter because we've already written it, so.

Carolyn Zachry: Got it. OK.

Audience: And we went to that action plan.

Carolyn Zachry: OK. Perfect.

Audience: Which brings me around the circle here, because you said now that we need three goals. And so our number one goal, and I'm not relinquishing it, is the-- oh, for heaven's sakes-- persistence. And so we have great difficulty with persistence.

And when we measure our 4B, we look at the table 4B, wow, we go, wow. And when you look at table 4, it's like, eh. And so it's like, if we got them, they do great, but we're working on different ways of keeping the population.

Carolyn Zachry: Mm-hmm. Great.

Audience: So I'm kind of stuck on a third goal, because we do have technology in our action plan, and easily put that into a SMART goal. Our other one is really about how we manage our grants, how we really use that money very, very parsimoniously. And so I didn't know if using something like that from WASC would serve as a third goal. Or is that just like, no, that is totally off?

Carolyn Zachry: No, if you can measure it, right, you have to-- it has to be SMART, so you've got to be able to make sure--

Audience: Yeah. Right.

Carolyn Zachry: --it's measurable, time bound, and all of that, then-- yeah, we haven't put a lot of parameters on these goals, so.

Audience: OK. OK. And is it possible to put yet another persistence goal, or can you only just do one persistence goal?

Carolyn Zachry: How would they be different?

Audience: Well, this one in particular that we're using is for the students to write SMART goals themselves.

Carolyn Zachry: Yeah. Yeah.

Audience: Because I'm looking at the projections and how better adults do when they have a goal, so we've been doing that. And that kind of-- eh, and I keep shoving it down. OK, we're good-- no, we're not. So it's kind of one of those things.

Carolyn Zachry: Right. Right. Would that be--

Audience: And so then I'm trying to figure out, hey, should I be looking at a different way of persistence other than goal setting, which if you look at all the literature, goal setting is, like, big, big, big. So I would do a different premise. I don't know what it is, but it would be a different premise on persistence, a different activity for persistence.

Carolyn Zachry: So just make sure that those different activities wouldn't fit under one larger persistence goal as action steps.

Audience: OK.

Carolyn Zachry: Just think about it that way.

Audience: OK. All right. Thanks.

Carolyn Zachry: OK. All right. Tatiana.

Audience: Oh, hello. Hello, Carolyn. Oh, sorry. Am I unmuted? Yes.

Carolyn Zachry: No, no, we can hear you. Mm-hmm.

Audience: Yeah. Just wanted to--

Audience: Oh. Oh, yeah. Hi, Kristen. How are you? Hold on. Let me lower this. Hold on one second. I'm on a Zoom. Hold up.

Audience: Oops.

Carolyn Zachry: I got you, Juan.

Audience: [laughs] OK. So I just want to run-- I have one goal that I have in mind. It's very tentative, but it has a controversial term in it. So I wanted to run it by you and see if you will recommend to use it or not. So it will go something like that 50%, maybe 60% of the students will be able to use ChatGPT to enhance their learning.

Carolyn Zachry: So are you saying ChatGPT is your controversial term?

Audience: I think so, because it kind of has a controversial reputation in the school district. Not everybody is happy about it.

Carolyn Zachry: Right, but if you look at any adult ed conference that's happening, it's all about how we are using artificial intelligence applications such as ChatGPT-- there's other ones out there-- to help enhance learning for our students. So that would not be an issue as far as I'm concerned, and I don't think it would be an issue with any of our readers, because we know that this is a big area for our adult learners.

Audience: Mm-hmm. OK. Thank you. But we--

Carolyn Zachry: Now, your district-- yeah. Your district may not be happy, but that's OK. It depends on how much they're going to get into your CIP, so.

Audience: Also, we more-- I want to focus more on students rather than teachers using this in the class, which I think most of us already are doing, but I just want to also expose our students to that tool.

Carolyn Zachry: Right. And as Anthony is saying, there's a lot of sessions at TDLS on ChatGPT. And I would say it's also about teaching students to use these artificial intelligence tools and to use them effectively, efficiently, and also to have them question if something doesn't seem right, because you can use ChatGPT for so many different things.

