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A logo appears, depicting a person raising one arm in the air.

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SPEAKER 1: OTAN, Outreach and Technical Assistance Network.

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Text, OTAN - Outreach and Technical Assistance Network. OTAN dot U S.. 9 1 6 2 2 8 25 80.

OTAN Online. Digital Leadership Academy 2022 - Final Reports. Oxnard Adult School. Presenter: Jill Wright, E S L Teacher. May 20, 2022.

Jill stands behind a podium. A slideshow appears to her left. Slide, Digital Leadership Academy 2022 to 2024. OTAN dot U S slash training slash digital dash leadership dash academy.

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JILL WRIGHT: So welcome to our DLAC final report. I am Jill Wright. I'm from Oxnard Adult School. Like I said, I'm presently a team of one.

I'm so grateful to have had this opportunity as I have wanted to participate in DLAC for a couple of years, ever since I heard about the TMAC project. That was a couple of years ago. And I was so excited when Kathy Greaves, our former principal, approved our plan to apply to DLAC and then again when she appointed Vicki Costa to join me after my former partner withdrew at the last minute.

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Slide, Who We Are, an illustration of a woman raising her fist in the air. Text, You Can Do It!

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This was my good fortune to be able to work with Vicki. We learned from each other. And we learned together about our strengths. And we practiced team building, took advantage of coaching and mentoring, and got to know everybody, all you wonderful people.

I am so pleased to have had this opportunity to execute a project which will benefit all the students and teachers at our school. Heartfelt thanks to you all and Penny, Netta, Dr. P, Destiny, and Susan.

So since August 2021, my focus has been assessment and accountability. Previously, I taught ESL and citizenship. And prior to January 2022, Vicki Costa was the other half of our OAS team as the teacher on special assignment. She is now a district special education program specialist.

AUDIENCE: Yay Vicki!

JILL WRIGHT: Yay, Vicki. Yeah. And Oxnard Adult School has been serving students of the Oxnard Port Hueneme and Camarillo areas since 1937 as a part of the Oxnard Union High School district in Ventura County. OAS offers classes in CTE, adult basic education, English as a second language, adult secondary education, and US citizenship preparation. We also have a program for young migrant students to successfully integrate into ESL, ASE, and CTE classes.

At 90%, Oxnard Adult School enrollment is predominantly Spanish speaking, although we also serve students speaking over 10 other languages. Oxnard is known as the strawberry capital of the United States. And we also produce major crops of lemons, celery, and cut flowers. In addition to agriculture, health and manufacturing are also major job sectors in the district. Both the naval base and the deep water port in Port Hueneme are a significant portion of the local economy.

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Slide, Pre- DLAC - a bullet point list.

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So pre-DLAC and prepandemic, OAS experienced uneven distribution of technology services and resources and the need to shift our thinking. We experienced uneven distribution of know-how as well. We had a need to teach and incorporate technology in regular lessons.

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Slide, Pandemic! A portrait of the Mona Lisa wearing a face mask and holding a bottle of hand sanitizer, and a bullet point list.

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Then the pandemic hit, and we grew because we had to. And it was hard. Teachers implemented technology in different ways. Some discovered Google Meet and Zoom and held synchronous online classes.

Some emailed their students. Some texted their students. Some met virtually one on one. Some used Google Classroom LMS. There was teacher collaboration towards learning tech tools and regaining connection with our students. We learned what we really needed, which was curriculum that teaches students and teachers, the technology skills that they need to be successful students.

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Slide, Our DLAC Project Idea 1, a picture of a laptop and a bullet point list.

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So just like everyone else, our DLAC project went through several iterations. Our first iteration was a short orientation class for ESL students prior to entering class. We would teach them how to sign in to email, the online platforms that we use, Google Classroom, and then send them well equipped on their way to class.

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Slide, Our DLAC Project Idea 2, a picture of students working at computers, and a bullet point list.

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Our second idea was a big 30-hour comprehensive technology class starting at the very beginning with embedded COAAPs which would teach students the technology they needed, as well as the literacy objectives in the COAAPs. Then we would send our students well equipped on their way to ESL class.

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Slide, Our DLAC Project Idea 3, a picture of students in a classroom, and a bullet point list.

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So our third and final idea was more comprehensive. We identified the minimum technology skills students needed to be successful in school and used those as our technology objectives. We would start from the very beginning and be thorough and explicit and break down our concepts into more manageable bites. We would embed the technology, COAAPs, the three technology COAAPs, into our concept as literacy objectives and teach both tech and literacy together at the same time.

