(SPEECH) [AUDIO LOGO] (DESCRIPTION) Logo, Otan. Outreach and technical assistance network. (SPEECH) SPEAKER: OTAN, Outreach and Technical Assistance Network. (DESCRIPTION) Slide, Otan Outreach and technical assistance network. Face to face online training, news articles, teaching with technology, teachers' and administrators digests, annual technology and distance learning symposium, online resources for adult education. Otan dot U.S., 916-228-2580. Slide, Otan online. Technology and distance learning symposium, an orientation that sticks. Presenters, Christina Hyatt, Corona Norco adult school. Colin Cordill, Corona Norco adult school. Sarah Richins, Corona Norco adult school. (SPEECH) CHRISTINA HYATT: Good morning. COLIN CORDILL: Good morning. CHRISTINA HYATT: Thank you for being here. (DESCRIPTION) The three presenters stand in a classroom. Christina is at the head in front of a large presentation screen. She is wearing a black blouse with red polkadots and a lanyard around her neck. She has short brown hair and a pair of glasses raised up on her head. The other presenters stand to the side and wave to the students. A website in a browser. There is a section labeled an orientation that sticks. Christina uses her hand on the SmartBoard to scroll down through the presentation in the browser. (SPEECH) We are from Corona Norco Adult School, and our presentation is an orientation that sticks. We're going to be going over what our goals-- whoops! Sorry. New to this-- our goals for redoing our orientation. We're going to do an overview of the process that we are now currently using and how it's working. We'll go through some of the pros and cons of how it's working now, how it was working in the past. And stop. Just stop. (DESCRIPTION) She accidentally activates an unwanted drop-down menu. Image is, different classes pose for a picture. In one of them the students hold up a certification. (SPEECH) It's because I'm using my right hand, right? Right click. I use my left hand, it'll stop. And then last, we'll talk about the tools we've used. So to get us started, I'm Christina Hyatt, and instead of telling you all the normal, boring stuff, I will tell you that I was at a Barry Manilow concert last weekend. Whoop! Whoop! Apparently I'm a fan although I didn't know the words. [LAUGHTER] I am. And not only that, I made my 14-year-old daughter be a fan of Lowe. Her first concert she said, maybe I should share this at school. I'm like, yeah, maybe not. So that's me. COLIN CORDILL: My name is Colin. I'm talking through the-- my name is Colin Cordill. My interesting fact, I have two. I (DESCRIPTION) Colin has short brown hair and is wearing a longsleeved light blue button-down shirt with a dark blue blazer over it. He holds a lapel microphone in his hand. (SPEECH) went to an Adele concert in December. I took my wife and my sister and our best friend, and it was amazing and practically life-changing. It was like marriage, kid, Adele concert in Las Vegas, and I'm not ashamed. And Sarah and I bonded over what she's about to share. SARAH RICHINS: (DESCRIPTION) He holds the microphone over to Sarah beside him. She has long dark hair and is wearing a pair of glasses. She is wearing a long sleeve wine colored sweater over a white blouse with black spots. (SPEECH) So in my spare time, I love watching any show or movie with subtitles but specifically K-dramas are my absolute favorite when I need to unwind. COLIN CORDILL: Yeah. So and we bonded over that a ton while we do a bunch of all of our tech work. So very thankful. So I'm going to share about our overall goals for orientation, and why we thought through this process and what happened. So (DESCRIPTION) Colin walks over to the presentation board. (SPEECH) a couple of things. I think I want to just get a feel for the room. So who here has continuous enrollment at their Adult School? So who has like one enrollment a semester or quarter where you get your students and you keep them for however long? OK, well, that's good. Because we're continuing enrollment. I feel like whenever I'm in a room with adult educators, it's like oh, we get one batch, and they're there for 16 weeks, and I'm like wow, that must be so nice for your life. (DESCRIPTION) Scrolls down. Text, overall goals for orientation. (SPEECH) Anyway, so one of our big thoughts was how do we keep orienting students to our school throughout the whole year? Because we know we get this big batch in August, July, what do we do with our students in December and March? We want them to know what's going on. We want them to know our school, but how do we do that? And so we decided as we started looking at this orientation process that we wanted some big goals. And (DESCRIPTION) New section, overall goals for orientation. Scrolls down. (SPEECH) of course, our biggest and-- like the biggest, highest goal is learner persistence. We want to orient our students and register them for the class, and we want them to be so well situated that they can't do anything but persist and succeed with the goals that they entered our school with. And so we spent a lot of time talking about OK, where does persistence drop off? How can we help orient students and help them to understand where our school is so that if they have a work schedule change, or family life change, or they move, or they're in a state of transition with their job and they need to switch, or they need to pivot, or they need to take time off, how do we help them know from the start how to get those resources or how to switch? Versus teachers emailing hey, you've been gone for a month. And like, oh, well, I moved. And you're like, well, it'd been great to know that because I can give you a virtual class, or I can move you to nights, or I can move you to days, or I can move you closer to your home, or we have classes that offer child care. And like wanting them to really know all of our resources. (DESCRIPTION) Scrolls down. Text, unification of program, streamlining and simplifying. (SPEECH) We also wanted there to be unification within each programs, our school separated with high school program English as a second language and create technical education. So