I just got back-- my husband and I just got back from Singapore, and on our trip, we went to Penang. And I asked ChatGPT to give me a one-day walking-- you know, What are the things we need to see in Georgetown in one day? We were there for two.

Audience: [laughs] I love it.

Carolyn Zachry: And so it gave me-- you know, I said we were going to be walking, right, so it gave me things that you could actually walk to. My daughter just asked ChatGPT to make her a schedule. And she listed out all of the things that she needed to get done on a Saturday and a Sunday, and it made her a schedule, right. So how do we use artificial intelligence effectively? How do you ensure that it's accurate?

Right, so I did check to make sure some of the museums that it recommended, I checked to make sure they were going to be open, right, when we were there. So you do have to do some checking on some of those things. But, yeah, I think we need to look at it as a tool--

Audience: Thank you very much for that.

Carolyn Zachry: --and teach our students how to responsibly use it.

Audience: Thank you for your response, and I liked your examples. I'll bear all those in mind when I'm planning my trips.

Carolyn Zachry: [laughs] There you go. There you go. All right, Sarah.

Audience: OK. Second question. So it's a transition year between the old CASAS and the--

[ringing]

Sorry, that's the bell. But I can do-- no, it's a transition year between the old CASAS and the new CASAS. So we switched to STEPS starting in September. So we feel like it's going to be kind of hard to use some of this old data because even the NRS levels are different, different standards at this point.

We were considering using some of the nice new reports, the CASAS competency reports, the goals that-- I mean, that STEPS has these nice graphs and the task area and the competency area and content area. And I never remember which is which, but we thought we might look at those to pick a small goal. Like, we'll improve vocabulary instruction and use that data in this transition, because the data otherwise is-- it doesn't make sense to compare it very much. Or am I wrong? But that's the way we feel or I feel.

Carolyn Zachry: Right. OK. That's great, and I'm just writing a note that I'm going to talk to CASAS staff about. Maybe we need to have them do a goal-- you know, if you're transitioning between the two tests and you've jumped into the new tests, how can you write some goals related to that? So I know Barbara's probably taking notes as well on that idea. And so I think that would be a great webinar for us to partner with CASAS to get out, so thanks for that idea. Excellent.

Audience: Carolyn, can I interject? This is Barbara again.

Carolyn Zachry: Yeah.

Audience: I just checked the portal, and the '22/23 numbers are on the portal as we speak.

Carolyn Zachry: There we go. '22/23, great, we can cross that off.

Audience: And they can't do '23/24 because it's not over.

Carolyn Zachry: Right. So I'm going to cross that one of my list. So for those of you that want those statewide averages, they are on the CASAS portal. Cross that off my list. All right, Cheryl.

Audience: Hello, Dr. Zachry. We are new to WIOA this year, so it'll be our first CIP. Regarding the technology goal, would something that was centered around Canvas be appropriate? We are looking and spending quite a bit of time on that recently, so I'm not sure if that would be OK.

Carolyn Zachry: Yeah.

Audience: OK.

Carolyn Zachry: Yup, Canvas would be fine.

Audience: OK, thank you so much.

Carolyn Zachry: And, Cheryl, what agency are you with?

Audience: The El Dorado County Office of Ed.

Carolyn Zachry: Oh, my old stomping ground.

Audience: Ah.

Carolyn Zachry: Yup, I started the adult ed program there.

Audience: Oh, wow OK. I did not know that.

Carolyn Zachry: Yeah. Yeah.

Audience: That's awesome. Well, thank you for starting it.

Carolyn Zachry: All right. [laughs] Thank you for continuing. Alan? Alan, do you have a question, Alan Penner?

Audience: Yeah, can you hear me?

Carolyn Zachry: Yes.

Audience: OK. Hi. My name's Alan Penner. I'm the principal at Simi Institute here in Ventura County. Just addressing the CIP and WASC, because we, too, obviously, we're writing our CIP.

We're also going through the WASC process, so, and I'm chairing a WASC visit later this month. So it is nice that the CIP is built into the WASC. It really needs to be aligned. We want that.

I don't want to speak for the WASC directors, but I think where there might be some confusion, is if you're a school that has a lot of CTE, a CIP goal may not necessarily be considered a school-wide goal. The WASC areas of strength and growth and the action plan are supposed to be focused on school-wide areas of growth.

