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OTAN, Outreach and Technical Assistance Network.

Alisa Takeuchi: So good morning, everybody. Thank you, thank you, thank you so much for coming. For a couple of reasons, I haven't done a Saturday session in a really long time and probably since before the pandemic. And so we really didn't know how many and who would show up. And so to have all of you here somewhat early in the morning, on a Saturday morning, really says a lot to us that it's important to you.

It might be a good time slot for us to have webinars. And so you are giving us really good feedback on if this time slot works for future sessions. And too, AI is still really important to you. And we'll find out how involved you are with AI. And how much can I help you from the foundational level, to all the way to really just getting a deep dive into how do we use our CASAS reports, which are vital for all of our agencies.

And I'm so happy to see people from CASAS here. I saw Kay earlier. And so hopefully, we are able to meld these two together. And like Anthony said, AI just changes so rapidly, faster than we've seen anything evolve. And so things that I talked to you today, who knows, maybe obsolete next week when we do a part 2. So we'll see. Yeah, well, hopefully we're able to work through this together.

Let me get my Share Screen up. Excuse my messy desktop. All right. Are we able to see my title slide?

Speaker 1: Yeah, it's good.

Anthony Burik: I can see it, Alisa, yeah.

Alisa Takeuchi: Perfect. Thanks, Anthony. So, Anthony-- thank you to Anthony. He's my wingman today. He's in the background. And so if you can do me a favor as we're getting started, if you can go ahead and type your full name and agency in the chat, that really helps us with attendance. If you happen to be watching it with someone else who's from your agency or another agency, go ahead and type their name in there also.

And then just for me, curiosity, what is your current role at your agency? Are you an instructor, a support staff? Are you an admin? What is it that you do? And because I'm only working with a one screen right now-- I'm not going to be able to have too many-- I'm not going to have the chat open. So if you do have some questions, throw it in the chat. And hopefully Anthony can vet them for me. And we can move on from that.

So let me do some introductions. So my name is Alisa Takeuchi. I am an instructor and a TOSA, a Teacher on Special Assignment for Garden Grove Adult Education in Southern California. And I am an OTAN subject matter expert. Fortunately, this is my eighth year being with OTAN. And I'm super proud of the work that we've been doing, especially during the pandemic.

And really being on top of trying to give to you all the things that you need to be successful in integrating more technology into your programs. And really staying on top of things. And I think that's what OTAN really does well, is that we're really always looking out for the next best thing. And then how do we get that information and give it to you, the adult education field, for free to make you feel comfortable, so that you start using it as well.

All right. So again, this session is sponsored by OTAN. And I implore you, if you haven't yet, please use our resources. It's at otan.us. It's a very simple URL. And there is a plethora of resources there for you to utilize. We have articles. We have newsletters. We've got videos. We've got lesson plans. We've got so many things for you.

And if you create an account, then you can be updated weekly or quarterly, or however you decide, and what it is that you will be updated on. We have a YouTube channel. We're on social media. So again, just knowing all the latest and greatest things that are happening in the field of technology, in the classrooms, really can help you.

If you ever have a question, or if you need help with something, please, please don't hesitate to email us at support@otan.us. Or you can call us with the phone number on the screen. Oh, and in March, we always hold-- or not in March, but every year we hold our own conference. So OTAN has its own conference. And it's the best of everything. It's technology all day every day. And it's going to be in March this year.

And it's going to be down in Southern California at Long Beach Adult School. And it's cheap. So if you have a chance to have your agency send people, that's the one. So in this session, this is what I'm hoping that we'll cover. I know it's a very short session. But I really did that intentionally because I wanted to keep this very small so that it's not overwhelming for you, which AI really can be.

And I just wanted to again give you some foundations about if you're new to AI, what does that mean? How do I use it? And even CASAS reports too. If you're not very familiar with the CASAS reports, because somebody else does it for you and your agency or whatnot, you can really look at your CASAS reports as an instructor and say, hey, how can I use this information and create more material or things or ideas to help my students improve their scores before the next test?