we wanted each program to have its own specific orientation and registration process that met the needs of that particular program. But we also wanted them to have a orientation registration that really spoke to the whole school. So it wasn't as if these are like silos of storage where OK, high school program does this, but then ESL has to do this, and there's no overlap. Because then if a student is attending a CTE class and an ESL class, they're like well, it's like a different school. So we really want there to be unification within each own program, but we also wanted there to be a unification of this school that really brought out the diversity, benefits, and great things that our school is doing that other students could know about and then tell their friends, family members, coworkers, people in the community. Another big goal was we want it to be simplified and streamlined. We really wanted them to not be bogged down with too much stuff. So we want them to know about the school, but we don't want them to be overwhelmed by everything and drown within all the information. In the past, we'll talk about this later in cons, we had like some just dead time in orientations at time where students would be sitting for an hour or two, and we really wanted to minimize that as much as possible. (DESCRIPTION) Vision casting for students, fidelity and 100 percent assurance. (SPEECH) And then other two ones here at the bottom. We wanted diversion cast to our students. We wanted them to know that even if they were starting at a literacy beginning low level, that we had plans for them. We wanted them to be encouraged to think about what does technical career education look like? What does getting our GED look like? How does that happen? Where do we go to college from here? Like you can start at our most basic entry-level class, and we want them to know that we're wanting them to succeed however they want. And so we want those avenues to be open and prepared for them at the most basic level or most entry-level class or program we have at our school. And then I think one of our biggest goals-- we bookend these-- so if we have learner persistence at the top, our other bookend is fidelity. We wanted to know as teachers that 100% of the students that entered in my classroom after registration batch all had the same information as each batch of students before. That was a huge thing. We wanted we wanted to make sure that each student who came to our classroom was receiving, as much as possible because there's always that kind of 2% or 3%, we want to know as teachers that they were receiving the same information over and over again. Because a lot of it's really important. Like who to contact, programs we use in class, how to contact the office, languages we offer, things like that. Even in terms of technology, getting devices if they need. There's a whole list of things that can take hours if you're a teacher of having to reorient every single student, which can instead be covered in an orientation. And so those are our major goals for the orientation. This (DESCRIPTION) Scrolls to the top. (SPEECH) is a website that we're using. We're going to share the link with you halfway through the presentation. So I want you all to listen. We wanted you to listen first, no distractions. And then when you can be distracted, we're fine with it. So Sarah is now going to take over, and she's going to give an overview from interest to the end. (DESCRIPTION) Along the left side of the page is a panel with links to individual sections of the webpage. Colin selects overview. New section, an overview, step one, a bullet point list. Sarah takes his place at the front of the classroom. (SPEECH) SARAH RICHINS: OK. So I'm going to take you on our journey of orientation and registration, and I feel like it's really important because it may be a student's first time coming to our school. And as I was listening and my previous session, a student may be brand new to this country, and this might be very overwhelming and intimidating for them, or maybe it's been many years since they've been in school. And we want them to be welcomed by very friendly faces. So to let you know, we do our orientation and registration process by each department, so like each program. So we have a ESL registration. We have a high school program, which includes high school equivalency and high school diploma. And we have the CTE. So obviously, it starts somewhere and that is with a student's interest. So a student has an interest to come to our school, where do they begin? And we direct them to our website, our school website. And on that website they are going to fill out a Microsoft form. And on that Microsoft form they fill out some very basic information, their name, their email address, and they get to select which program they're interested in. And once they submit that form, they get confirmation. We all like confirmation, right? I forget things all the time, and it's nice to be able to go to my email and go, OK, I signed up for this date and this time and they know when their registration is. And not only do they receive this confirmation email but we're all busy adults, we need reminders, right? So they get a reminder email. And all of this as you can see is done through Power Automate. This is not my part of the process, but it magically works. I love it. And so like I said, they receive the emails, and it's great because through Power Automate these Excel files are created. So we have an idea or a pulse of who's coming. And I say that, we know that not every student is going to show up to registration, right? So we can at least prepare for that day and have the materials and the appropriate staff necessary for that date. (DESCRIPTION) Scrolls down. (SPEECH) So once they are registered for their orientation registration, this is-- oh, really quick-- this is what this reminder email looks like. So we have a day of the week, the date, the time. And if you notice here at the bottom, it's from a certain program. (DESCRIPTION) An address. (SPEECH) And this is important because how many times do we have students at our schools that are enrolled in