So the CIP can be pretty highly focused on certain groups, and that's where there may be a little confusion. But what I'm doing is letting the school have that in their work, trying to align also, because the school can have as many action plan items as they want, for the WASC visiting team to come in and confirm that those areas of growth are appropriate.

So I think we're going to let them have their CIP goal in their CIP goals as long as they have some other action plan items that are school-wide. And then we'll see, because really, ideally, there should be some connection between CIP and WASC. So I don't know if that helps or not, but I just thought I'd throw that in there.

Carolyn Zachry: Right. Thanks so much, Alan, and I wrote about the idea of some more alignment, working with them. So I'll reach back out to WASC and see how else we can work together. Pam? Pamela.

Audience: Hi. Hi. Can you hear me?

Carolyn Zachry: Yes.

Audience: OK. So I just looked at the data portal for CASAS, and it still does not have the average for '22/23. It has the goal for '22/23, and it has the goal for '21/22 and the average for '21/22. So I don't know if I'm looking at the right website.

Carolyn Zachry: OK, so I'll have Barbara Lehman to comment.

Audience: It has a-- yeah, if you go to the data portal and look by your agency, it will give you the table for 4B and persister.

Audience: I'm looking for the state average, though, not just the INAUDIBLE.

Audience: Oh, it's on the top.

Audience: No, I know, but it's not there. [laughs]

Audience: Oh, OK. Go to--

Audience: Not for '22/23. They are not up yet. If you go there right now-- I'm on the site right now-- it is not there.

Audience: It was on-- it's on mine right here.

Audience: The state goal is, but not the averages.

Carolyn Zachry: The state goal versus the average, OK, we'll work on that. I'll check that.

Audience: OK, I just have one other question that was just a comment.

Carolyn Zachry: Yeah.

Audience: So the numbers on that data portal are different than my numbers in TE for the percentage of people with EFL gains. And I was wondering where they were pulling these numbers from, because they're much higher on the data portal than I actually am showing in TE.

Carolyn Zachry: Barbara, that's a CASAS question that I can't answer.

Audience: Are your CTE numbers included in that?

Audience: No, these are just for the NRS table 4.

Audience: So you're looking at your table 4?

Audience: Yes, I am. And I'm also looking at the persister report, which has, in column G--

Audience: Are you looking at table 4B?

Audience: No, I'm not. I'm looking at table 4, just regular table 4.

Audience: No, you need to look at 4B because that's the federal table.

Audience: Oh, OK, so table 4B. OK. And those are the numbers that we're supposed to be comparing, is table 4B, for educational functional level gains?

Audience: Because those are the folks that get onto the fed table. The 4 is the students that don't have pre-post.

Audience: Oh, OK. OK, so we will compare our 4B data to the state averages.

Audience: Yes.

Audience: OK.

Carolyn Zachry: All right, thank you. And Connor.

Audience: Thanks, Carolyn. So I'm working on collecting some of the data ahead of when the CIP is going to meet, so we can look at it together and then see how the goals for WASC and other-- our previous goals kind of relate to where we're at now. And I just wanted to make sure I'm on the right track for where to find some of the data.

So, so far, I used table 4, table 4B, table 5. But then there was, like, a-- I see on number 5 of the continuous improvement plan, it's talking about analyze post-exit data such as transitions to post-secondary education. So I see some of that is within table 5. I just want to know if there's another type of report I should be looking at getting ahead of our meeting.

Carolyn Zachry: Barbara, do you have any recommendations? This is really making me feel like we need to do a CASAS webinar on what tables to look at and what data to pull.

Audience: Yeah, I agree, because I'm like, oh, maybe, what-- you know, now I'm getting myself all confused as well. I really think that CASAS needs to offer something in terms of what reports they need to focus on as they're preparing for this, so that will be a suggestion.

Carolyn Zachry: Yup. So, Connor, thanks for bringing that up, and I really do think that we do need to do a CASAS webinar related to the CIP. So we will look at scheduling that as soon as we can get that done this month.

Audience: Thank you, and just a quick follow-up, I did see another question on considering data related to diversity, equity, inclusion, and belonging. Is there-- is that something that's more like the school's kind of collection of student input and community input? Or is that something that I would find on-- data on TE or something?