So these are the things that I hope that I can convey to you. And we'll also talk about ChatGPT. Again, it's going to be a brief introduction to ChatGPT. And everything that we do today, I see ChatGPT like Kleenex. It's that Gen AI kind of generic thing. There are so many other AI websites out there that can help you. But ChatGPT has been the most familiar with-- even if you don't use it, you've heard it.

And so I'm just using that as a blanket statement. But if you have your other AI tool that you use that you prefer, most of the time, you can use the same ideas that I'm showing you today in that. Different tools have different strengths and tools and fun things to do. But with what we're doing as far as asking it what you want, it's going to be the same. And then I'm going to show you how AI can support you.

And then at the end, hopefully, we'll have some time for Q&A-- some closing. And then there will be-- this is a two-part session. And so I will be asking you to do a little bit of homework over the week, if you can, and come back next week. If you haven't already registered for-- I saw some of you already registered for next week. Thank you. For next week too, just share out what you've learned, or what you got out of what we learned today.

And if you're not comfortable sharing, no problem. Just come and listen and learn to what other people said. And on top of that, I will be adding some new things as well. So it won't be just a show and tell. There'll be actually some new information too. So if you have time next week, please come back, same time next Saturday, and we'll continue the conversation.

All right. So if you could do me a favor-- we're going to talk a little bit about CASAS first. And so in the chat, if you can just put in just one or two sentences about, if you are currently using the Teacher Portal, and/or how do you use CASAS reports. So if you're using the Teacher Portal and you're using the CASAS reports, what are you doing?

If you're not using the Teacher Portal yet, no worries. How are you using your CASAS reports, whether you're getting them from your data manager, or your administrators giving them to you, or nothing if you're not using your reports at all? I just want to get a feel and see what people are saying. I'm going to open up my chat real fast. So let's see here. Oops. Oh, no.

Francisco loves the T Portal. Oh, CASAS people are going to love you, Francisco. Just do it through TE. Oh, I'm so happy to see so many of you using the Teacher Portal already. I wasn't really too sure, because I know it's a new thing. And I know teachers and admin don't really like change a lot. But yeah, I'm very pleased to see that a lot of you are already utilizing the power of the Teacher Portal.

Oh, Carly, yeah, for sure, admin portal. Sorry, I guess I could have put that in there too. So yeah, if you are an admin and you are utilizing the admin portal, yeah great, put that in there too. Oh, love it, Janet. Good job. Yeah, I'm so pleased. I really didn't have an idea. Because we, at Garden Grove, are just going to start using the Teacher Portal in the spring as a pilot with some teachers.

But at Tamalpais, where I work remotely, we have fully embraced the Teacher Portal. And I say, fully embraced lovingly. I don't know if everybody's quite on board with that, but we are using it as our attendance. Oh, great. I can't even catch up with all those chats. So let me see here. Nice. So yeah, a few of you are not using the Teacher Portal yet, and that's OK. Yeah, no problem, Marisela. No Teacher Portal, that's OK. We'll talk about it.

And at some point maybe, if you ever get a chance to go to a session or some meeting where they're talking about Teacher Portal from CASAS, I would highly encourage it. Especially if you're an admin too, and you haven't really embraced using the Teacher Portal, it really is a really good source. And it really can empower the teachers to do their own reports instead of having the data manager having to do it.

I'm going to close my chat, so I'm not going to be able to read. If you're still typing, keep going. I just won't be able to read it so fast. So great. Thank you so much for that. I appreciate it. So I am going to talk to you about the Teacher Portal. And I'm glad I'm doing this because so many of you are already using it. But if you aren't yet, it's not a problem.

What you're seeing or what you're-- I'm going to show you both ends. Because like I said, both of my two agencies, one does and one doesn't. So I'll show you what it looks like on both ends. But if these are reports that will be helpful for you to use the ChatGPT, then just jot them down and ask your data manager, your TE person at your agency for these reports. They'll send it to you, hopefully digitally.

Excuse me. And then you can upload it. Then you could do everything that we're doing. So if that's not something you've already done prior to today, don't worry about it. Just follow along. And you can do it again this coming up week. And let me move my Zoom. So what you see here is from the Teacher Portal. And this is the individual skills report.