more than one program? And they might enroll at the same time, but they're going to be on different dates and times. So maybe if you have a student that comes to your school, they might be a little confused and get the days wrong, and we can direct them to the right place. And so occasionally a student will show me their phone. And I say, OK, where you're supposed to be, and it's just reassuring for them, and it helps us know where to put them and direct them. OK, (DESCRIPTION) Scrolls down. Text, Step two, step three. A brochure with images of students in class and graduating. Text, welcome to Corona Norco adult school, high school program. A video thumbnail. (SPEECH) so now the students after they've registered online, they come to our campus, and they are there for a registration orientation. The very first thing they do when they come into our classrooms is they fill out a counseling card. And the whole purpose of this is for them to get their student ID so we can put that in TOPS Enterprise, so they can just move on with the process further on out. And I teach in the high school program, and so we have everything set up by computers. And each program varies a little bit because they have different needs, but when we do our registration, we have these folders, we have that counseling card right there in front of them with a pen next to them so they can start filling it out. And then once they fill out that counseling card, I or another teacher have another helper in there like a paraeducator or an aide, and they help take those to the front office. Just to give you an idea of what this looks like. So it is I don't want to say chaotic, but there's stuff going on, and you're walking around the room, and you're helping people fill out information. Sometimes they forget their date of birth, very important. And so yes, so that is our next step. And after they fill out that counseling card, we have more forms for them to fill out. We have to register them. They also have to fill out a barriers form. (DESCRIPTION) Bullet point list. (SPEECH) And like I said, we're walking around this classroom, making sure we're helping answer any questions that people may have, helping them fill it out. And one of the things that I love about this process that we have everyone works at their own pace. Obviously, we want to try to get them in there as quickly and get them out, we're all busy. But sometimes people maybe take longer filling out a form, and they are able to watch this video and take the time, go back, go forward, rewatch a video. So just so you know, at each of these computers that we have in this class, we have headphones. So when it's time for them to now do the orientation video at their own pace, they put them on, they push play, and they get to start it. Here is a video that we're going to show you of our principal Dr. Rublaitus. CHRISTINA HYATT: So this is just one part of the orientation video or slides that students interact with. And when you watch this, you'll know why we put it in because you all probably struggle with the same thing. (DESCRIPTION) Colin approaches the screen and makes the video full-screen. He plays it. In it there is a woman with medium length black hair and clear glasses and a turquoise colored top. She addresses us against the virtual background. Logo, Corona Norco adult school. Text, principal, Dr. Thoibi Rublaitus, Welcome message. (SPEECH) THOIBI RUBLAITUS: Hello and welcome to the Cirona-Norco Adult School. My name is Dr. Thoibi Rublaitus, and I am here to serve you the students, staff, and teachers of Cirona-Norco Adult School community. I welcome you to our school and congratulate you on taking the first steps in meeting your goals. As you complete the application forms today and the registration, I want to share with you three things. Number one, we are funded by the state and federal government. As such we require students to take the test and to be able to show progress. So today as you take your test, this is your first test of the year. So do what you know. Don't worry about what you don't know because what you do will help us to understand what your needs are and the teachers can instruct you as needed and that will help us to show progress at the end of the year. Secondly, we will require you to assess in the middle of the semester and at the end of the year. These test records are what we share with the state and the federal government to show progress. Secondly, you will notice that we asked you for your Social Security number on our registration forms. This is because the federal and the state governments can follow your progress and continue to support you and support who would like us to continue to provide free and low-cost classes. Finally, I'd like to welcome you and tell you that we are here to help you. Thank you for investing in your future and having us help you meet your goals. I'll be coming by your classrooms as you start the school. Hope to see you, and wish you happy learning at Cirona Norco. SARAH RICHINS: OK, so-- CHRISTINA HYATT: It is cute. She's so cute. SARAH RICHINS: She is adorable. CHRISTINA HYATT: We love her. (DESCRIPTION) Colin minimizes the video. (SPEECH) SARAH RICHINS: So it's a nice explanation of, why do I have to take this test again? Because some of these students are returning, right? And they're like, are we taking this class this courses test again? Yeah, but it's very important because that's how we fund their education, right? So they watch that video. Towards the end of this orientation process, there are some forms they can fill out. As you can see, we love forms at our school. It has just automated things and made things a little bit smoother. Some of those are-- one of them is a student technology intake survey. One that a lot of us is very important is a request for a device. So we have Chromebooks that we got money from-- CHRISTINA HYATT: CARES Act. SARAH RICHINS: CARES Act. OK, and so we have times each month where we distribute these devices. And we do have students that are in hybrid classes, and they are in need of these. So they can fill that out. And just like earlier with the orientation registration, they