Sachiko Oates: Thank you, Diana. Let me share my screen and start my presentation. All right. Can you see my presentation?

Speaker 1: Yep.

Sachiko Oates: Yes? OK, wonderful. Perfect. All right. So thank you for joining the recruitment, retention, and persistence session today. I'm from CALPRO. My name is Sacha Oates, and I am the regional training coordinator for CALPRO, California Adult Literacy Professional Development Project. Thank you again for joining. This is today's agenda. We're going to talk about student recruitment, intake and onboarding, and we talk about barriers that our students face, and retention and wraparound services.

So first is student recruitment. Let's start with a poll. I would like to find out what you all do for recruitment. What has been one of the most successful tools that you used in recruiting students? Diana, would you be able to start the poll? You will see 1, 2, 3, 4, 5, 6, 7 or so options. And also, please feel free to talk in the chat what has been the most successful tool that you've used for recruiting students.

Thank you, Diana. Do you guys see the that poll just popped up? If you could pick one that you have found the greatest success in recruiting students. You can also put your answers in the chat, Facebook post. I see word of mouth. Great, thank you. Websites. Great. Cathy, how do you track your web traffic? Do you have special-- this will work-- great.

Cathy: No. We're very rural, and it's exceptionally hit and miss, so to speak. I would love to, but our district runs and older website, so it's hard for us to get the data from that. That's why I'm here, Sachiko, for your influence.

Sachiko Oates: Great. Great. Well, thank you for joining. Thank you. And postcards, DMV employment, connection newsletter. I'm seeing lots of chats coming in. Thank you. Newspaper and radio to target our Latinx population. Great. Diana, I can't actually see the poll, how it's going, if we have enough answers.

Diana: OK. Hold on.

Sachiko Oates: Perhaps you could close it and share the results. Let's see what you guys think. Word of mouth. Wow, that's the highest. And then brochures and print schedule, some social media. Great. Print schedule. You could utilize your census data or other survey data to identify areas with more community members who are unemployed or without a diploma or speakers of other languages and you could target your population a little bit.

Also looking at your school demographics and community demographic is important. Compare your classes data and look at who did you gained as students in the past couple of years and also whose enrollment and attendance has declined and is there a pattern. Then you could kind of strategize that way. And somebody else said radio.

And this is a great way to recruit students who are developing literacy and English skills or working adults who are commuting and listening to the radio on the way to work but following. Up on those inquiries is very critical. And yes, some people do social media. That's a low cost way to get people to connect. Often, you can generate leads and including link to submit their names or email address so that you can follow up. But word of mouth is the highest. I am not really surprised. Our reputation is important, right?

OK. And then let's see if there are other tools. Feel free to unmute. DMV. OK. Dr. Larrianne Torrez, do you want to share a little bit about how you are coordinating with DMV?

Larriann Torrez: Yeah, sure. Thank you. So a DMV had reached out to me, and I can put the contact in the chat. And we pay to have an ad running and we can change it as often as needed. They actually create the ad. You send over what it is that you would like to post, so whatever program you're wanting to advertise for or promote, and they will put that up on their big TV screens. And the ad space or the time that it's running varies. So there's different options.

So I do it in coordination with my district. So we have four slides that are scrolling through, and they're on there for-- I can't remember how many seconds. But I have the information. I'll share it in the chat. And again, we can change that information as often as we would like that we needed to change. So it's pretty easy and it's a great way to advertise for those individuals that are sitting there waiting to get services through the DMV.

Sachiko Oates: Wonderful. Thank you for sharing.

Larriann Torrez: I'll put the information in the chat.

Sachiko Oates: Awesome. Great. If anyone else want to chime in and share what's being very successful for your school, please feel free.

Speaker 2: Well I just had a question about the DMV ads and really any marketing that folks are doing. How are folks tracking and gathering that data to see what is working? Because we do marketing for our members and things like that, and really the only thing that we have to look at are the Google Analytics from our website. So just wondering how folks are tracking to see what efforts are truly working for them.

Sachiko Oates: Right. Thank you for the question. Anyone wants to take this? I think Google Analytics is one. And if you do any social media, those platforms do have capacity to track. But other than that, I know some schools did-- what was it called? When someone was the cell phone, when they respond to your ad with that cell phone and then this person enters your school sites, they track you. I'm not sure.