And when you get into your Teacher Portal, on the left-hand side, you have your attendance. And you have your left-hand panel. You're going to see reports. And then you're going to have a default home page. And there, you're going to see all the different reports. And I might have a slide that actually shows that just might be out of order. But what I do want to show you is that there are different reports for different things, obviously.

So depending on what you are needing from it, what kind of information do you want. What questions are you asking may depend on the report that you're choosing. Or if you're looking at a report, then you can say, oh, I see this report. And now, what do I want from this report? So I'm going to make myself sound bad for just a moment. Bear with me.

So at Garden Grove, our data manager gives us our reports. After we do CASAS testing, they give us all of our reports and things. And honestly, I don't know how to read them. I'm not real big on data. I hope I'm not the only one. I hope there are other people in here that are like me, where I look at these tables and there's all this information, and I really just don't know what it says.

And so I look for certain numbers and things that I hope that I'm understanding what it says, but I really don't. I put them away and that's the end of that. But now, with this view with the Teacher Portal, it to me, it looks a little bit easier to read. The tables are a little bit bigger. They're a little bit simpler. I can see things a little bit clearer. Again, I don't really understand all of it. But I can figure it out when I'm looking at this particular report, for example.

So you have up at the top, you have the it's a reading test. It's what form it is, what date. And then the scale score, the NRS level, the form level, and then the number of items. There are a total of 36 items. This particular student got 23. Remember this is an individual skills report. I got rid of the student information. But they attempted 36 problems, but they got 23 correct.

So individually, and then it breaks it down by competencies, basic communications, all of these. And then what percentage did they get? So as I'm looking at this, wow, employment was pretty strong suit for them, as well as consumer economics. But community resources, this particular individual didn't quite do so well on those particular questions.

Vocabulary, pretty much 60s. And then inference, which we all know can be very difficult for our students, was at 50%. So looking at it, individual skills report, I can tell that this particular student what it is that they're struggling with. And with ChatGPT, I can do it individually too. I can say, analyze this data, help me create some worksheets to prepare the student for the next class's test, something like that.

But for this one, so this one, you can see the two differences. It says individual skills profile summary by agency. So this is my Garden Grove one. And so this one that means that the data manager uploaded it and sent it to me. And then on the right is the one from Tamalpais where I got to see it in CASAS, in the TE portal. [clears throat] Excuse me. So one breaks it down a little bit better than the other, but differently.

And again, depends on how do you view data, how do you see data better. But one of the key things that I do want to share with you is that when you're looking at some of your reports, be mindful where it says right here, total tests. Because what that means is two things. That means how many times was this test given in the year? It's not how many individual students.

It could be, like this one-- total students 22, total tests 22. So 22 of my students took this test one time. The other one, it says total tests 21 but total students 16. So that means initially 16 students took the test. And then during the second round, five more took this particular test, and other students took a different test.

So as you're getting your reports, sometimes they're not just one page. They're going to be multiple pages. And that first page, they could be broken up by the form number that the students took it in. So like form A, B, C, D. So you could have one classroom, and one student took an A, five students took a B, 16 students took a C, and three students took a D.

Well, if you only look at that first report where one student took form A, it's not going to give you very accurate data for your class, if that makes sense. So it might be for that one particular student or two particular students. But my suggestion is look through the pages of the report, and find the one that has the most students that took that test. Because that will give you a better idea of how can you help your class as a whole.

So it's like the bell curve. You have some students that are at A, but you also have some students that are at D. But most of your students maybe are at the C, whatever level. I'm sorry. So depending on whatever level you're teaching. But find the report that has the most students that took that particular test and grab the data from that. Because then, you can generate some really awesome information to allow you to make worksheets that will help most of your class.

And then you can also go back and do the same thing for maybe that one or two students at the A level, or the D level as well. Audrey, I see that your hand is raised. You want to unmute?

Audrey Dierdoff: Yeah, just real quick. So the report on the left is the original and the one on the right is the portal, but it's the same report or they just renamed it, or is it two different reports, I think?

