[AUDIO LOGO] SPEAKER 1: OTAN, Outreach and Technical Assistance Network. 

ALISA TAKEUCHI: All right, everybody. Good morning. Welcome back for those of you who were here last week, and welcome to anyone who is joining us for the first time today. 

I'm super excited for you to be here with me. I hope that if you were here last week and you were able to play around and use some of your reports to meet the needs that you have. I'm hoping that people will be brave enough to share what they learned and what they did. I did get some emails already over the week because some people aren't able to come today. 

And so I'll be able to share a little bit with what they told me that they did. And we got some little surprises in here for you, I'm going to go a little bit off the grid. I know the description said certain things, but just between you and me, we're going to go a little bit off because I really did read all the evaluations that came back and so thank you again if you filled that out. 

I looked at the comments and stuff, and I did my homework over the week and tried to fulfill some of those needs that were not met last week. And so hopefully you'll be able to see some of that in this session. So for those of you that don't know, my name is Alisa Takeuchi and I am a subject matter expert for OTAN. 

I've been with them for almost eight years now, and I am also a CTE TOSA and ESL instructor for Garden Grove Adult Education. And I teach a remote English class for Tamalpais Adult Education. So I just saw some of you already did it. I only have one screen right now, so I'm not going to have too many things, I won't be able to see the chat too much. 

If you could put your name and agency and then what your role is for your agency in the chat, that would be fantastic. If you have any questions or if you want something repeated or something, please don't hesitate to either put it in the chat, or if it's something really pressing, you can unmute and just ask me. We are recording this and we're hoping that we will be able to remediate last session and this session for you. It just depends on the turnaround time. 

Let's get started. This is part 2 of analyzing CASAS reports using ChatGPT. And I'm just going to just iterate real fast that it is about ChatGPT, but I actually do some of the things in Gemini as well. And again, there are so many Gen AI tools out there, I mean, it's too many to even name. And so you can go ahead and pick your tool of choice. 

And a lot of the things the foundational basics that we're going to be learning or doing today, you can pretty much do in any of the tools that you're choosing. I just chose ChatGPT because I think it's just the most common, it's like Kleenex. We say ChatGPT, but we can mean other resources and tools as well. 

Let us get started. So let me go ahead and get started. So the session is sponsored by OTAN. I highly, highly encourage you if you have not yet, please visit our website. It's at otan.us. 

And if you want, you can create an account and you can choose what information gets sent to you and how often it gets sent to you. We have a YouTube channel, we're on social media. We've got lesson plans, we've got resources, we've got tools. We have so many things on our website. I really, really highly encourage you to go and check it out if you need some more resources and information on how to integrate more technology into your program. 

And let's see here. So I'm just going to do a real quick check in. So were you here for part 1 in the chat? Just put a quick yes or no. I just want to check to see what we're working with. 

No shame if you weren't, not a problem. [LAUGHS] I just want to make sure. So most of you were here. So I do have a little bit of review for those of you who could not make it last week, no worries. 

Again, no problem. 30 is good enough for me. I have a quick little review on some of the things that we talked about just so you're not so completely lost. But, again, if you attend today, then I can go ahead and send you the slides for this and if you want the other ones too, last weeks also. Appreciate that, thank you so much for the feedback. 

So in this session it's a really quick hour, so I want to just do a few things. I want to do a sharing is caring. So if you were here last week you know that I gave you some homework and I'm hoping some of you will go ahead and share with us what you've done. And we'll talk just real quick, depending on how many people want to share. 

I don't want to spend too much time on it, but I do want to have opportunities for everybody to share if you want. I am going to do a little section on admin support because that was one of the biggest things on the feedback form was that they wished that there was more support for admin. 

And then teacher support, because one of the feedbacks was that they wished that they could see more examples of what it looks like at the end result. And so I have some of that. And then fingers crossed, if we have time, maybe some questions and answers, and then we'll close it all out. 

So you spoke and I listened. So like I just said, the common themes for the evaluations, besides how great it was, was that we need more examples for admins and then specific examples of worksheets and activities for teachers. So I play with that a little bit more and I added those to my slides. 

So here's our opportunity now to share. Successes and challenges, we want to hear both because we know that's realistic. Sometimes we find something new and we try it out and didn't work for whatever reason. And sometimes we feel like, oh, must be me or something, but when we hear other people had maybe some of those same challenges, then we don't feel quite so alone or so inadequate and things. 

And then the successes, we want to be able to share successes and hear how we got to those successes so that we can also utilize some of that for ourselves. Please, you can come off mic and just start sharing. Or if you want to just do it in an orderly fashion, we could raise hands and I'll try to pick people out. 

Just take a few minutes, be mindful of the time because, depending on how many people we have to share, plus I have more stuff to share. We don't want to take too much of the hour, but just let us know what report did you use. If you want share the prompt that you used, the outcome. The outcome means what you saw, what ChatGPT or whatever tool you used came out. 

If you made any changes, if you had add to it, or delete it, or change it in any way, and was it useful or how useful was it for you? So if you are feeling brave enough and you want to participate, please I did turn the sharing on. So if you want to share your screen or if you just want to talk about it, that's OK too. 

So Francisco, thank you so much for being my brave number one, and take it away. 