Speaker 2: Is it a QR code?

Sachiko Oates: It's like geofencing.

Larriann Torrez: Geofencing. OK.

Sachiko Oates: Geofencing, yeah.

Larriann Torrez: Geofencing, geotagging.

Sachiko Oates: [laughs] Yeah, it creeped me out a little bit to be honest. But I think from a marketing point of view, it could be a good way to capture data. Yeah. OK. Let's move on. Now, let's talk about intake and onboarding process. We are past that recruitment stage and we are going through the intake and onboarding process for retention and persistence.

So how does a robust student intake and orientation contribute to student retention? What do you think? If you could put your ideas in the chat or feel free to unmute and speak. Thank you for all the information on the chat.

Speaker 1: I'm sorry, this is the questions about a DMV. How expensive it is to put an ad with the DMV?

Sachiko Oates: Dr. Torres, do you--

Larriann Torrez: Yes, I'm here. I was pulling it up right now just to see-- because they have three different tiers and it depends on the amount and the space. I-- hold on.

Speaker 1: Just like ballpark, like the 20,000, 30,000.

Larriann Torrez: No, no, no, like it just-- let me see. I want to say I was paying 900, I split-- I think my portion was like 900 for my district, but we split it into fours. I would contact-- I put Sandy's contact in the chat, her office and cell number and she's with the motor vehicle network and that's her direct contact. And she had reached out to me back in 2021, and so we've been doing it for quite a while. Sorry, I thought I had it available to--

Sachiko Oates: Yeah. Well, thank you for sharing. Yeah, if you could put the contact information in the chat, that'd be great. Thank you.

Larriann Torrez: Yeah. She's very easy to work with as well. She's just-- she's great.

Sachiko Oates: Wonderful. All right. So any ideas on intake and orientation and how it supports-- oh, thank you, Tina. Robust intake and orientation, students feel more comfortable and have clearer sense of direction and goals. Exactly. Thank you. Yeah, many of our students come to us because they were often not served well in schools before or they are there because they are in a new country with a new culture and systems to navigate and they're developing skills in the new language.

It is critical that we start building a sense of belonging right away. And so just getting them there isn't quite enough for our adult learners and we can use some of the behavioral economics principles, for example. Some of the researchers recognize that the people are more likely in elections more likely to vote if they are reminded of their identity as a voter and so applying this in our context started building that student identity in the newly recruited learners during the intake and orientation process, it is important.

And also making sure that students understand what to expect and are prepared to start a course of study. Yeah. So thank you. They feel welcome and heard. Yes. It is important, so that students know what is expected. Exactly. Helps their anxiety over their-- Yes, Kathy. Exactly. Thank you, thank you. All right. Now, let me-- to the next slide.

And there are maybe multiple goals like we were talking about for the intake process. Can you see the examples on the screen? Which goals does your current practice address already? Please use one of the annotations stamps or pens to mark what you are already doing. Look up goals there-- one, two, three, four, five. Can I count? One, two, three, four, five, six-- six goals.

And if you could use one of the stickers from the annotation tool to put star or check mark in the second column that you're already addressing in your intake process. So you see skills assessment, right? How many of you use CASAS? And what else do you use in intake and assessment? Like with AB 705, the push for more equitable practices and incorporating guided self-assessment or looking at multiple measures is becoming more of a norm in post-secondary even beyond California.

And this is something you can look into if you haven't done it already. This type of practice encourages student agency and also aligns with adult learning theory. OK, let's see. Oh, can't get the annotation tools, I'm sorry. Please feel free to put your answers in the chat, you can do it one, two, three, four, five, six-- it's hard to type in all the words in the chat, so from the top you can do one, two, three, four, five, six, what goals you're addressing already.

I can see-- oh, I have two screens and I was looking at this screen, but I see some of you are putting check marks, thank you. It looks like setting goals is-- getting them motivated and excited about their new career move, it's popular. Educational backgrounds and skill levels-- good, good, good. All right. All of them-- Kathy, great. OK. Thank you. Let's move on.