Each objective contains a literacy-- each objective contains a tech skill, specific related vocabulary, specific grammar, and an assessment of that skill.

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Slide, Digital Skills for Learning and Life, a picture of hands typing on a laptop, a bullet point list, and a bitly link, HTTPS colon slash slash b i t dot l y slash d l a c o a s.

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Our final concept includes four broad sections. And we concentrated our time and efforts on the basic tech skills section. We named our curriculum Digital Literacy Skills for Learning and Life. And you can look at it at this bit.ly.

And we're going to go there now.

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A spreadsheet appears.

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So here is-- here's our curriculum spreadsheet. So over here, I have one particular tech objective, which is identify and demonstrate basic parts and functions of a computer.

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She indicates the column labeled Vocabulary. She scrolls down the spreadsheet, then scrolls back up.

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Then I have-- ooh, it always does that-- parts of a laptop, desktop, Chromebook, tablet, smartphone.

So these are the vocabulary objectives. And that's for the first lesson. Next one would be same things, names of letters, keyboard keys, click, double-click, right-click, swipe. So we try to be comprehensive with our vocabulary. Then the grammar is pretty simple, this is a, what is this, where is this, you, the imperative, go to, click on, swipe, right-click, left-click.

Our tech skill is navigating the device using a mouse or a trackpad and a keyboard, keyboard skills, keyboarding, keyboard shortcuts like copy, paste, undo, redo, scroll up, scroll down, refresh, move to trash. Which device? So a laptop, desktop, Chromebook, tablet, smartphone. We wanted to be comprehensive or I think the term is tech agnostic.

Then our assessment is following a set of written or oral instructions. Students will identify key device components and functions. And then we list what they're going to do.

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She indicates the column labeled Assessment.

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And, here, you see which COAAP we've got associated with this particular tech objective. And we were using the ISTE standards.

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Slide, Roadblocks, a picture of construction on a road, and a bullet point list.

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Just like every other program here, we also ran into some roadblocks, lack of administrative support, conflict, resistance to change. Nobody likes change. It is not comfortable. Yeah.

Many teachers were looking forward to going back, going back to the classroom, going back to paper and pencil. We experienced health issues. Then I took a new job, and then Vicki took a new job with the district. But Susan and everybody else had our backs. And thank you so much.

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Slide, and Transitions, a picture of a three-story building, and a bullet point list.

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At the same time we experienced roadblocks, we also experienced transitions. So last June, we moved from our school of several decades to a new location. And last month, our principal retired. And, today, they are interviewing for the new principal. So we've got our fingers crossed.

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Slide, Now, a picture of a traffic sign that reads, Turning Point, and a bullet point list.

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Now I am a team of one. I work with some colleagues who give input as they are able. And we are awaiting our new principal. We have plans to implement a new onboarding process in the fall. That's still in development, but we're planning to incorporate our basic tech skills in that new onboarding program. OK, now video.

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A video plays. Text, Rap Wrap, It's a rap! Oxnard DLAC Rap. An illustration appears, depicting a woman giving a double thumbs-up, with a speech bubble above her head that reads, Vocabulary.

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SPEAKER 2: Sign in. Sign out. Log in. Log out. Power on. Shut down.

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An illustration of a different woman appears, with the same speech bubble. The illustration of the previous woman appears, depicting her on a poster that reads, You Can Do It!

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Email address. Username. Password. You can do it. Try your best. You can do it. Try your best.

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The woman holds a marker. Text appears above her head, Problem Solved, with the word Problem crossed out.

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Connectedness. Restorative. Relator. Learner. Strategic. You

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The second woman appears with her arms raised above her head, and rolling her eyes and opening her mouth.

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can do it. Try your best. What's my password? What's my username? Oh, it's the other account.

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She raises a barbell over her head.

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Positivity. Includer. Activator. Adaptability.

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A picture of a smiling woman appears, followed by a picture of three people posing in front of a school.

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Destiny, Neda, Penny, Dr. P. Destiny, Neda, Penny, Dr. P.

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Text, That's a wrap!

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JILL WRIGHT: That's wrap.

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Text, Developed by Susan and Jill. Wrap, Rap, It's a Rap. Produced by Susan G.

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OK.

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OTAN Online. Digital Leadership Academy 2022 - Final Reports. Oxnard Adult School. Presenter: Jill Wright, E S L Teacher. May 20, 2022.

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