get a follow-up email so they can remember when to go and pick it up. And also they can sign up to get a copy of the orientation in case they wanted to go back and refer to something and also a digital version of this orientation booklet that we have. (DESCRIPTION) Scrolls down. Text, step four, step five. Bullet point lists. Image, a student works at his laptop on a table. (SPEECH) OK, so once they've done all the paperwork, let's see, step four, the students are now going to be receiving those papers back from the office. So during this time of them filling out the paperwork and watching the orientation video, this office should have assigned them a student ID number. And those come back to that room, and they can now start taking their courses tests. And so we just get them set up on that, and we try to prepare as much as where we already have a tab open on their computers. So there's no clicking back and forth, and it's open to where they take a test, and then they enter in that student ID number. And then this final step, they're done taking their tests, now it's time to enroll them in a class. So each student gets to council with the teacher that's running that orientation registration session. And we talk to them, we ask you what depending on the program, obviously, for my program it's do you want to do a high school diploma? Are you interested in equivalency? Students still may have questions that you can counsel them on. And we fill out their paperwork, we write down the teacher's name, the day of the classes and the time, so the students leave that room knowing who their teacher is and when they have classes. Then we send them to the main office where they get a picture student ID. And like I said, they get that orientation handbook, and some students are ready to start school. Yes. AUDIENCE: This is all within the three-hour-- SARAH RICHINS: Yes. AUDIENCE: --it's all. SARAH RICHINS: It is all-- yes, yes. So just really quick I just want you to remember, sometimes students miss their appointments, right? So we can accommodate them, and we obviously want to accommodate students. And because teachers run these sessions, it's easy for us to be able to take a student as a walk-in and be able to register them because it doesn't really take much of our time away from our class. We are having them watch this video. They're filling out a form. And just at the end, we just fill in that paperwork, make sure everything is filled in, and we write down the class they need to take. So that's how we handle the students aren't able to come for those days, and it's not the norm. So it's not like we have a lot of students coming in. CHRISTINA HYATT: Yeah. But just to add to that, because the orientation is self-paced and it's all digitized, you're not getting the one-off student coming in and missing that entire piece, the orientation. That you would normally present to an entire group of students and then the one walks in late, or one comes on the wrong day. Because it's all online, everybody gets the orientation. COLIN CORDILL: And that was one of our goals that it could standalone. That if we all got sick, it could still run. It wasn't person-dependent but it was program-dependent. SARAH RICHINS: Yeah. And it's awesome too because I meet students that are going to be my students. I also say, oh, I know who your teacher is. You're going to love that teacher. This is what their classroom is like. And so you're encouraging them, making them excited about their program and their class. And then sometimes they'll maybe confide and say, oh, well I want to do-- I'm interested in this. And a lot of times, I just have them fill out that form right there because it doesn't take that long to fill up that interest form online. AUDIENCE: So you essentially have an online virtual orientation for students that are 100% online? CHRISTINA HYATT: We do. We do. SARAH RICHINS: Because we do remote testing. It's not the norm now, but that's what we did during the pandemic. AUDIENCE: Great. SARAH RICHINS: Absolutely. AUDIENCE: OK. CHRISTINA HYATT: Any other question? AUDIENCE: You said there's three different carriers in ESL, ASE, same orientation? SARAH RICHINS: It's a little different. Obviously, Dr. Rublaitus, our principal, is part of those. But Collins in ESL, so they run very similar. COLIN CORDILL: I think you should look at that. We're about to share the website, and you can look at our pros and cons. High school program is where we want the other programs to be at. This is why we're talking about it. ESL has always been a little bit clunkier. AUDIENCE: You're trying to get everyone to one-- SARAH RICHINS: We are. Yeah. COLIN CORDILL: This will be happening in fall. No question, no exception as far as-- CHRISTINA HYATT: And as far as the-- sorry. I'm totally interrupting. I apologize-- as far as the slides go, the first set of 10 to 12 slides are the same for every program. Going over the mission statement, going over all the different programs, the different types of classes, meet the office staff, those are all the same, but then we add in program-specific things, for example, in the high school diploma versus high school equivalency, I spend quite a bit of time talking about the difference between those two programs. And the difference between HISET and GED and the pros and cons of each one because that is the question that tons of students come and ask us, especially at the end when we're now asking them to make an informed decision, if we haven't given them any of that information. And to add a side note, if any student wavers at all, they go to the counselor who is our professional. AUDIENCE: Materials for students that needs the information. Maybe they want some [ INAUDIBLE ] on the orientation? CHRISTINA HYATT: Yes, we do. We have an orientation booklet, handbook as well. And the handbook matches the theme, the feel, the look. A lot of the information is the same as what's in the slides as well and then more. AUDIENCE: Do you have them? CHRISTINA HYATT: I took mine out of my bag so that I wouldn't be too loaded. COLIN CORDILL: As you go through the orientation, all of these pictures are