Dianne, could you clear the annotations? Thank you for participating in this annotation activity. I'm sorry, if it's not working for you, we can always use a chat. OK. Now, there are case studies done in multiple adult education institutions across the country, the study is linked here. This includes successful recruitment and onboarding practices.

And this article is actually specific to IET, but many of the practices and processes can be applied to any program. Right. So for example, a program in Maine had a comprehensive marketing plan, including a segment on local news and outreach through community partners like DMV and other organizations. And for onboarding this Maine school, a school in Maine invited guest speakers from the local mill, community college and explore available support services, including low cost transportation.

So that's a great way to incorporate those support services into the intake process. And another program in Rhode Islands included instructors from vocational classes, and financial coaches, and job coaches to be part of the intake activities. And a program in Massachusetts has an on-site transcript translation services for certain ELL students and also they offer a referral program to local non-profits who would help with low-cost transcript translation.

For students, a lot of students may come with foreign credentials already-- some of our ESL students. And then in Texas, one of the programs provided Chromebooks to students for them to keep after they complete their program because they recognize that Chromebook is something that they could use to continue their studies or move on to next steps in their career.

So there are a lot of interesting ideas in this case study. I'm not sure-- I can share the link in the chat a little bit later once I stopped sharing. OK. Oh, sorry I moved the slides the wrong way. OK. And then relate it to pathway exploration, goal setting is another element that's beneficial to student persistence. So let's take a look. By virtual hands or actual hands, how many of you set goals with your students?

And why is goal setting important? Thank you. I see, I see many hands. I can't see all of you, but I see some hands are up. Great. Thank you. Yeah. And why student goal setting important? If you can type in the chat, that'll be great. Adult learners who have specific goals in mind are more likely to persist in their studies, is what one of the studies found.

And goal setting has a positive impact on student engagement over time as well. The primary incentive to learner retention is the learners being able to set a goal and realize some progress in reaching that goal. This alliance was adult learning theory as well, right? Adults are motivated to monitor their own progress. Yes, so they can see their success. Excellent.

And did you know that 1/3, 1/3 of incoming students are at risk for dropping out during the first few weeks of instruction. In addition, according to a study done in the UK, adult learners attendance dropped from 70% to 57% between week three and week nine. So research on persistence in adult education shows there are three critical factors that support persistence.

One is student intake, student orientation. We talked about those. And then the last one is learning our goal setting, all conducted during the first few weeks of class. So first few weeks is important as we plan for the spring session or winter session, this is something we should talk about think about. And what are the benefits of goal setting? Research on goal setting shows that people who use goal setting effectively suffer less from stress and anxiety, concentrate better, display more self confidence, perform better-- and check this out-- and they are happier.

So they're all good reasons for goal setting, right? And goal setting is also optimally effective when it is set face-to-face, and it is set publicly, and that is a group goal, and when there is an accountability buddy. So, yeah-- but be careful was judgment about the goal or the progress from the accountability buddy, it is important that this accountability buddy person acts as a support system to help their partners stay on track.

That's interesting, right? Oh, Kathy, thank you for saying when it's specific-- it truly helps. Good, good, good. All right. Oh, and then Maggie-- yes, we're going to talk a little bit about barriers in a bit. Yeah. All right. So goal setting had many benefits, but sometimes student's goals are too broad or too far off in the future for the students to be able to see progress towards them in the short term, so-- and other times students have difficulties expressing the larger goals they want to attain.

They may be in our classes just to improve English, for example, but they can't always see the bigger picture or articulate the reason why they want to improve their skills. Using a form like this can help set a SMART goal-- specific, measurable, and-- what was A? I'm blanking, can you help? SMART goal. Relevant and time-bound. I'm missing A.

Attainable-- thank you, thank you for your help. Yes. So to help students set attainable SMART goals-- specific, measurable, attainable, relevant, and time-bound, or accessible. Excellent. Thank you for your help. Yeah. And then you can set the timeline as well. All right. And let's see. Goals can be categorized into two types of goals.

One type is tied to better learner persistence. Have you heard of performance goals versus mastery goals? Let's take a look at some of the characteristics for each. And let me know which type of goals connects to adult's persistence. So performance goals-- students with performance goal seek to demonstrate ability to others and they're often focused on winning, looking good or looking smart, or being evaluated well, such as getting good grades.