FRANCISCI PINEDO: Good morning. So I used the NRS table for report and I just put the prompt analyze this data. But what I did is when it gave me the report, I just did a screenshot where I took out the name of my agency. That way it's only showing the data and it's not showing my agency name or anything. 

And then I put it in ChatGPT and it gave me measurable skills gains, total attendance hours. How many of our students are achieving measurable skills gains or retentions at almost 88%. It's breaking it down by levels, it gives me a summary. And then I ask, how can we improve, what's the second problem? How to improve transitions? 

And it just gave me areas of intermediate, some of the plateaus, some of the challenges there and some of the strategies that I could use to make those students who plateau at level 4 ESL. For example, having a more integrated approach, challenging context, peer interaction, focus on grammar and writing. 

So we really are using this and looking at it to when we refresh in January, taking in some of those considerations. That was just one report. I mean, we're really playing even with our attendance report with this, with that. So it's been great. It's just for me, I've told my staff, let's just do a screenshot and eliminate the name of our school that way the data is very general. 

ALISA TAKEUCHI: Fantastic. There is a question in the chat for you, Francisco, about were you using the free version? 

FRANCISCI PINEDO: Of CHATGPT? Yes, I only did two prompts. After the third one, it kicked me out. But I have a district account, I have a Scholly account. And the school workers also have a district account, so we use the same report, myself twice and then my assistant, she used it as well, and then one of my teachers. 

And I used the question was very vague, like, analyze this data for me and then provide me suggestions to improve on whatever part of your NRS you want to improve. 

ALISA TAKEUCHI: Yeah, that's perfect. And would you mind maybe copy-pasting or just typing into the chat some of the prompts that you used? I think that would be really helpful for other participants to see exactly what did you prompt. And again, it doesn't have to be just this one and done prompt, where it has to be perfect the first time. 

Like Francisco said, you put in something very general, depending on your needs. And then from there, you see the output. And then you're like, oh, OK, now I thought of something else. And you just keep adding to the conversation. And then as you're working with it, it's going to get deeper and deeper. The more that you put in, the more that you want to put out, the more output that you want to put out there. 

There was another question. Did you notice a difference on how ChatGPT reads the PDF versus a screenshot? 

FRANCISCO PINEDO: We didn't play with the PDF. We only played with the screenshot of it. Oh, we just came out with the new AI guidelines in the district. And one of them is precisely about data or using names of institutions. So it's like it came out one day, and I didn't want to be the first one to follow it. So I cut that out. 

ALISA TAKEUCHI: Be red-flagged. [LAUGHS] 

FRANCISCO PINEDO: So no, I haven't tried the PDF. I mean, I will try it once I get into the-- I'm sorry for the name, but I used the dummy account for CASAS, the Rolling Hill. It's sometimes easier for me. So I'm going to play with that one using-- because that's a fake agency. I just haven't gotten to that point yet. The last week of school's been a little hectic. But definitely, we are going to play with it. And then I want to see the difference between the screenshot and an actual PDF. 

ALISA TAKEUCHI: Yeah. And Janice, for Francisco's particular example, he didn't use either. He didn't use Excel or PDF. He used a screenshot, because he needed to crop off some of that information about his agency. But yeah, that is a good question, and with Audrey's question as well, about between the difference between a screenshot versus the PDF. 

Just a side note real fast, I did the PDF version for ChatGPT because, at the time, I didn't even know-- she was the one that told me that she did a screenshot in ChatGPT, because I was only doing screenshots for Gemini. So it will be interesting to start, comparing the two outputs to see does it analyze it differently and things like that. 

[MUMBLES] Oh. Yeah, so Rebecca was saying, one of the challenges that she had was that ChatGPT doesn't always accept her uploads, even on a new day. Yeah-- 

REBECCA: I'm going to interrupt you, because I keep trying to upload spreadsheets. It didn't even occur to me to try to upload a screenshot. 

ALISA TAKEUCHI: Yeah, so go back and try that, and see if that gives you a better-- because even on Gemini this morning, right before this session, I went in there and asked if I wanted to upload a spreadsheet. So I mean literally, like between last week and this week, there are new things that have happened in Gemini that I saw there, new tools and things. I mean, it's incredible how fast it's working. 

So, Marin, I see yours. I see a lot more chat in here. But I'm going to have Fabiola go. And so that she can share. Then I'll prompt more questions and things. So, Fabiola, if you want to go, great. 

FABIOLA: Absolutely, Thank you. Good morning. Good morning. Thank you guys for hosting this for us. 

So Audrey and I, we work together. I'm the data manager for Sweetwater Adult here in San Diego. And being in California, payment points are very important to us. So we use the student gains report. I wanted to create a list based on the reporting of who was missing their post-test. So of course, same thing. ChatGPT started using that. It blocked me after 2 times. I gave up. So I said, I'm going to just pay the $20. I want to know. [LAUGHS] 

But then we also use Note Element. So with the screenshot and the PDF, unfortunately, it was missing about 16 students. 

ALISA TAKEUCHI: Oh. 