linked. Once you get to the website, you can click and watch the orientation. So we'll leave that just a little bit, but if you go to the home screen, you click the first picture that's like click here for this. If you click that, it should take you to our school website, which you can watch through the orientation. So everything that you see is all within public reach, which was so much easier trying to deal with student confidentiality. So everything you see here, anyone can get by googling really well. AUDIENCE: OK. COLIN CORDILL: So that's a good point. Any other question? (DESCRIPTION) A QR code with the Google T Rex in the center. (SPEECH) AUDIENCE: So you're looking at everyone on the same page, everyone uses same orientation, does that mean any teacher-- do you accept teachers run these? Any teacher could then do the orientation? COLIN CORDILL: Yeah. AUDIENCE: Teacher from the orientation. COLIN CORDILL: Yeah. CHRISTINA HYATT: And classified staff. COLIN CORDILL: We have a courses paraeducator, basically a support staff who runs courses and stuff, but teachers are supposed to be able to run it. So I mean, as always you have more tech savvy staff and more time available staff, and those are typically the ones who end up running registration. But the idea is that every teacher can run that any time. AUDIENCE: That's very good that it works for all the schools. I do everything. [LAUGHING] We have one secretary and one para. That's it. CHRISTINA HYATT: Well, in some of the materials we've created have made it such that one person could do it all. You'll see some of our handouts that we give to the in-person students. You're going to do these five steps. There's QR codes, there's, checklists, so they know. Yes. AUDIENCE: [ INAUDIBLE ] COLIN CORDILL: So right now we're set up as ESL does the first Friday and Monday, so I missed the registration yesterday, but I'm doing it again on Monday. We do Friday morning, Monday evening for ESL. CHRISTINA HYATT: And then right now high school diploma is doing once a month. At the beginning of the semesters, we do more. But we have found that midway through the year, If you do them too frequently, you're getting one or two versus getting 15 or 16. COLIN CORDILL: But we're looking at using this and streamlining it a little bit more so we could do some type of continuous in a row. We would obviously do that right but on a walk-more, walk-in basis as needed because when you're looking at all these programs, all these students, all these schedules, we really want to be able to meet those, especially because we offer classes every morning, some afternoon, some mid afternoons, and evenings. And if we only offer one time, then we're missing those students who are going to the class that has nothing-- we have a Wednesday, Friday from 4:00 to 7:00 PM. So we have to offer some type of registration during Wednesday and Friday from 4:00 to 7:00. And having three staff and running a whole thing isn't very possible being able to obviously come into the office, sit down on the computer, go through it all. And then we're not burdening the support staff that has plenty of work to do on their own with extra walk-ins. AUDIENCE: You have one site? SARAH RICHINS: We have partner locations? AUDIENCE: Do you do it there? Where do you do it? COLIN CORDILL: Yes, for ESL only. Most of our HSP, high school program classes and CTE classes have been at our main site. AUDIENCE: So they got to go there, right? CHRISTINA HYATT: Yes. COLIN CORDILL: Yes, but we offer orientation and at another site, and then teachers at the partner locations run their own, which is why we're having issues with fidelity with ESL because if a student brings a friend to that elementary school that hosts our ESL class-- [LAUGHS] --so that's why we're really working on this. And ESL is quite clanky is because we really need those teachers to be able to run it, but it's not fair to them to say, OK, let me teach you for three hours about our school while I have this whole class work. So this is another reason for why we need to do this because we need those teachers to be able to orient the student, and then to also be able to teach their classes but not extra burdened with new students. AUDIENCE: What's the population of you guys [ INAUDIBLE ] like optics. COLIN CORDILL: You mean like numbers-- AUDIENCE: Numbers-- --demographics. AUDIENCE: --numbers. Just like how many students do this every year? CHRISTINA HYATT: 2000 to 3,000, I believe. COLIN CORDILL: Our vice principal is sitting in the backseat. Yeah, we're a really good mix. We're a really good mix of demographics too. And we have probably 50% Spanish speaking but then past that we really get the large chunks of Arabic, Farsi, Chinese, Vietnamese. We're looking at serious chunks of that. So that's one of our goals for ESL, but I'm going to talk about that later. Please, take over. CHRISTINA HYATT: Yeah. These are all great questions. Thank you. Any others on this before we move on? AUDIENCE: [ INAUDIBLE ] You don't assign an ID number until they show up. So they do the form, and you have basically 100%. They have an ID number, they got [ INAUDIBLE ]? CHRISTINA HYATT: Yes. AUDIENCE: In fact, how many don't show up for it? Well, you have the data, right? How many don't show up? CHRISTINA HYATT: So it's been about 50%. But one of the cons of the form we use is students can't go in and cancel an appointment. So they will go on and fill it out with a new appointment. So sometimes it's that they've filled out the form several times, but they're coming to this one. And sometimes they'll miss and call us and say, I missed, can I come? And then there's the others who just it's not the right time or something changed in their life. AUDIENCE: [ INAUDIBLE ] they might get that opportunity, for example, but I doubt they would go back. CHRISTINA HYATT: Yeah. And we looked at using Calendly to do it because that does give the opportunity. But we have to remember when we're building the system that it's not just for the people that are building it and that it affects a lot of people. And we went to the office staff and they said, no, that doesn't work for us. So we had