Alisa Takeuchi: That's a really good question. I was thinking about that earlier. Because at my school at Garden Grove, they give us this. And he calls it the class performance. But it says individual skills. So I'm not too sure. I don't know why the titles are different. But as far as-- and then you can also see that the Teacher Portal report also gives a detailed information, especially going through the competencies here.

So yeah, that's a good question. I don't know if they're exactly one to one. And maybe Kay or somebody else from CASAS or anybody, if you know the answer to that, if you could type in--

Kay Hartley: You have two different types of reports up here. You have the individual skills profile. It's exactly what it says. It's a report on an individual student. The one on the right, class performance, that's for a whole class. And one is looking at how the individual student performed, and the other is looking at the competency areas that the class-- how the class performed on the competency areas.

Alisa Takeuchi: Yeah. Thank you so much, Kay. I now see it. I think when my data manager gave this to me, they said-- because I don't have access to it at Garden Grove. And I asked for this particular class performance, and this is what they gave me. So I just assumed.

But yeah, now that I'm looking at it-- because I saw total tests 22 and total students 22, I thought this was the report that 22 of my students took this test. But I can see now. Well, yeah, I'm not-- yeah, I understand.

Kay Hartley: It is 22 of your students took the test.

Alisa Takeuchi: But it's an-- yeah, because this one, I just--

Kay Hartley: But it's looking at the competencies on the test rather than the individual performance, like the left one is.

Alisa Takeuchi: Gotcha. Yeah, yeah. And this one I guess I didn't think about it too much because it doesn't have a student's name on the one on the left, on my Garden Grove one. It didn't have their student name on it, so that's why I just assumed it was the class one. So again, I'm sorry about that confusion. So thanks Audrey for bringing that up. And thank you Kay for explaining that.

But when you go to ask-- if you don't have your Teacher Portal and you're asking your data managers for some reports, make sure that you're getting the class performance, unless you do want your individual student's reports. And again, some agencies and some teachers at my school, we give the students their individual reports as well, and try to explain it to them.

It's a little difficult for some of them to understand or grasp the idea. But yeah, they can get their own individual reports as well. And then when we do start using the Student Portal, they'll be able to access it as well on their own. So again, here is the reading. This is the form C. There were 11 students who took the test. And then 13 times again. So a couple of students might have taken it twice, or things like that.

Because when they did their pair score, it kept them in the same form level. And then others moved up or down. And so again, these are just different ways to look at your reports. Some people really appreciate the bar graphs. They can see things clearer. Some people like seeing the percentages and the data and then breaking it down this way.

So when you go into your Teacher Portal and/or get reports from your data manager, then just understanding how do you read your reports best if you do. Janet.

Janet Hernandez: Hi, yes.

Alisa Takeuchi: Hi.

Janet Hernandez: Oh, can you go back to that last slide?

Alisa Takeuchi: Oh, sure. Yeah.

Janet Hernandez: So my confusion has been where the N, where the number is, you have 78, 273. Because originally, I thought it was how many of those questions were on that assessment. But how do you get 273? [laughs]

Alisa Takeuchi: Yeah, I think my understanding--

Janet Hernandez: Do you know what that is?

Alisa Takeuchi: Yeah, I'm going to say what I think it is. And then Kay might be able to jump into. I think it's how-- so we know that on the CASAS test for, let's say details, there are x amount of questions on details. And then times that by the 13 tests that have been taken.

Janet Hernandez: Oh, OK.

Alisa Takeuchi: And then 60% of those 273 were correct and--

Janet Hernandez: Got it.

Alisa Takeuchi: That's my interpretation. But Kay, is that incorrect or is that OK?

Kay Hartley: Correct. Thank you.

Alisa Takeuchi: Oh, yay. Yes, yes. My Saturday is going to be good. Yeah, I know the numbers seem a little bit confusing. So you can see, details carries more weight let's just say, quote unquote, because there are far more questions in that particular form, form C. And because there were 13 tests that were taken in form C, they multiply that. And so 60% of those questions of the 273 were correct.