FABIOLA: We tried everything. We explained it. Audrey was very helpful in letting me know that we can actually talk to it like if it's a human like, hey, you missed this. I think the formatting of the PDF and the image, it was missing based on how the grids in this report. So then we came up with the idea of actually doing an Excel. I converted, and sure enough, that's what it did. It created all of the lists, because we had to go 1 and 1 just to verify that it was doing a good job. 

So sometimes it's the formatting of how the image and the actual PDF looks. 

ALISA TAKEUCHI: Yeah, Fabiola. It's so good to share that because, again, we know with Gen AI, it's not going to be perfect. And we want it to be, but we can't take it for as it is. We do have to go back and double check it. So the time that you're saving by doing the report or having the output, we still need to take the time to really double check it. 

Because like you said, 16 students would have been missing if you would have just said, OK, great, and then you took it as is. So yeah, I really appreciate that. I hope other people in here can really understand that, yeah, it's a wonderful resource and stuff. But we do. We have to double check it. Audrey? 

AUDREY DIERDORFF: I just want to piggyback off of Fabiola. I think in discussing it with ChatGPT, the student gains report has those faint lines between students. And when it read a certain student, it told me, oh, they have a second test, because I see that they have a minus 3 next to one of the test forms. And that means that they got lowered their score. And I thought, wow, OK, that's pretty thing. 

Unfortunately, that negative 3 was for the student on top of it. Right? It's like before it. And so, it's just the way that CASAS formats that data report that is the problem. And then I was like, well, why didn't you give me this student? And then it would say, oh, I'm sorry, you're right. Yes, this student is part of that. Let me add it to the list. And so it's picky. But I'm so glad, because I didn't know Fabiola had run the Excel. So I'm glad that it works in Excel. 

Fabi, did you have to take a screenshot of the Excel or did ChatGPT actually accept your Excel? 

FABIOLA: It accepted my Excel. 

AUDREY DIERDORFF: And you still have the paid version. So does anybody know if the free version accepts Excel? 

ALISA TAKEUCHI: I don't see anything that-- 

REBECCA: It does sometimes, but it can't always figure out what makes it accept it or not. And it won't say right away, oh, you've lost your data. It'll say, I'm having some trouble reading that. Could you try it in a different format? So I'll change it to a CSV file, and then I'll change it back to an Excel file. And sometimes it'll take it and sometimes it won't. And I don't yet know why. But I tell you I'm going to get that paid version very soon. 

ALISA TAKEUCHI: All right. [LAUGHS] Maybe Tamalpais will get the paid version for us. But, yeah. So I mean great feedback, everybody. I mean, just because we're all playing around with it, we're all searching for different things. But some of these results that we're getting could be really helpful for everybody else. 

Mary, you were asking about, could we include the WIOA Network PowerPoint. I learned this, and Audrey might be able to piggyback on this as well, if you have different formats of things, like PDF, Google Doc, a PowerPoint, a video, then NotebookLM could be the tool for you, because you can upload different sources. And then it'll analyze all of those sources at the same time. And that's a whole other session, a whole other series. But it's a pretty powerful one too. 

And then as I was looking into that particular tool, I got prompted. I went down the rabbit hole. And I got prompted into some other ones that do that too. So again, there really are just so many tools out there that it's impossible to know them all. But again, if you're just starting out or if this is something that's just getting your toes in the water, just using AI or how powerful can it be for you or useful, ChatGPT, Gemini, the bigger ones, the OGs are probably going to be your best bet. 

Yeah, Audrey? 

AUDREY DIERDORFF: So with NotebookLM, I think Fabi tried to upload 130 page PDF of all the classes and everything like that. And so, of course, ChatGPT is not going to take that. But NotebookLM does. And you can upload up to 50 different sources for one notebook. So if you're trying to do an analysis of your entire school using different reports, and just mixing them together, and trying to get the information that you think you want from all reports together, then I think NotebookLM would be great to use. It's actually pretty easy to use. 

ALISA TAKEUCHI: And it's free. And it's from Google. 

AUDREY DIERDORFF: It's free. It's from Google. And OTAN will probably do some training coming soon. 

ALISA TAKEUCHI: Yeah, I definitely see that. I agree. Thanks, Audrey. For those of you who don't know, I mean, Audrey literally is at the forefront of all the AI stuff. And she really dives deep into what tools are available, how user friendly it is, even with student friendliness and things like that too. So yeah, she's a great resource for us at OTAN to really dive deeper into all these different AIs. 

Thank you, Anthony, regarding the NRS tables he put in the chat, if you're not familiar with some of these tables that we're talking about. Oh. Thank you Janice, also. She put in a link in there. Nice. Let's see here. Oh, Molly said that she's had success using Excel. Fantastic. And, Molly, do you have the free version? Or, I mean, were you using the free version of Excel? Perfect. 

MOLLY STIMPEL: But it's limited. It's limited in its response and in what it will give it. It stopped. But after it stopped, like 20 minutes later, I asked it for some questions for analyzing the data with a group. And it did continue on with that thing. But when it came to the analysis and those other pieces, it said, basically, it maxed out. Try again. 

ALISA TAKEUCHI: Yeah. I don't find so much that it's like let's say per PDF or per duh-duh-duh. It's how much data is in there for it to analyze that it maxes out, it seems like. And then it'll give you some random, like, come back at 6:17 AM or something like that. So yeah. Thank you so much. Oh, good. Sorry, I didn't go far enough, Molly. You explained it very well right here. This is the explanation of what Molly did. And let me keep going. Good. 