to come back and stick with the form which is working great and allow so many powerful tools with the Power Automate. So we stuck with that. Yes. AUDIENCE: [ INAUDIBLE ] CHRISTINA HYATT: Yep. AUDIENCE: --you get frustrated, how do you monitor that? CHRISTINA HYATT: We haven't experienced that luckily. The counseling card does require like address, phone number, birth date, and then the registration form requires all that again. And we haven't had any frustration with that. They just know. It's just part of the process. It's easier when they're new. Later when they come and they've already filled out a form and we make them fill out another form, they're like, but I already filled out a form. Like, I know but please. COLIN CORDILL: And also the device distribution, we require students to fill out an interest form for device distribution. We verify their class, verify that they need it, and then give the systems time to create their username and password. And then when they come again, they fill out another form saying that they're taking ownership of it, that they're at fault. I mean, it is what it is. It's just a legal thing. But so often they say, I already filled out form. I was like, yeah, you've got to fill it out again. And they're like, it says I need like a picture ID. It's like, your school one is fine. A picture of it is fine. I'm not the government. I just need to know that you're who you say you are. So that's the only time I've ever someone said to me, why are we filling out a form? CHRISTINA HYATT: Yeah. When they've been with us long enough to complain. COLIN CORDILL: Yeah. [LAUGHS] CHRISTINA HYATT: And they know we'll listen. OK. So (DESCRIPTION) Christina gestures to other sections in the sidebar labeled high school program, specific insights. Career technical education, specific insights. English as a second language, specific insights. Tools we use. (SPEECH) I'm not going to spend a ton of time, but we did go through specific insights by program on some of the pros and cons of what was happening in the past and what's happening now. I will say one of the pros of what's happening now is, like we said, every student is much more likely to get an orientation now than in the past. And that information is unified, right? Everybody is getting the same information. Some of the cons are we're not in any language other than English right now. So that's also future casting, something we're hoping to do over the summer is translate these materials into other languages. So every student gets an orientation. They get an orientation booklet. We hope to have those both in other languages. Am I OK? OK. All right. So did I list enough cons? Oh, and then the other one is Nearpod, which I'm going to talk to you about with tools we use. (DESCRIPTION) She selects the section tools we use from the sidebar. New section, tools we use. Scrolls down. Image, the ocean against a rocky coastline with the text an example from Canva. (SPEECH) OK. So here's what we used for putting together our orientation. We used Canva. Is there anybody in here who doesn't-- never heard that word before? That's what I thought, right? Everybody knows Canva. Canva is amazing. Why did we choose Canva? Because we could make the slide presentation, the booklets, the logos, everything to match because we're using the same images from Canva. We also like that Canva is once you use those images, they're yours. You're not breaking any copyright laws. You're not running into this image doesn't belong to us. You can purchase images off of Canva. They do belong to you. You can use the free ones they belong to you. AUDIENCE: Can you upload? CHRISTINA HYATT: You can upload. Yep, absolutely. And so there is a free version. There is a paid version, but there's also an educator version, which is very much like the paid version. So if you want more information on the free versus paid, the link is there. But it really comes down to images from what I can tell. When you have the free version, there's a lot more images that they say you can have it, but you have to pay a couple of dollars for it. But at the end of the day, you pay those couple of dollars, that image now belongs to your school. (DESCRIPTION) Text, near pod. (SPEECH) Nearpod-- has anybody used Nearpod pod before? Two, three, OK. So Nearpod is an interactive slide deck. So we took all of our slides from Canva and put them into Nearpod. Nearpod also has interactive things such as polling and games and whatever. It's great for teaching. And our K-12 district bought it. We got it. So we do have the paid version. And the reason we picked it was because you can require students to watch that video of our principal. We felt it was important enough that they were going to have to take 2 and 1/2 minutes and watch it, and Nearpod does not let them skip. Also we liked it because of the interactiveness. There's a poll in the middle of mine that's like, hey, which-- we just finished talking about all the programs, and we're like, OK, which program did you want to choose? The poll matters to no one. Nobody looks at the answers, but it's just to get them to interact, to get them to be part of the process of choosing their education. So we can also-- we linked out, like I said, to the three forms towards the end. We have them right there do the intake survey form. So our principal came and said, our numbers are terrible. I said, no problem. I'm going to put it in our presentation, and now every new student fills it out. So it's done. It's taken care of. Students are like, where do I get a computer? No problem. They request it on the day they show up. They're more likely to get it faster. Let's talk about the cons of Nearpod, especially the free versus paid. OK. What we didn't know, we have the paid full-on version 250 users. So the first time this happened, Sarah called me in a panic. She's like, it's not working. It says we've exceeded our limit. I'm like, what are you talking about? So we learned the hard way that there is a limit. So every couple of months I just create a new link. Also, any time you want to edit, it it's a new link. So my dear vice principal who's in charge of our