Great question. Thank you Janet for asking, because I'm sure everybody else was probably wondering the same thing. So if-- oh, it didn't-- my thing didn't-- my slide didn't adjust. When you're in the Teacher Portal, and you're actually looking at one of the reports, whatever one you're choosing, on the top right-hand side, you're going to have your options. And this is the one that you're going to choose to download-- excuse me-- your report, whichever report you would like.

You can also export it as an Excel. You can print it. You could do all things. But for us to use it with ChatGPT, we want to download it onto our computers so that we can upload it into chat, if that makes sense. So once I do the download on my particular computer, because of my version of my computer and windows, my downloads come up at the very top right-hand corner.

And you'll see a bubble. And then you'll also see the Download icon. Now for some of you, I know I've been on other computers, like my old laptop and things like that, it was down on the left-hand corner. And it went into my Downloads on the bottom left-hand corner. So really depending on where you are.

So as soon as you hit that Download on TE or wherever you're downloading something, look for the bubble and then look for this arrow with the Download button, the icon. And that's where it is. If you don't see it at all, not a problem. You can still find it on your computer in your Downloads file. So there are many ways to get to the same thing.

All right. We're going to do another interactive. And I know some of you might be multitasking right now, but if you could just keep an ear out just for these little interactive things. So in the chat, if you can just do me a favor, just do one, two, or three. One, I've never used ChatGPT or I've used it very little, minimally. Two, I've used it, but I don't use it regularly. Or three, I use it daily. I love it. It's my life. [chuckles]

Let's see where you're all at. Just one, two, or three. All right, let's see here. Twos and threes. I've got some ones, twos, ones. I think the twos are noncommittal. They probably love it so much. But they're just too afraid to say so. I love that the ones that are saying one are in here. Thank you so much for coming. I know this can be a little bit overwhelming.

I hope that I can break it down foundationally, so that it won't be so scary for you and that I can help you. So most of you are twos. And then of course, we have our superstars that are threes that have embraced it, loved it, and lived it. So that gives me a really good idea of where I need to go with this. Excuse me.

Let's start with ChatGPT. Remember, I was on my Teacher Portal and I got my report. I downloaded it. It's on my computer now. And/or if you're just on your computer, your data manager emailed you your reports, and you've downloaded them from your email, now what we're going to do, we're going to open up a new tab on your computer.

So if you're doing this in real time, go ahead and open up a new tab. And then you're going to either log in or create your ChatGPT account. And I suggest two things. When I talk about AI with participants, I say, start your account with school stuff, with your school email. Keep everything separate. And then if you want to play around with ChatGPT or whatever AI, Gen AI you want, then use it with your personal email.

Keep the two separate. Doesn't really matter. No, but it keeps you in line with like, this is my school stuff. This is my personal stuff. And maybe the two shall never meet. So what I do, even when I create my account, I go here. And then I just go straight to continue with Google. Because at both of my schools, we do have Workspace. We have a work Gmail account. So I clicked on that. I clicked on my school email account. And then it created everything for me.

So for those of you who either have one or the other, or you don't have either one, just something to think about. Do you have to do it that way? Of course not. But just my suggestion. So remember that we had that download report. Again, if you don't see that bubble anymore because you've been working on other stuff, that's OK. You still have that download up at the top.

Or and/or for those of you who might have uploaded it onto your computer through your email, it might be in your Downloads file. Once you open ChatGPT, it says, what can I help you with? And you'll see that there's a little attachment, one of those attachment icons, I don't even worry about it. I don't click on-- I can, I can click on it, find my phone, find my file in my Downloads, and bring it in.

But normally what I usually do is I just go right here to the My Downloads or to my little bubble. And I click and I drag it right into the screen. And it goes poop. And it pops up for me. So whatever is easiest for you to get your download, your CASAS report into ChatGPT, whether it's click and drag, or click and find and insert.

So again, look for your Downloads icon, whether it's here or in the bottom left-hand corner of your screen. It could be there too. Or you can click on the little icon here. And then it'll say browse, or where do you want to find your report. Go to your Downloads file, and then you'll see the report. It should be the very top, because you just did it.