For example, an example of a performance goal would be I will pass the test. And mastery goals-- students with mastery goals seek to improve and learn no matter how awkward one may look to others, seek out challenges, and persist in the face of difficulties. For example, I will do better on the next test than I did on the last one. So which goal do you think correlates with better persistence?

Mastery or performance? You can put in the chat if you like. Mastery. Yes, thank you. Yeah, mastery goals connect better to persistence. It relates to growth mindset as well, right? And which type of goal most resonates with you and why? If you could put in the chat. Think about those two different goals. And I believe there is a link to a longer handout about performance goals and mastery goals.

If you can think of which one, do you know which one resonate with you most? You think mastery goals resonate better? More open-ended? Mastery-based assessment in your classes. That's great. Gravitate towards performance goals. Excellent. Thank you. I think there are time and place for both, but mastery goals can support-- developing mastery goals can support students persistence and-- yeah, but let's see.

Because they will help students develop a growth mindset and compare their progress and the progress over time rather than comparing with other students. OK. Now let's take a short quiz to check in. I hope everyone can use the reaction feature check mark or a red X if you can, otherwise please type in the chat your answers. There is more coming in, there is a goal setting method called WOOP, Wish Outcome Obstacle Plan.

Wonderful. Thank you for sharing that. Yeah. So I'm going to show you a goal. We have asked students to develop a goal for the upcoming exam and identify which of the goals of the following slides are performance goals or mastery goals. And if you think it's a performance goal, please use that red X mark or put in the chat, performance.

And if you think the goal is mastery goal, then react with a green check mark or put in the chat, mastery. And we ready? So through the exam, I want to show what I learned and what I can do. Would that be mastery or performance? Any reactions coming in? I'm sorry, I can't see everyone, but what do you think, performance or mastery?

Well, let's see. It's mastery goal. Because it's about their learning and not comparing with other people. OK. How about, I just want to pass this class-- would it be performance or mastery? Anyone? Performance. Thank you. Performance, yes. That would be a performance goal-- just want to pass this glass. OK. How about, I want to be fluent and ready for interviews-- mastery or performance?

I don't know if people can do reactions, but-- I'm sorry if you are reacting, I cannot quite see it. But mastery? Performance? Mastery? We would say it's a mastery goal, it's about someone's-- it relates to further goals that pass that class. What is it that they are learning English for, for example. OK. I want to score the highest in my class-- what would that be, performance or mastery?

Definitely, performance. Thank you, Kathy. Yes. Right. It's not-- this is about competition, right? So this is just for fun in a way, but it's important to talk about goals where it connects to growth mindset or mindset that connects to students persistence.

And then to close this goal setting for performance section-- persistence-- I'm sorry, this goal setting for persistence section, let's remember to help learners identify goals, identify benefits and barriers to reaching goals, and ways to overcome barriers, create a goal plan, and evaluate progress, and revise goals as needed. OK. Now, let's talk about-- thank you for waiting.

One of you said we want to talk about barriers-- identifying and overcoming barriers for retention and persistence. So let's brainstorm together. What are some of the common barriers our adult students face? What is the one barrier that most students face, and what is the barrier that is the hardest to overcome?

One and two, if you could put in the chat-- time, transportation, family responsibilities, work conflicts. Any other barriers? Work, family responsibilities, economic stress. Yes, barriers can be situational like conditions at home, child care needs, work demands, transportation, and lack of time-- see more-- family commitments. Yes. Giving up. Yes.

It could be dispositional and social like lack of confidence or fear of failure. It could be coming from stereotype threats, or learning challenges, lack of support from family members, things like that. And then it could be also institutional at the systems level, instructional factors, content may not relatable, or programmed factors such as course availability and schedule, or complicated registration processes.

Those can be institutional barriers. Application and registration process-- thank you. Yeah, Francisco, it's part of the barriers students face. Citizenship, access, language and cultural-- great. Thank you. Thank you for sharing. We know that our students have many demands on their time, and that they often face several barriers to overcome in order to attend classes and persist in their studies.