website has been very patient with me when I'm like, it's a little emergency. Can you put this on the website? But that link is on the website. Everybody knows where it is. Everybody can find it. Any questions about those before I turn the time over to Colin? COLIN CORDILL: One nice things about Nearpod is it's you can go in and change one thing. It's not like a video where you're like, OK, I've got to go in and fix this one link, and now I've got to recast the whole video, and I've got to reput it down and download it upload it and do all this whole thing. But it's like fixing one thing, one new link, call it a day. CHRISTINA HYATT: Yeah. And that's the cool thing too is like over the year, we've come up with lots of ideas how to improve it. And some of them we've done as we've gone along when it was time to make a new link. And some of them we have made a list for summer project. As you know, summer projects are the best. Hey, so no questions about Canva or Nearpod? So just so you get an idea before you actually look on your pod, it slides from Canva. It's these interactive videos. Like I said, there's a couple polls in there. And then once they get to the last slide, it says, hey, you finished your orientation. Raise your hand and someone will come by to help you start your test. And it takes about 15 minutes or so, which is just enough time for the office to come back with their student ID numbers. So nobody is sitting around waiting on the office, which has been fabulous. AUDIENCE: How many students [ INAUDIBLE ] approximately? CHRISTINA HYATT: We can accommodate up to about 40 in the one room, but if we were to have more students come, we can overflow as well. We have devices and staff that knows how to run it, so we can pull them in an instant. But usually what we do is we'll limit it to about 40 as we try and just use the one room. And then in those times where we get a lot of students at the beginning of each semester, we'll run more sessions, more than one a week. COLIN CORDILL: (DESCRIPTION) Colin takes Christina's place at the head of the classroom beside the presentation board. (SPEECH) In ESL we have about 70 to 100, give or take. And so that's why again, another reason why ESL has just been struggling along where we need to look at languages, we need to look at digital literacy. With high school programs, we're looking at adults who are most likely fluent in English, or there's a lot more competency. With ESL, we're looking at a lot more difficulties. So (DESCRIPTION) Scrolls down. Text, Microsoft power automated. Image, the Microsoft logo brightly lit against a wall. (SPEECH) I'm going to talk a little bit about Power Automate. This is a tech conference so we really want to focus on the tech. So some of these links are from an old presentation. So if they aren't good, just let us know, but these should be good. So who's heard of Microsoft Power Automate? OK. More than I expected. Great. So Microsoft Power Automate is a tool that Microsoft created to act as a go between. So it could copy what Google does. So Google if you create a Google Form, you can go in, and it'll have an Excel sheet that you can have after you create the form, and it auto updates. So every new student who fills out a Google Form, you get their information automatically. That's not the case with Microsoft Forms. You can open the Excel sheet, but it doesn't autoupdate. It's just that one instance of all the answers that you've gotten so far, which is great for backup copies but not great when you're looking at I need to update the list of what's going on. Power Automate was Microsoft's answer for that. Now Power Automate is like an ocean of ability and possibility, and we use a cup full of it at our school because it can do some insane things. I have a friend in the medical field. He works at City of Hope, and he uses Power Automate. I swear I think he uses it for surgery. I don't know what he does with it, but it is insane what he does. We don't do that. We use it for automation and for really talking between systems. So we use it in our office for transfer forms. We use it for TOPS program updates for our office. There's always a backup to it, which is great. So all of the information is hidden behind our district firewall and Microsoft, so we know all the information is protected. We use it for tech request form that students are starting to help. They put in. They fill it all out. I'm actually going to be presenting at this TESOL forum in two weeks. So if you want more information, I'll be presenting only on Microsoft Power Automate on the 17th. So there's a ton that it does there. And so in this program-- 1 second-- this program what we do here is we use it to when the student fills out an interest form, we autopopulate an email that does the confirmation email and sends progress reminders. And the staff isn't having to go in there and click OK, Send, OK, Send. Oh, this email doesn't work. Oh, this didn't work. They don't have to worry about it. It does it all on its own, and it does that at a regular interval. Sorry, sir, what was your question? AUDIENCE: Who actually does the framework for [ INAUDIBLE ]? COLIN CORDILL: I did the start-- oh, sorry-- I did the start of it, and then some people ran away from me. And so our CTE coordinator, who's not here, she and I had like we found it together at the same weekend. We were on spring break, and I texted. I was like, did you see what this was? And she's like, yeah, and we deep dove in different directions because she's CTE and I'm ESL. We met in the middle. So we have a couple of people different hands in it. But in this case, this is pretty easy, I would say. OK, maybe not. But I typically run them. And then I realize because our username shut off every year, so then I shared every single Flow, which is what the dynamic within Microsoft Power Automate is called, with several of my colleagues. So that if any of our accounts went down, we'd save the Flow because those things are really, really annoying have to recreate at least. So yeah. I'm still trying to figure out how to get it to send an email from not my email. Because it's my account so it sends from