So once you have that, it'll have a round circle, like it's thinking, because it's going to be uploading. So just go ahead and upload. Wait for it to come. And then when it's finished, you'll see a pink box like this. And that means your PDF has been uploaded. If anybody's having some issues or something, you might be able to put it in the chat.

And maybe Anthony or Audrey, or some other people can give you some hints or some advice on how to get to your reports. Or literally just sit back and relax. You don't have to do this in real time. It's not a problem. All right. So what can I help you with? Oh my gosh, so sorry, my things didn't format very well.

So basically what it says is what do you want ChatGPT to do? So I always recommend-- and different people do their prompts differently-- but I recommend, I want it to be as simple as possible and as efficient as possible. So I always start with an action verb. I just want ChatGPT to acknowledge what it is that I want it to do.

So I start with an action verb. So analyze the data. Create me a worksheet for each content below 50%. Make the worksheet a 10-question multiple choice activity for adult intermediate ESL students. Include an answer key separately. So it's what, two or three sentences, but it has so many of those action verbs in it that it understands what it is that I'm looking for, and who am I looking, who is it going to be for, and then what data is it going to analyze.

So, this was just my prompts that I put in here. And you can use it as a template and just recreate it for whatever it is. Maybe 50% is too high or too low. Maybe a lot of your students have, let's say, 70% or something, and then one was 60% Well, you're going to change that to a 60% because you want the information from that particular one.

Or maybe you only want vocabulary. Analyze the data in the vocabulary section. Analyze the data for the inference section. Create me da, da, da. And I'll show you some examples with that part too. But again, you make it what you want it to do. If you could just say, gosh, I wish I could da, da, da or I wish it could da, da, da. Don't wish it anymore. Just put it in ChatGPT.

And again, if you don't make the prompt exactly perfect, it doesn't matter. You can go back and regenerate your prompts. And it continues with the conversation. You don't have to start all over again. So if I mess up with one of my prompts, and I'm like oh, I forgot to ask it to do blah, blah, blah, I could just ask it to do blah, blah, blah without starting all over again. It remembers what the past conversation was.

So as soon as you do that, you hit Enter, if you are not familiar with ChatGPT or any Gen AI, watch the magic. It just starts flowing like a waterfall. You'll just start seeing da, da, da, da, da, da, da, da, da, da, da. It's just have all this information. So here's my prompt. And then it says, based on the data, the content areas with scores below 50% were vocabulary in level C, main idea in level C, and inference in level D.

So it actually went through because there was like four pages of my report. So it actually broke it down for me with my different levels. And then it says-- oopsie. Sorry. Oops, what happened? Oh, no. Go back. It says I'll create a 10-question, multiple-choice worksheet for each content area with an answer key. Let me know if you'd like any adjustments.

So then this was just an example of one of them. So it says what is the meaning of the word academic? So what it did was it gave me another set of tools and information that I didn't have to create myself, to help my students work more with some vocabulary, that maybe we just never covered or they forgot or whatever. So if I can continue to do some of these worksheets, specifically on vocabulary, maybe next time when they do their CASAS test, their CASAS scores will go up.

I'm so sorry. I can't believe my things didn't format correctly. But it says, wait, I forgot. Tell it to create in MS Word-- Microsoft Word. This is a brand new thing for me. About two weeks ago, I was doing another session. And I was playing around with it. And I didn't say, do it in Microsoft Word. It prompted me. It says, I can create this in a Microsoft Word format for you to edit. Would you like that? And I went, yes, please.

And so then I clicked on it. And it gave me a link to click on. And it became the Microsoft Word. So I can go back and save it. And then change it and edit it the way I wanted it to. Otherwise, it saves inside ChatGPT and then I copy and paste it into a Google Doc or a Microsoft Word. Yeah, Audrey.

Audrey Dierdoff: Do you have the free version or the paid version?

Alisa Takeuchi: I have the free version.

Audrey Dierdoff: And it did that. Wow, OK.