Yeah, students must first perceive our courses as being important, useful, and interesting, and we're saying investment of their time, and that is important to keep reminding them of the benefits of the education they are getting, and explicitly connect what they do in class to their goals. We talked about goal setting and making sure that you are making explicit connection between their goals and what they do in the classroom. And they also need to perceive that they have resources and opportunities available to them to achieve their goals, having support from their community and also being surrounded by a social group that engages in the same behavior like a class community. That's important as well.

Yeah, once we have established value, we can help students address their barriers with a supportive community. Yes, time is also a big barrier for our busy students. But being aware themselves is the first step. In a study conducted regarding systemic barriers, just being aware of their barriers is an important first step for adult students.

Cummings et al. found that-- they asked 150 students in pre-GED classes to identify forces in their lives that either hindered or supported they are persisting in classes. And the researchers found that when students were aware of those forces, they could take action to manage those barriers and increase the chance of attaining their goals. So that's interesting, right? Just aware being.

So using a simple chart like this to help students identify their barriers and strategies to bust them would be helpful during the onboarding process or at the beginning of the semester. So just help them make aware of their barriers. And also support systems-- identifying support. Here's another simple chart to identify student support community or connect them with accountability buddy or mentor for example.

And also making plans for success can really help students' retention and persistence. Again, this reminds me of behavioral economics, but the more specific the planning stage, the better persistence. One of the studies I saw for-- I believe it was for the flu vaccine on the college campus. They found that more students show up to the health center when staff gave a map and drew a line to indicate how to get from their classroom when compared to the people who only received a printed map. So the more specific you can plan their studies together, it helps students persist.

All right. So another poll time. You will see a list of things on the poll educators can do to encourage students to persist. Take a moment to select those that you have done or your school has done and please select all that apply. You should be able to pick more than one-- multiple answers and which strategies have you tried. And also in the chat, you can put in which strategies you haven't tried, but you would like to try.

Well, Diana, now, I can see. Now, I can see the progress.

Speaker 2: Yeah, not sure why the first one didn't work.

Sachiko Oates: Thank you. Which strategies have you done? So these are some small things that educators can do to help students persist in your programs. Thank you. Lots of answers are coming in. Yeah, and if you are done, think about things you haven't tried, but you-- if there is something that you would like to try in the future, please feel free to put in the chat what you will try next.

All right. Maybe a few more seconds. Oh, Tina, thank you. You would like to expand goal setting. Great. Yes, brainstorm with counselor. That's a great idea. All right.

Diana, perhaps we could close the poll. Are we ready to close the poll? Did everyone who wanted to participate participate? All right. Let's share the results.

Thank you. All right. So most of you use email, text, or phone. You tell the importance of regular attendance, great. Class contact is little, less popular. Let's see. Yes, provide information about counseling, wraparound services. Oh, yes, stopping out and dropping out.

So when life happens, we often tell our students, it's OK to stop for a little bit, but we are always open. So when your situation changes and allows you to come back, we are here for you. That kind of messaging could be helpful. All right, so I hope this list was helpful. Now, let me end the poll. Thank you, stop sharing.

All right. Let's move on. OK. Did I skip? I'm sorry, let me go back. No, this is good. So how many of you offer online or hybrid options? Thank you. I see you Maggie. Anyone else?

Tina, thank you. Lisa, thank you. Oh, Lisa, I think I may know you. Right? Francisco, Caitlin, Jessica, thank you for-- Caroline, excellent. So while distance education offers more flexibility for some, there are some unique challenges online learners face. And these are found to be the major factors associated with student persistence in an online program of study from a review of the literature.

So auditory learning style, lack of digital literacy literacy, difficulty in accessing resources, isolation and decreased engagement, lack of computer accessibility, personal life barriers, poor communication. Do they sound familiar? Or-- There are certain things we could do like supporting students with digital literacy and definitely incorporating those skills into your curriculum.

But communication is key, right? And I think in the next part, there are some low-cost ways to leverage technology that have been proven to be effective with adult learners. And texting students-- I think-- I know many of you communicate with students. Have positive results in a few studies--

A large scale study done in 2015-- this was actually done in the UK. They found improvement in students attendance rates as a result of texting students. In the experiment, multiple messages and prompts were sent by the school via text throughout the term. And the messages targeted three types of barriers-- lack of social support networks, lack of positive feedback and encouragement, and then planning problems like, next week, we will have costless testing, or deadline for your writing assignment, or that kind of planning issues.