And Chaz says, I uploaded a PDF to the individual skills profile report to improve the skills my student is lacking. I've noticed that I can share the activities with the student. We use Google Classroom as an LMS. Do students need to sign up for ChatGPT to see practice activities? No. Well, no, not necessarily. Well, not in my case, at least. 

With ChatGPT, when I had it create the activities, I either copied it-- and Audrey gave me a really good tip, also. Instead of clicking and dragging and copying the thing, you just click the copy icon at the bottom, because it keeps the formatting. And then you can paste it into a Google Doc or into Word. But lately, I've been prompted from ChatGPT if I want it to be in Microsoft Word for editing purposes. And I was like, yes, please. But again, it only allowed me to do it, X amount of times. And I all sad, because I wanted to change and do all these things. And then it said my time was up. But it does do it. So that was nice. 

So it will format it into other word processing formats for you. But if I just do it in Google Docs, since you have a classroom, then I would just copy it onto Google Docs, format it the way you want, how you want it to look, and then send it to your classroom. 

Thank you Audrey. She put in the Notebook element website there. Yeah, perfect. Wow, this is great, you guys. Great sharing. We might have time for maybe one more if anybody wants to share. Well, I've got plenty of stuff to share, too, so don't feel bad if you don't. Yeah. 

MOLLY STIMPEL: Oh, sorry to interrupt, Alisa. 

ALISA TAKEUCHI: Sure. 

MOLLY STIMPEL: My question is on ChatGPT. I've been using the free version Plus $20 a month. Pro is $200 a month. That to me looks like a really big jump. So is anybody using Pro, and would they suggest it as opposed to the Plus version? 

ALISA TAKEUCHI: Good question. I didn't realize the-- Oh, hang on, Raji. The only people that I know that have used the Pro version, I believe, were people that were interested in Dall-E, which is the image maker. And that was back in, again, OG time. We're talking like a few months ago. But there are so many other tools now that will actually do imaging too. So, I don't know very many people who do it. But, Audrey, what do you know? 

AUDREY DIERDORFF: So it's really a matter of how much data that they search. So the free version is going to search a lot less data to get you the information. The Plus will go a little bit more in depth, and so you're going to get more exact information and also newer information. And then the Pro usually, I find, are engineers or coders that are actually using it to create their own chat bots or to create their own-- like I went to something at CATESOL where they use ChatGPT to create practice lessons for their students. But it was a chat bot. 

So those are the differences usually between the paid and the free. The free is going to be a fast, quick search. So it's not going to be as detailed as if you would pay for it or even go Pro. 

MOLLY STIMPEL: That helps a lot. Thank you. 

ALISA TAKEUCHI: Yeah. Thank you, Audrey. Appreciate that. All right. I'm going to move forward. But, I mean, if somebody feels the need that they want to share something too, again, just let me know either in the chat or come off mic. 

ANTHONY BURIK: Alisa? 

ALISA TAKEUCHI: Yes, Anthony? 

ANTHONY BURIK: Sorry. So-- 

ALISA TAKEUCHI: That's all right. 

ANTHONY BURIK: As Audrey was detailing that, and Molly is one of our consortium directors, I'm wondering though, Molly, what about at the consortium level? So maybe your question was about, should my school, or should I or my school invest in it? But what about the consortium investing in it? And thinking about not only agency data, consortium data, state data, I'm just thinking a little bit bigger. And at that level, would the investment be worth it potentially? 

You don't have to answer the question. Just it's this hypothetical, but I'm just thinking like, it's not only teachers in schools that are thinking about this. We need to think bigger, right? 

MOLLY STIMPEL: Yeah, I agree. And I think that that's one of the benefits of having a group like this together, is to pull it in from a variety of places, because I can't really find that if I just go searching for something online. And so yeah, Anthony, we have been thinking, as far as our division goes, economic and workforce development, but also at the consortium level. So at our next practitioners meeting in January, I plan to use some of this to trigger to see what people think. 

But another question I have is, I don't know if that $20 is for a group, if that $200 is for-- I mean, all that kind of stuff, which nobody needs to answer here. I can do the research on that. But those are some questions that I wonder about. 

ANTHONY BURIK: Yeah. One thing, I don't think Audrey mentioned it, but I do wonder about that Pro level ChatGPT, and maybe even the Pro levels of these other tools that Alisa's been talking about, is the ability to collaborate within your account. So it's not just one person or one school, but now it's a whole bunch of people. And then bringing in the workforce folks and then other partners in the consortium. So maybe that's another question that we wonder about. And I think Audrey may have something to add about that. 

AUDREY DIERDORFF: No-- 

ALISA TAKEUCHI: Yeah. Usually 

REBECCA: Well, what I-- 

AUDREY DIERDORFF: Oh. Go ahead. 

REBECCA: Sorry. 

AUDREY DIERDORFF: No, I was-- 

REBECCA: I saw your hand was up, Audrey. 

AUDREY DIERDORFF: No. That's OK. Usually what I would do is if I don't know and I want clarification, I ask the tool itself. What is the difference between your Pro, Plus and free version? And it actually explains it pretty well for them. 