Carolyn Zachry: I think that's more localized related. You wouldn't really find that on TE.

Audience: Thank you.

Carolyn Zachry: OK. I haven't been looking at the chat. I know, Neil, you've been pretty active in the chat because I keep seeing your name pop up. Are there any questions, Neil, in the chat that need to be answered?

Audience: I'm just helping people find their CIPs.

Carolyn Zachry: OK. Got it. Well, I'll wait a minute or two for any more questions.

Audience: There are a few comments in there from Margie and Rachel and Stephanie, actually a pretty good discussion if you want to check it out.

Carolyn Zachry: OK, encouraging people to look at the chat.

Audience: And, Carolyn, I did check. 4B is the-- only includes learners who have completed a valid pre-post, so that was correct. But then I questioned myself. [laughs]

Carolyn Zachry: OK. And then there was a question about having more than one technology goal. Yes, you can have more than one technology goal. Please don't have three technology goals. I want to encourage you to not all be technology.

Look at some other pieces, again. You know, I really want to encourage everyone to look at the gaps when you're looking at your students, so your students that are less than 11 hours don't get to that 12th hour and/or pretest, and then your student persistence, really considering that, looking at those pieces, because that's a focus for us in this next year, so. All right, I'm not seeing any more questions. Oh, Anthony.

Audience: Hi, Carolyn. Thanks. Actually, not so much a question as a comment. So, Anthony Burik from OTAN here, one of the three State Leadership Projects that you may be mentioning as a potential resource for your SMART goals. And just to-- this is a good opportunity, just to kind of-- and especially for those of you who new to adult education, just a reminder that there are the three State Leadership Projects, and we do work on very different things.

So the CASAS folks, as you've heard, focus on data collection, data accountability, and all that. Here at OTAN, we focus on the technology-related projects that you're working on at your agency. And then the third state leadership project is CALPRO, and they tend to focus on those PD and administrative kind of training sessions that you are looking for, so especially for getting new teachers oriented to adult education or all the administrator training that they do.

I know that sometimes at OTAN, when we start to look at the CIPs that you have submitted, we're sometimes confused as to why certain SLPs are aligned-- or are mentioned as potential resources for your goal. So for example, like for the goals that are looking at data, reviewing data, figuring out how to leverage data, make the best use of data, and then OTAN is mentioned as the state leadership project as a resource, so I think our friends at CASAS probably would beg to differ on that.

So again, this is also just a good opportunity, just make sure that-- we've heard about a number of technology-related goals, for example, today about Canvas and AI and devices and connectivity and all that. And at OTAN, we are more than happy to help you reach those goals, but just make sure that OTAN is listed as a goal for those tech-related-- or, sorry, as a resource for those tech-related goals, and similarly, for the data questions, the CASAS folks. For those goals that are related to teacher professional development and administrator training and all that, CALPRO is a fantastic resource in that regard.

So again, if you ever have any questions about that, you can always email folks at CDE or your CDE consultant or at the State Leadership Projects if you're confused about if we can help you out or not. Please reach out to us. We're more than happy to hear about your goals and if and how we can support you, or we will refer you to the right State Leadership Project. So I just want to put in a plug for those of us who work at the State Leadership Project, so, thanks.

Carolyn Zachry: All right, thank you so much, Anthony. Tatiana?

Audience: Oh, sorry, I have another question--

Carolyn Zachry: It's quite all right.

Audience: --that came to my mind. Should all three goals be targeted at students' performance? Or can they be, for example, streamlining registration and orientation process? Or can we do a goal on teachers' skills, improving teachers' skills.

Carolyn Zachry: Yes, you can. Especially when we're looking at-- when we talk about student persistence, part of that is really, What is the-- what's that student journey within your school, and how do they even get to your school and get enrolled? And so those are all really good goals to have. All right. And then-- oh, do you have more?

Audience: Thank you very much. Thank you.

Carolyn Zachry: OK. You're welcome. You're welcome. Ashley?

Audience: Sorry, my INAUDIBLE working. [laughs]

Carolyn Zachry: That's OK.

Audience: So just to make sure that I'm understanding what I need to do, because it'll be my first time doing this as well, my agency had already done our CIP goals in the past. There was two that have still not been completed. So I understand I can edit and add those to this upcoming one, so in reality, I'm just making a new one, which apparently is the technology-related one.