Through those simple, motivational, and reminder text messages, 36% fewer students dropped, and there was a 7% increase in average attendance. So that's interesting study and interesting results to think about-- through texting and targeting those barriers in your text. But this study was for in-person classes, but research on online courses also shows that strategic encouragement like this increases persistence and also completion rates.

One study, in fact, showed that interventions like this play even bigger role in online classes. However, it's important not to overdo it. Be tactical and have a coordinated schedule. You don't want to be inundated by-- students don't want to be bombarded with many text messages, which sometimes I feel about my children's schools. My kids are in two different school districts, and I get a lot of texts, so I get overwhelmed sometimes.

So don't overdo it but be strategic about it. And closer to home-- And more recently, a study was conducted with the support of OCTAE, Office of Career Technical and Adult Education on the effects of text messaging. 10 adult education programs across the United States participated, and you can find the 2021 toolkit online. You can see the picture of this here.

And it's linked here. This includes information about the study and a program planning tool, a checklist for text messaging platform features, sample prompts, and more, and the final report will be released, I believe, this fall. Soon. So keep an eye out.

All right. And besides calling, emailing, or texting, technology also affords a lot of other ways to keep students connected to school. When we can, we should make efforts to extend the classroom beyond the four walls of classroom by including some sort of online or tech related components to continue to build the community outside of class time, especially, in the online class or remote classes.

What technology tools do you use to communicate with students currently? I know some of you use social media for marketing. Do you communicate with your students using any technology tools? If you have ideas or something that worked very well for your school, please put in the chat.

Well, thank you, Cathy. Use SMS, and keep it easy and short. Easy to target and then keep it short. Virtual meeting through Google Meet-- oh, great. And also there are other ways to leverage technology besides social media to encourage attendance and persistence, and boost students motivation, right?

Checking in early and often with students to build our relationship with them show that we care and ensure satisfaction. It's important. And send nudges, small personalized interventions that encouraged targeted students. It could be struggling students but also could be students who are doing very well. And we want to make sure that the class is challenging enough and interesting enough for them.

And offering one to one conferences, office hours, meeting via Zoom like this for online students can be helpful as well. And LMS announcements. And in online instruction-- I know some of you have distance education options. Regular and effective communication must be included to continue building the online community. And we can plan both structured and unstructured student interactions with students and also faculty or teachers.

And let's see. And it's important to allow for a variety of modalities and tools for students to express themselves. Always keep equity in mind-- who has access to what, that kind of things, and who has digital literacy skills to complete certain things as much as possible. Offering options is always great.

This is our final topic, I think-- student support services for retention. This is an important component, right? Research by Achieving the Dream shows that we need to provide students with support that is sustained. Students' needs are met from the moment they enter the program until the moment they exit to ensure that no one and nothing slipped through the cracks, which is hard to do. But at least we should aim for it.

This also builds students trust in the program. For example, rather than students just having individualized conversations about their needs and intake-- ongoing conversations be it with a case manager, teacher, or someone else ensures that their needs are continually met. Or students who want to try some distance learning will then just receive a computer to try at home on their own with no guidance or support. They would be given training on how to use it and have check ins to see how things are going for them and their progress.

And support services needs to be strategic. Supports are effective and efficient, and addresses students' needs. For example, rather than having child care available all day, if you find that those in need of child care only have classes in the morning, the resources can be redirected to other things. And student support services should be integrated.

Services are interconnected rather than standalone interventions. For example, having a system that allows all teachers that work with a student to see each other's case notes so that they know what's going on would be helpful. As much as your policy allows, sometimes student records can be sharing student records can be tricky.

And student support services should be proactive. Potential solutions are discussed as soon as a problem arises rather than once it may be too late to do anything. For example, if someone missed one class, and the teacher found out that it was because the student was nervous about a test, the teacher could connect the students to tutoring services, or offer different ways to take a test, or show their learning.

Let's see. And then the last, it should be personalized. Services are tailored to students unique and diverse needs. These hold true not just for-- in this report that's linked here, it's about community colleges, but those apply to adult schools as well.