MOLLY STIMPEL: That's a Pro move right there, Audrey. Way to go. 

ALISA TAKEUCHI: And at the very, very beginning I said, what's the difference between ChatGPT and Gemini, or give me pros and cons of both and things like that. And I did it in both to see what the outputs were for both. So, again, don't be embarrassed to ask it anything. I mean, it's not to be offended. Rebecca? 

REBECCA: In the price point thing-- I don't know if you all noticed it. So it's got the $20 a month, it's got the $200 a month. But then it's got teams and that's $25 a month, which was really surprising to me, because it means you're going to be using it for more than one person. 

And at first, I thought, oh, teams. It's just $5 more to get a bunch of people together. And in the description it says, 1 plus. And I was like, oh, that's amazing. But it's not. It's even more. So instead of $20 a month, you can have everybody sharing a thing on teams for $25 a month each, at least last time I looked at the price breakdown. 

ALISA TAKEUCHI: Love it. Yeah. Thank you, guys, for doing the research. I love it. You guys are really getting into this. I can tell. When you start talking about moving beyond the freemium, then we know that that it's pretty useful for all of you. I love it. Thanks, Audrey, for your input. I appreciate it. 

All right, so for those of you who weren't here last week, I just wanted to give you a little preview of what we've been talking about-- sorry, a review of what we talked about, and just how do you even get your reports into ChatGPT. So what you would do is you would take your CASAS reports, or any reports that you're using, and then you would download them onto your computer, and then you would go to ChatGPT, and then you would upload them. 

And then make sure-- when it first goes, it's going to be a circle right here, like it's thinking. And then when it's finally done, it'll be a pink box right here. And that means that your information is now in there. And then you go ahead and start typing in your prompt. 

And then my suggestion is that you always start with action verbs. You really want to tell it, what do you want it to do, and be pretty precise. Other people do their prompt engineering a little bit differently. I've heard about many, many different ways. For me, this just seems to be the most concise and most efficient way. So then I just basically tell it what I want it to do. 

And then sometimes, like we've talked about, sometimes it doesn't always come out the way we want it to come out. So I had asked it to make it a worksheet and it said, do you want it in Microsoft word? And I said, yes, please. And then this is what it came out. It gave me my questions, but then it had no options. And I like, what? What happened? So then I just said, what happened? There are no options. And they said, oops, sorry. And then it did it for me again. 

And then this is what we showed last time with our NRS Table 4. And so this was one of the reports that I had used. And again, I am not an admin. I don't look at things through an admin lens. I look at it through a teacher lens. How can it help me? But as I was reading the feedback from last week and over the course of this week, I did do a little bit of homework on maybe some prompts that maybe admins would find useful. And so I'll share that with you too. 

So for example, for me, I am not a data person. I'm not really a numbers person. So when I look at something like this, my head hurts. And so, I try really hard to figure out what I'm looking at. And eventually, I can get there. But instead, what I did was I just told it to summarize it for me in one paragraph. And for me, that was just so much easier. It was just easier for me to read what it is that table was saying. And so, if that's helpful for you too, please use it. 

And then from there, then we go ahead and expand your prompts. So prompts are the things that you're asking it to do. And so then I asked it to suggest ways to increase the numbers for the 2024-2025. So the data that they were looking at was for 2023-2024. And I'm like, OK, I got my numbers, and you gave me a paragraph. I understand it, but now what do I do? What can I do for my new school year? So this would be more an admin maybe thing where you're saying, hey, here's my data, but now, tell me what I could do for my new school year. 

And then you can ask for advice, provide specific ways for each strategy to analyze. So again, it broke it down into these strategies. And now I'm like, well, that was great, but give me more. And so then it actually gave me some very good, specific checklist items that I could put, and then I can start delegating to team members of the staff to start working on for the new school year. 

So what I did was, when I was reading the feedback, they were saying, how can I use this more for admin? And so some of the reports that I had gotten from my director were the CAEP enrollees by hours for 2022-2023, 2023-2024. And then I said, analyze this data, suggest contributing factors for trends, create a list of ways to improve the numbers for the 2024-2025 school year, give specific ways in adult education should-- oh, that was supposed to be agency-- should plan with staff. 

So again, instead of doing it one by one by one and waiting for each output, I just knew what I wanted it from the get go. And I just put it all in there at the same time. For some of you who are still new at that, don't worry about it. You don't have to be so specific at the forefront. Just put in what you want to know, get your output, read the information, and then from there go, OK, this is also what I need. OK, this is also what I want. And then you can just continue that conversation. 

I know I have it on my things. Oh, maybe I'll wait until the end and I'll show you. I have it already tabbed. So I'll show you what that looks like specifically. 

So support material with low percent results. So I do want to do a disclaimer, I did do this with Gemini, because I just wanted to see really what it looked like. And I do have this here-- oh, of course I get-- oops, sorry. Sorry. I'm just going to come up with this, so I can copy and paste this for you in case you guys want to take a look at it right now. 

So I said, provide me worksheets that an intermediate ESL student could use to improve scores with main idea, and inference, and community resources. Now, I didn't have it analyze it, because this report is pretty easy. I mean, I can understand it. So that was pretty good. So I just looked over here, found the one that was super low, community resources. And then over here, the main idea and inference were pretty low too. So then I used that. 