For the technology-based one, is there a specific criteria that I should be aware of? Or is it just like a-- is it meant for more like digital literacy? Or is it some other type of technology?

Carolyn Zachry: It could be-- it's really whatever the need is at your adult school as it relates to technology. It could be that you're looking at your student intake survey and you see a lot of your students lack connectivity. So maybe a goal is going to be that you're going to increase student connectivity by purchasing hotspots for them, and then you're going to have to train them on how to use the hotspot and how to connect a laptop to that, right.

So it could be that. It could be-- and that is part of digital literacy. It could be related to kind of infrastructure and expanding the technology options that you have for students at your school.

So it really can be all over the place on those. I mean, there's not-- it doesn't have to be very narrow. It can-- goals should be somewhat narrow, right, but we're not saying you have to do a goal only in this area of technology.

Audience: OK.

Carolyn Zachry: The other thing I would recommend when you're looking at those two goals that you haven't quite met yet is to really look at your action steps, and those are pieces you might want to revise. And the other question might be, Why haven't those goals been met yet? What's kind of getting in your way? And those will be part of the questions, the pre-questions that you'll get for the CIP, so that you can have that thought process going through, as you're looking at those goals and why you're not quite meeting them.

Audience: OK. And then as far as the survey requirements, so I see that there's both an instructor and a student-based one. Do those have to just be sent out by a certain time? Do I need them for the plan itself? What's the best way to approach those two?

Carolyn Zachry: So the student one should happen during intake for students because that's really related to how they connect, what resources they have, what devices they have. So that's something you want to do pretty early on as they're enrolling. And then you would want to update that every year, right, because everyone's technology changes from year to year. And then the teacher one is a once-a-year survey, so you'll want those results so that you can move forward with-- so that you can evaluate those and decide if that's a technology goal that you want to use.

Audience: OK. Thank you.

Carolyn Zachry: OK. All right. OK. And Anthony did put in the chat that a great resource also when you're looking at your technology goal is the digital learning guidance document, so that might be something you want to review. Colleen said she sent the link to the student survey to their students but they don't have the results.

So, Anthony, could you check with your IT folks to see about the student survey results. Those should be populating for the schools to be able to see those. Check with Angela on that.

Audience: Yeah, and that's-- sorry, that's Coleen, Coleen at Garden Grove? Yeah. Let me--

Audience: ColeenPetersen@CaliAdultEd.

Audience: Oh, I'm sorry. OK.

Audience: First time doing the CIP. So I know that a lot of students have taken the survey. But when we go to Survey Results on our page, it's old results, and it even says on there, '21/22 or something like that. So we weren't sure about that.

Audience: Hi, everyone. This is Melinda Holt. I know a little bit about the CIP, not very much, but during a recent webinar held by Jaemi Naish and Penny Pearson, they referred to-- every agency has your own unique identifier for the student intake survey.

You can have your students take the intake survey just on a whim, no problem. You can send them to an intake survey. But if you want their results to populate your agency's results, you need to use that specific link.

Audience: Right. And we did. We used that specific link, yeah.

Audience: OK. All right. Sorry to interrupt, but that was--

Audience: Yeah. I think we did.

[laughter]

Audience: OK, we'll take a look, Coleen.

Audience: OK. Thank you.

Audience: Yup. And one more thing, folks, during those webinars, there are CIP office hours that will be given until, I believe it's April. You can register for those. I just put the link in the chat, and so did Anthony. We also have something through OTAN.

You can get an OTAN TACO. You ask specifically for a CIP Technical Assistance Coaching Opportunity, TACO, and we will pair you up with either Jaemi Naish, Penny Pearson, or one of the CIP staff. They can help you. You get about 20 minutes of one-on-one time regarding your CIP.

OK, so you need to email, send an email to support@otan.us, and I'll put that in the chat real quick, support@otan.us. Neil, you can have a soft TACO if you wish. We tend to like the crispy ones on the OTAN side, so. [laughs]

Carolyn Zachry: All right. Well, thank you so much, Melinda, for that information, and, Neil, thanks for the chuckle on that. I don't see any more questions.