Student Support Services-- to recap, they identify challenges your students may face regarding participating in or completing a program. Then they take time to identify what kind of support services your agency has access to, either in-house or via partnerships. And they can assist your students.

And you can identify counseling needs for programs and the services you already offer. Could your program benefit from additional counseling services to help students identify and fulfill their career pathway goals, or is this something your agency is already doing well? And also you can research mentoring and tutoring services available to your students and consider how those services can help your students succeed in your program.

And also identify if the service is readily available to your students are sufficient, and if not, add more. Again, to share-- Oh, I wanted to share some of the practices that-- when I working for community college, a former institution, we focused on providing workforce preparation support for ESL students. That worked out really well. They didn't always get that workforce prep interview practiced with the coach and that kind of support.

So one last year, I think we had an opportunity to offer that, and that was great. So you can look at where the gap may be for your program, and focus on something that you could add this year. OK. So this chart is from Jobs For The Future, and they put out a wonderful publication on promoting persistence through comprehensive student support.

And here are some services from the article that are related to student support for persistence-- academic advising, career services, non academic advising, financial services, and social services, and counseling. And even though many of your classes may be tuition-free, but financial support is still relevant because for many adults, time away from paid work can also be a financial factor. And you may also offer low-cost or fee-based CTE programs.

Those five areas-- you could see that-- I could share-- you see the more detailed chart here. So you can see some of the examples. And now, if we could get into breakout rooms, and you can-- I can put this in the chat-- discuss some of the areas you would like to expand,

Or you can share ideas on anything we talked about so far. We talked about recruitment, intake and onboarding, goal setting, support services. So this is your time to share your ideas with your peers in this group, and I'm going to put the link to this particular document about student support services in the chat if you would like to take a look.

And look at this chart and then brainstorm with your teammates or breakout roommates to discuss what area you would like to focus on this year.

Speaker 2: I'll do 9. Is 9 breakout rooms OK?

Sachiko Oates: Sounds good.

Speaker 2: We have about 43 people. OK.

Sachiko Oates: OK, let's spend about 10 minutes in the breakout room to meet your colleagues, share your ideas, and get inspired.

Speaker 2: OK. Sounds great.

Sachiko Oates: Thank you, Diana. Diana? Can you hear me?

Speaker 2: Yeah, I'm trying to-

Sachiko Oates: There are few people. Oh, OK. Thank you.

Speaker 2: I'm going to move them.

Sachiko Oates: OK. Thank you so much.

Speaker 2: Well, a lot of them have two people. OK.

Sachiko Oates: Yeah, I think two to three people would be great.

Speaker 2: Yeah.

Sachiko Oates: Perfect. Oh, Lisa is alone in room five. Perhaps we could-

Speaker 2: Oh,OK. See her. Sorry about that. Yeah, I'll put her to room four.

Sachiko Oates: OK, great. Thank you. I think everyone has a partner now, right?

Speaker 2: Room 6 has two people. Should I spread them out? Or-

Sachiko Oates: No, I think it's fine. At least they have someone else to talk to. I just don't want one person to be waiting in the breakout room by themselves. OK, thank you so much, Diana.

Speaker 2: Of course, yeah.

Sachiko Oates: I'm going to help my daughter get her hair done for her belle. I'll be I'll be back.

Speaker 2: OK.

Sachiko Oates: Diana?

Speaker 2: Yeah, I'm here.

Sachiko Oates: Thank you. I'm back, and I'm going to pop into a few different rooms just to listen in.

Speaker 2: Oh, OK. Let me know when you would like to close the rooms.

Sachiko Oates: Yes, I think we open it at-- I want to say three--

Speaker 2: It was three-- let me see. Hold on, I wrote it down.

Sachiko Oates: We said like 10 minutes so-

Speaker 2: Yeah, it was like 3:33.

Sachiko Oates: OK, let's do five more minutes.

Speaker 2: Five more minutes? OK. Do you want me to assign you to a room, or do you have that access? I don't know what you see.

Sachiko Oates: Oh, I can join different rooms. And then one more thing, Diana. I can see that there are 16 participants now, but I think we had about 25 earlier. Do we-

Speaker 2: Yes. Some have not joined. They're still on Zoom. They just haven't joined the room. So when I closed the breakout rooms. They should they should revert back to the original meeting.