But I mean, again, I could have just said analyze the data, create me something for anything under 30% or whatever it is. So I said, create a reading passage with five questions, a chart or graph-- I didn't know if it was going to do this or not, so that was helpful to know-- with five questions and include critical thinking. 

So I talked about that last week about, not only do I want my students to know like comprehension-wise, but I really want them to do more critical thinking. And I think with steps, because of the rigor and things, it helps them to open their minds up a little bit more beyond what's on the page. And so that's why I always include some sort of critical thinking in my prompts or in any activity that I'm working on. 

Did that link work? OK, good. So again, you can see what the process was with that particular prompt. And then the nice thing with Gemini is that you can, under the share-- not under copy or tools or something. It's actually under the share icon. It'll say export to and then Google Docs or your Drive. It can go straight to your Drive. So that's what's really nice about Gemini is that it really works well with your Google tools. 

And then Gemini, it's the same but different. Again, I was comparing between what happens with ChatGPT versus what happens with Gemini. And so again, let me just copy these. I know it's not a beautiful slide, but I just wanted to make sure I didn't forget to give these to you, because I did want you to be able to see these as is. These are my specific examples of what I did. It's the first time I've ever doing this. I have never copied and pasted into the chat. So I hope it worked. And that you find it useful. All right. 

And so then, this is one of the reports that I did, the CAEP enrolless by hours. So I did the 2022-2023 school year. And then I also have the 2023-2024 school year. Oh, yes. So these are some of the prompts that I didn't actually do it, but I mean, these are some of the prompts that I think that could be useful for some of you. So why do we have these results? What are the trends between the two years? And then how can we improve our numbers for 2024-2025? 

So again, I'm trying to think from an admin lens, like what kind of information do I want from this data? And so then how can we improve our persister rate? So again, we used our persister rates. And when I look at that again, I get a headache. I don't understand it. So again, I would probably ask it to summarize this for me in a paragraph or two. 

Now, somebody said that the graph didn't appear. So Ken, thank you so much. It didn't show up in the little in the docs that I just sent? Oh! OK. So what happened was when I did it in Gemini, the graph didn't appear. It just visually described it or it described what it would look like. So then I asked it to make me the chart and then it did. So I had two versions. 

And I don't know why it didn't-- Oh, so let me see here. Let me move you. 

So here's the Gemini. So use the data. So I took a screenshot of that table. And then one of the prompts that an admin had asked last week was to use the data to help with a three-year plan. So it's exactly what I said. I said, use the data to help make a three-year plan for my agency. And as an admin I don't really understand what that means, but it did this. 

It said, before we dive in duh-duh-duh. It gave some of the summaries. And then here's the three-year plan-- year one, year two, year three, KPIs. So I thought that was pretty useful. I mean, if I were an admin and I'm thinking forward, you could do that for your CIP, or you could do that for all the thousands of reports that you guys have to do. You can ask it to help you to use the data to incorporate some of it into your plans. 

And then this is the one where I did the same thing, but with ChatGPT. So, use the data to help me make a three-year plan for my agency. I did the exact same thing, same report, same prompt. And then it just went straight into it, gave me a little summary. And then it went, year one, this is what you do. Year two, this is what you do. Year three, this is what you do. So, again, I just took what some of you had asked for and just put it in there. But I don't know what it means when I'm reading it. 

So it says, Francisco, sometimes incorporating images won't be done. You can copy and paste it in the doc. Oh, interesting. Oh, did I not send this? I have something in my chat. Hold on. I don't know. I don't know if I just resent that or not. Is that the same thing? Because there is one in there with my-- let me see if it's with Gemini. Oh, yeah. So this is with Gemini. So I guess maybe I didn't send it. 

It said, here's the worksheets. So some of you were asking for specific things. And so it had given me a reading passage. So I said, provide me worksheets that an intermediate ESL student could use to improve scores with main idea and inference and community resources. Remember, that was the same one I did for ChatGPT. Create a reading passage, a chart, and include critical thinking, as well. 

So here's the initial reading, and some questions, critical thinking. Here's my chart. So I'm like, oh, that's kind of cool. A little bit lower level than I was expecting, but good start, good basics. I mean, we can use this as a warm-up just to get my students into the groove of using some of these things. And then going through there, and then I said, well, make the reading passage more difficult and make the questions multiple choice. 

So again, it did exactly what I asked it to do, but I didn't ask it to do it multiple choice. So again, I can go back, and ask it to do that-- oops, and create a more complex graph, because the chart that they gave me was great. It was a good, little basic chart that my students could use just to get their basics down. But I want something a little bit more difficult. And then this should correlate with students taking the CASA steps test form C. 

So I took it even a step further now, and I was very specific in saying that my students were taking the CASA steps form C, and I want the information to correlate with them to take that test again. So then here's the second output. And you can see it's much more rigorous. It's more difficult. Here are my questions with the multiple choice. And complex graph. So here is what I was telling you. So here's their complex graph. And I was like, that's not right. I don't know. That's not going to help me any. And then here's some questions for it. 