Alisa Takeuchi: Yeah, yeah. Thanks, yeah. So I am a cheapskate for the most part. I'll just admit. And I will try my best not to pay for anything unless I really feel like it's worth it. And I'm almost considering maybe ChatGPT, but I'm not sure yet. I'm on the fence. But yeah, this is all the free version. Now, I'm telling you all these wonderful things that it'll do, but it's to a limit.

It's completely free. And you can use this. But you can only do so many. It's either so many documents, or it depends on the data. So it'll allow you so much data per day. And then afterwards it'll say, oh, you've run out of your limit on data. Please come back at 6:13 tomorrow morning. It'll choose some random time for me to come back, and I can continue the conversation, or it'll start all over again.

Or if you're really savvy, you can just create another ChatGPT account with a different email and then do it again. So up to you, whatever, whatever floats your boat. So again, so I said create this in MS Word. So you can see that it gave me a link. But look what happened? And exactly what I said was wait, what?

So it gave me my worksheet, the same one that I had done in the ChatGPT, except it gave me all of my questions, but no answers. And I was like, what? What happened? So I was not pleased. And so I went back and I said, what happened? I said, there are no options for answer for any of the multiple choice questions. And then he says, oh, it seems I've overlooked adding specific answer questions.

And again, I tell people this too, I try to be as polite as possible. Because you never know when the AI is going to come back, and the robots are going to come and take over. So I try to be polite. I want to be one of those people, so that they're not going to be looking for me. But again, I was not pleased with some of this that happened. So it came back and it created me this, which I was very pleased with.

So again, you're going to be in awe of how wonderful ChatGPT or any Gen AI is. But there will be mistakes. And you're going to have to look at it. Don't take it for face value. Don't just go automatically print and go, here you go students, without actually looking at it.

You're going to want to check it and make sure-- check for accuracies, check for level appropriateness, check for all of that. Because you're going to want to make sure you make some adjustments if necessary. Yeah, Audrey.

Audrey Dierdoff: So the report that you uploaded, the four pages, did that include the examples of each question? Or how close to the vocabulary level is was actually in the test? I guess I'm trying to see--

Alisa Takeuchi: Yeah, that's a good question. I don't know what the tests look like. But they did break it down. Vocabulary level C, and there's 10 questions. And then main idea level C. And then there was inference for level D. So it just took that information from My Reports and just created something that they thought it was. And so that part I have to just look at it. For me, my class is intermediate. So is it intermediate appropriate?

And then I just use it for that. Because again, we're not creating worksheets to-- what's the phrase I want to look-- we're not teaching to the test. Yeah, we're not teaching to the test. We're teaching the competencies and the vocabulary to prepare them to take that test at that level.

Audrey Dierdoff: Thank you.

Alisa Takeuchi: Yeah. All right. So then I took that same information. And now I'm like, OK, well inference seems to be an issue for them. So I want to create a reading passage. I want to create some reading passages. And again, this is just an example of one. I could do this many, many, many times. Once a week we're going to do a reading passage with some comprehension questions and things like that.

So I said, create me a reading activity with five comprehension questions and two critical thinking questions to help my students more with the three content areas. And then this is what it came out. Now, I looked at this and went, I know my students. And I was like, oh, some of it seems to be a little bit difficult. And so I asked it to make it easier.

But I went to Audrey's session at CCAE if anybody else did too. And I believe it was CCAE. It was something. It was something. And you can just literally pick out specific words that are too hard and say, hey, redo these words. If the general story in itself is pretty OK, but just some words were a little too difficult, or you want to make them a little bit more difficult, then you could actually pick and choose some words as well.

And then I asked it to do five comprehension questions. You can ask it to do 10. You can ask it to do as many as you want. And then I always, whenever I do a reading passage, I always ask it to create critical thinking questions. It's just something that I think that all students should be aware of.

Even at level A, even at your beginning level ESL students, I think that it's a good idea to have them start thinking about critical thinking in a way that will help them maybe develop further skills for when they do take the C and the D test.

And then this is the prompt that I wrote. This is too hard making the reading passage and questions easier. So again, I'm just letting it know, hey, I appreciate the effort, but it was too hard. Do it again. So then I said, create another reading passage from the data that my students have difficulty. We want them to continue to practice.