Sachiko Oates: OK, all right. Can we get the total number--

Speaker 2: Of the participants?

Sachiko Oates: Mm-hmm.

Speaker 2: Sure, yeah.

Sachiko Oates: Thank you so much.

Speaker 2: Of course. OK, let me join.

Speaker 3: It's the never ending project.

Sachiko Oates: Can you hear me? Are you still here?

Speaker 2: Yep.

Sachiko Oates: Thank you. Thank you. OK, I'm back. I was able to hop into three rooms. Can we send a one minute into-

Speaker 2: Yeah.

Sachiko Oates: Yeah, that'll be great.

Speaker 2: Of course. OK, it's a 60 second countdown.

Sachiko Oates: OK, great. Thank you.

Speaker 3: I'm going to go tell my friend-

Sachiko Oates: Welcome back. Welcome back. [audio out] the breakout room go? I heard. I was able to hop into a few rooms and heard the conversation going. Thank you for sharing your resources and ideas with your colleagues. I hope that was helpful to you.

And it was great to see some of your faces. It was hard for me to see people's faces while I was sharing, but let's move on to the wrap-up. I'm going to share my screen again. OOps, Am I sharing the screen-

Speaker 2: Yes, you are.

Sachiko Oates: OK, can you see the wrap-up presentation page?

Speaker 2: Yes.

Sachiko Oates: Yes, OK, great. Thank you for joining us today. And we covered a lot in an hour and a little bit today, and we talked about recruitment and retention strategies. What strategies do you want to try that you haven't already implemented? We discussed social media, lead generation, and follow up, or including languages spoken in your area, or outreach materials, low-tech options, radio ads, or different things to incorporate.

And also we talked about goal setting with performance goals and mastery goals, also some of the behavioral science theories, backed practices. So if you could put in the chat or unmute and share what your takeaway has been for today, and what you guys talked about in your break room if you don't mind sharing.

If you have some great ideas to share that would be great to. Whether you can put in the chat or unmute and speak, it doesn't matter. And also thank you, Diana, for putting the evaluation link. Please provide feedback, if you can.

Sachiko Oates: Anyone want to share? Tina, thank you. More goal development. Great idea. Setting goals can go deeper-- definitely. Barriers discussion-- it is very difficult to dismantle every goal, all the goals. I mean, not the goal. Barriers. All the barriers that our students face

Financial services-- thank you, Anna. Students definitely could use some of those support services, wraparound services, and what's available could vary locally, so building partnerships, I think, can be key.

Thank you for sharing a few takeaways. Please keep the conversation with your staff and colleagues at your location-- your agency. I think this is something that you could continue-- talking. And I know COP has the evaluation link already. This is our CalPro evaluation, but we should probably keep it simple by using the feedback form that's in the chat currently.

All right, so that's it for so this session. Thank you again so much for spending the afternoon with me and have a wonderful rest of the summit. Enjoy your professional development. And I hope to see you in perhaps some other CALPRO offerings this year.

All right, if you have any questions or comments, I'll stay on for a few more minutes. But thank you so much for joining us today.

Speaker 2: Yeah thank you so much for a wonderful presentation. And thank you, everyone, for participating in the first day of KEEP Summit, 2022. I take a moment to provide feedback in the evaluation. The link is posted in the chat. Thank you, everyone and have a great day.

Sachiko Oates: Thank you. Oh, great, thank you, Andrea. Thank you, Caitlin. Thank you. Thank you, Anna. Thank you, Andrea. All right.

Speaker 2: All right. Have a good one.

Sachiko Oates: Thank you, Diana. Oh, did we have 25? Or--

Speaker 2: For breakout rooms?

Sachiko Oates: No.

Speaker 2: Or total?

Sachiko Oates: Total.

Speaker 2: Oh, total, we had 47.

Sachiko Oates: All right, thank you so much.

Speaker 2: Total 47 and 12 participated in the breakouts.

Sachiko Oates: OK, great.

Speaker 2: All right

Sachiko Oates: 47. Thank you so much.

Speaker 2: You're welcome.

Sachiko Oates: Bye.

Speaker 2: All right, bye.