So I said, can you create the line graph image? So, because it didn't do it, so I wanted it to. And it said, sure, here it is. So I don't know why it didn't do it in the first place. But I did go back and ask it to do it for me. And it was like, yeah, no problem. And I said, thank you very much, Gemini. And so then here's the two graphs. So then I can just copy and paste those, and put them in and rearrange it. 

So sometimes you do have to play with it. But again, I mean, this saved me, five hours worth of work. And I still had to do maybe 10 minutes extra. And to me, it was just worth it. It's so, so worth it. So let's see here. 

Kay says, Janice and I downloaded persistence reports from three teachers in one agency and then asked for various analysis questions, and it worked very well. Yay. Thanks, Kay, that's great feedback. And Janice says, we picked ESL level 2. Daytime, evening, and hybrid evening. Again, yeah, that's great. You're getting same sources, but different data collections. And then you can actually do the analysis of what trends do you see between morning, afternoon and evening classes? Or in person versus hybrid? Things like that. 

So, again, what is it in your brain that you want it to do? Don't be afraid to ask it. So I know I just did a lot of blah, blah, blah, blah, blah. So how we doing? I mean, are we good? Are you brain dead? What's happening? Are you excited? Are your wheels turning? What's happening out there? Oh, Francisco. Thumbs up. Thank you. I always love your positive feedback. Let me go back here. Let me go from current slide. 

So I did share this last week. Again, this is even outdated. I got this maybe a month ago or so from Ditch That Textbook. Again, he's one of these creators that really is on top of all things techie. But even between AI, so I thought this was a pretty good little image. And there's so many. Some of these you've heard maybe. 

Diffit is a really good one for teachers that differentiates lesson plans for people, especially if you teach in a multi-level classroom, or you need something higher, or easier or more difficult in a lesson. Perplexity, Audrey just did a session on Perplexity as part of hers, along with Magic School and then Canva Studio. So again, I'm just giving you the option. It's like the toy store or the candy store. There's just so many. 

ANTHONY BURIK: Hey, Alisa. So could you go back to the chart for a sec? So it's interesting, because one of the things that we definitely have noticed at OTAN is that a lot of the tools that we are already familiar with are quickly trying to add these AI assistants to them. So I see, for example, I see Adobe. What else did I see? Formative, I saw Padlet. There were a couple of others in there that I noticed. I think FigJam was another one too. The Khanmigo was actually the Khan Academy. 

It's a good reminder, even some of these tools that we've been using for a while-- or maybe we used them maybe a year or so ago, but we're not really using them anymore. We notice we keep going into these tools and then all of a sudden there are these AI assistants. And they're trying out new AI tools within the tool. So yeah, it's a good reminder back to the discussion you were having about when you asked ChatGPT to generate questions, for example, off of reading passages and all that. 

You were talking about, well, just throw it in a Word Doc or Google Doc, and then give it as sort of a handout. But you can take all of that, all of those results, and go into Formative, for example, and then just basically copy and paste those questions and answers into the Formative. And like now all of a sudden, you're able to create a formative assessment a lot quicker. 

And you don't really have to think about it too much. You just work at GPT and then go over and do that. But these tools also just are building the AI right in. You don't even need to go to ChatGPT sometimes. Just go right into the tool, so. 

ALISA TAKEUCHI: Yeah, absolutely. Thank you, Anthony. I mean, it's so true. I mean, almost any tool, or even Gmail and things like that, they all have AI assistants and things built in right there. And it's sometimes it's in your face. It's like, hey, I can help you, what do you want? And then you're like, nothing right now. I just want to do this email or something. 

But, I mean, it will like, let me produce the email for you or, here, let me make it more professional, or let me help you. I mean, they're really just eager just to try it. And so some of these resources that we have, they're almost going to be antiquated if they don't have some sort of Gen AI or some sort of Assistance built right in. 

Molly, you got something? 

MOLLY STIMPEL: Yeah. Thank you. This is maybe a little bit different in that I might have brought it up last week. I would like to look into developing a way to use AI with students, developing soft skills and how they communicate. So I'm thinking about having the student prompting the tool, and then having it interact with the student in different scenarios and giving the student feedback. 

But looking at these 40 tools, I've only used ChatGPT and just played around with it last Saturday to try something like this out. I'm thinking that it's going to be more engaging for students and also maybe a little less threatening on the feedback piece of it. And it will also maybe develop some comfort and skills on using AI that would be employability for students. So I see it as a win in several facets. So that's a question to the group. 

ALISA TAKEUCHI: Absolutely, Molly. It's a great question. My head is spinning. I'm not thinking of anything. But I know Francisco has something that they have used or will use. 

FRANCISCO PINEDO: Yes, really quick. For us, for example, on soft skills we just did a civics task on soft skills. And so there were questions like in an interview, and then I would have the students write how they would respond. And then in ChatGPT, we would put how to respond better to, for example, I'm good, like in a question, like how are you doing? And then it provides suggestions. It says, well, during an interview it's good to say, oh, I'm doing very good or I'm very well. 

It would make it more substantial. And this was for an intermediate advanced ESL class. So the students we would practice first in the class with the questions, and then the basic answers, and then I would have them write down maybe two or three answers from the prompt, and then feed it into ChatGPT and said, can you improve this response for an interview? And the students were like, wow, this is so much more eloquent. 