So again, this was just another one on inference. So then it created me a story with that. I think because I use it so much, it remembers my other past conversations as well. So it understands that I teach adult ESL students. But the very first time I did, I said create me a story for beginning ESL students. I think I said something like that.

And it said, once upon a time, there was a-- and I was like, OK. So I went back and I said, don't make it a fairy tale. Make it for adults. And then it was like, oh, OK. And then it reformatted it. And I haven't had to ask it to do that again. And it never gives me any fantasy or fairy tale-like stories. So again, it does regenerate itself into remembering your style, your requests, your things, and then it helps it along.

So I'm moving on to admin now. And this is what I was talking with you about. When I look at something like this, my brain goes crazy. I really just don't know what I'm looking at. And so my director, bless her heart, she gives us these. Every month we have a staff meeting, and she gives us our data for whatever, whatever we're talking about.

And everybody's looking at it. We're talking about it. We discuss it and things. And I look at it and my eyes cross. I don't know what I'm looking at. I'm not sure how to read it and things. And of course, I never say anything because I'm too embarrassed that I don't understand. And again, I hope I'm not the only one. I hope some of you in the room right now are nodding your head, going yes, I understand what you're saying.

So what I did was I uploaded this into ChatGPT. And I said, summarize this data for me in one paragraph. And so it did. And so I got permission from my director. So don't worry if you're worried about this information. She said it was fine. So it really just kind of broke it down for me. It explained what it is that it's showing in the data. And then it gave it to me in a way that I can understand it.

Reading this paragraph, I still don't understand data perfectly or anything. But at least I understand it more than when I was looking at the numbers. So again, you can have ChatGPT do this. Or you can have it break it down into bullet points. And I think I already said this, but any PDF-- it doesn't have to be your CASAS reports, but this is what we're focusing on-- but you could have a PDF of anything.

And you can say, summarize it for me, or give me the bullet points, or change this to a two paragraph. If you had a reading passage for your students, but it was too long, just say, recreate this in two paragraphs with some questions, blah, blah, blah. So again, I'm just giving you the tools to know how to upload and download and put it into ChatGPT, and then start asking it what you want it to do, with anything, with your reports.

So hopefully you're looking at this going, wow, that makes a lot more sense to me than the previous screen. So then I said, suggest ways to increase these numbers for the '24-'25 school year. So that report that I uploaded was for the '23-'24 school year. And so then I just want to say, hey, how can we improve those numbers? We're going to have to do this report again. So what can we do in the school year to improve these data?

So if you're an admin in the room right now, I'm hoping that maybe this could be helpful for you, not only helping you to analyze your data, your reports and things, all the hundreds of reports that you guys have to do, that I don't have to do as a teacher, but that you guys have to do. And then how can you use those reports to help you improve your agency? What things can you be doing?

So it says improve student retention. And it gives some examples. Tailor instruction to student needs. You're looking at it going, oh, yeah. But having it in a list right there in front of your face going, oh, this could become a checkbox for us. Or these could be things that we put on our calendar to make sure-- this could be included in your CIP. This could be included for WASC.

These are things that could be helpful for you, even though you might know it intuitively, having it as a list going, oh yeah, we need to do this, this, this or oh, I never thought about that. Yeah, we could totally improve on that to help increase blah, blah, blah. So again, I'm just using the resource that I have as ChatGPT to take a look at these reports for me, and make it accessible for me to understand.

As an admin or as a teacher, as a support staff, how can I understand the reports better so that I can now take it to the next step, to make it better for my students, our agency, our program. And then you can ask for advice. Provide specific ways for each strategy for our agency to utilize. So then it went-- it broke it down to all those different things of the blocks. And then it says, hey, assign a staff member to monitor attendance through TOPSpro and flag students with irregular patterns.

So again, you as an admin, you might be wanting to look at this thing going, so and so could be doing that. That's a good idea. Or flexible scheduling. Maybe if you're not offering HyFlex, it's suggesting maybe hybrid or HyFlex classes might take your numbers and skew them upward. Because now you're offering other options for students to increase persistence or enrollment.