And it's at their level, because we would put for ESL intermediate, advanced. So it would customize it to that level. So we did play around, of course, then we got to the three-prompt limit. And then there went that. 

ALISA TAKEUCHI: Yeah. Thank you, Francisco. And Anthony put in the chat about Evolo AI. So he put a link in there for maybe some of you to check out. I'm going to go back to my ChatGPT real fast. 

I don't know. I'm trying to think of a job. Help me practice for an interview at-- I can't see what's-- 

FRANCISCO PINEDO: For cafeteria was one of the ones we did. 

ALISA TAKEUCHI: OK, for a-- 

FRANCISCO PINEDO: And then, because I know people in other-- well, I mean, here in the district, we're small. So we all know each other. So the questions that were prompted, I showed it to one of the head cooks in our district, who I know really well. And I asked her, hey, look at these questions. Are these similar to what will be asked in the actual interview? And she looked at me and she said, from the 15 questions that was generated, 10 of those are almost exactly the same what the district uses for question during an interview. 

Because a lot of our students, they apply within the district for custodial positions, janitorial positions, bus driver, head cooks, cafeteria. And so we would prompt it, and it would give us questions that we practiced. And then, with those responses, that's when I said, pick out two or three responses and feed it through ChatGPT. 

ALISA TAKEUCHI: So I just-- 

[INTERPOSING VOICES] 

MOLLY STIMPEL: Francisco, in addition to the interview process and practice, I'm thinking about once somebody is hired and they have interpersonal communication that they need to improve, trying to use some sort of AI tool to give them practice with that. Like if they're coming off as curt, or they're coming off as impatient or rude or whatever, or accepting feedback from their boss or manager, kind of thing, how to practice that piece of it as well to help keep them employed once they land a job. 

FRANCISCO PINEDO: Yeah, we also use curriculum that has a lot of soft skills embedded. We practice it a lot in class from the moment they step into the classroom to the moment they leave. And not only in my classroom, because I also teach in the evening, but across the board in our CTE programs, our HSE-HSD. So we have that in place where we all embed soft skills. 

That way they get exposed to it, and it seems to work. I hear good feedback from our hirees, well, our former students. But we do focus a lot on soft skills and how to prioritize, like in a cafeteria what's more important? Feeding the students or helping a coworker do this who wasn't prepared on time? So we always do little scenarios. And we do it in a respectful manner, of course. 

So that's another thing that we embed a lot, because I tell them, I haven't always been a director. I started off as a teacher aide. And then I moved up to a teacher assistant. And so I've done other jobs in the district. So I tell them, it's important to do this, always have a smile with the students, staff, parents, administration, whatnot. So I always bring in my own personal how soft skills for me has helped me go up in my position. 

And even for students, they started off as part time four hours in the cafeteria. Now they're full time, because in their evaluation that was one of the things that was said, is that they have those great soft skills of communication, not perfect in English, but most of our district is about 75-80% Hispanic. So they use the English, but for students or other staff, obviously, in Spanish too. 

ALISA TAKEUCHI: Stephanie, did you have a question about these or you just wanted to take a screenshot? Oh, OK. No problem. Yeah, absolutely. So we're right at the two minute mark. [LAUGHS] No problem, Stephanie. No need to apologize. So I really hope that you found part two helpful as well, hearing from our colleagues about what they did, how they did it, challenges and successes that they had, bringing up to the table some of these other ideas and questions. 

I think that some of these sessions that we have where we don't really have a lot of opportunities to really share with each other, are really needed. And so, again, we need feedback from all of you to say, yeah, this is more what we need, just getting some sort of tool or some sort of resource, playing around with it, coming back and sharing ideas with each other to really help us, especially when it's coming to AI. But really for anything. I mean, we just really need some support from each other. 

And then, so please, I mean, if you could. I do read all of the evaluations, the ones that I'm getting kudos from, which I really appreciate, but especially the ones that I really take to heart, because it really makes my presentations better when I hear from you about what you need and what you want. 

And then OTAN as well. How can we serve you? So if you can go to the evaluation.otan.us, make sure you pick the-- Thank you, Anthony. I meant to put the link in there, and I forgot. If there's a list, if it doesn't go straight to my session, just look for the today's session in there. 

And then please, please, please keep playing. Play with what you've learned. As you're getting more familiar with this, you're going to get much, much better with your outputs and things. And I just appreciate you guys so much. If you could just take a real quick minute. We're at the 10 o'clock hour. So what other Saturday series sessions would you like to have? It doesn't have to be Saturday series. It could just be a Saturday Session or any series that you would like that you think that might be really helpful. Please either put it in the evaluations or put it in the chat. 

Oh, yeah, me too, Francisco. Show your position. It was great. Oh, show it as in share it? I will definitely share it. For those of you that are here today, I will share my session with you. If you weren't here last week and you would like last week's, put it in the evaluation that you would also like last week's handouts as well. 

It's 10:01. Again, I can't thank you guys enough for this. It was really great to be with you and to share these things with you. And I hope that you found it useful. Have a great weekend. If I don't get to see you or talk with you, have a happy holiday vacation. And we will see you next year. 

[NON-ENGLISH SPEECH] 

And, yes. Thank you, guys. Have a great one.