my email. And I have ESL teachers emailing me, well, I don't know about the student. And I'm like, well, I didn't make any decision. It's an automated-- or I had one teacher, he was so sweet. He would always email me, thank you so much. Thank you so much. And I finally was like, it's an automated email. I'm not sending them, but thank you for responding all the time. So yeah. And (DESCRIPTION) Text, Microsoft forms, Google forms. Image, a white F against a blue square. (SPEECH) then Microsoft Forms and Google Forms are pretty simple. They're just ways that we can track. We have-- I explained here why we use different ones. Google Form is so much easier, and it looks better and it's cleaner. Microsoft Form just has a lot more power behind it, which adds a clunkiness. I think in the next year we might move all the way over to Microsoft Forms, but we don't mind it being in different places. Yeah? AUDIENCE: Is it part of the Microsoft Suite? COLIN CORDILL: It is. Microsoft Power Automate is free. It's just not publicized because it's boring and clunky. Because it's like AI and building stuff in the back. So that's free for any basic. I double checked. It's free for any basic Microsoft subscription. CHRISTINA HYATT: And our CTE coordinator who ran away with it, Google-- oh, no, YouTube she told me. She learned how to do everything she wanted to do on YouTube. Go ahead, Mercy. AUDIENCE: I would just say when you go work with Power Automate system, make sure that more than one person at your school. Because there are little commands and even it feels like maybe a cloudy day can make the command chain break. And you have to be able to-- it's broken for us a few sometimes like someone's password expires. And then it's like a house of cards kind of crumbles, which is not hard to fix. But if it comes on vacation, then we-- so just make sure there's cross training. AUDIENCE: So everybody knows that Flow. AUDIENCE: Yeah. CHRISTINA HYATT: And has access. AUDIENCE: And really it's just a matter of this is what has to happen. You don't have to be super techie, but that information can [ INAUDIBLE ] AUDIENCE: Yeah. I definitely I will just encourage to have a detecting, a group of people that work together in these things as a human. Because you're going to have we're not getting that response anymore, we're not getting any confirmation. People who can go back and check it. I laugh because it is simple, but it is a different language and a different way of doing things. And so it's good to have it always. COLIN CORDILL: That answer your question? AUDIENCE: Yeah. COLIN CORDILL: Yeah. Yeah, and there is a ton on Google, or there's a ton on YouTube. And there are some clear-- there's yeah. The problem is that Microsoft never built it for education, so there's like one video on education. That you've really got to think it speaks-- Power Automate speaks in a language of sellers, buyers, customer, consumer. And so if you read-- I just rethought it. If every student is a potential customer and I am the employer and I am the seller, then everything really makes sense. But it took me a while to be like, oh, OK, so if in Power Automate language every student is a potential customer and I am the seller, then I can like equal out some things and figure out the rest. So it was this was born of COVID necessity. I was in an RV on my way off to vacation trying to figure out how on Earth is this going to work because we need a way to transfer students out of my class, and I can't have six transfer forms sitting in my box at work that I haven't seen in three months. Like we've got something. Anyways, side point. The (DESCRIPTION) Scrolls down. Text, school website. Image, the Corona Norco website with social media icons at the bottom. Text, adult education. (SPEECH) last thing is having a school website. So important to have a nonblock, nonpassword, and just open to the public place for students. So if you don't have one, I suggest a Google site. This is what we have here. You can add your own domain name if you need to. Our district provides its own website. And so you can click on it. (DESCRIPTION) Clicks on the title. Nothing happens. (SPEECH) SARAH RICHINS: Maybe. CHRISTINA HYATT: Just kidding. I'll fix that. [LAUGHING] You can click on it, and it'll go to the website. And then actually, I have it right here. Let me-- (DESCRIPTION) Selects the website from the bookmarks bar. A new tab opens. Clicks on this tab. Adult education Corona Norco website. There is a navigation bar along the top with the following links, home, about us, registration, programs, resources, news and events, staff directory (SPEECH) So you can click on it, and you'll go, and you can see everything. And then we have under resources orientation resources, and then they can go here and look at it. This is the page they see during the orientation, and it's just so nice to have a public face for them to see. And it's great for them to be able to interact with. (DESCRIPTION) Scrolls down the home page. (SPEECH) Our school website has our address, all of our socials. They can sign up for their interest form is here, and so they can put in all their information. (DESCRIPTION) Selects one of the images. A new page with a form. (SPEECH) They can request the device on the website. They can ask for tech help. (DESCRIPTION) Returns to the presentation tab. (SPEECH) It's just a really nice place to have all of our stuff so if we lose it, like when I need to send it to a student, I go to the website, I click and copy the text, and then I send it to them. AUDIENCE: Is that interest form one of the Microsoft form? COLIN CORDILL: Mm-hmm. Yeah, it's a Microsoft Form right here. AUDIENCE: OK. CHRISTINA HYATT: (DESCRIPTION) Returns to the previous tab. (SPEECH) Oh, yeah, it is a Microsoft. You're right. COLIN CORDILL: Yeah. CHRISTINA HYATT: Yep. So that's what it looks like then? COLIN CORDILL: Yep. Mm-hmm. Yeah, so and then we tell them they can translate it. This is something that's been translated up here. So they've got-- we have Spanish and Chinese at the moment. AUDIENCE: (DESCRIPTION) Selects language drop-down menu in upper right hand corner of form. (SPEECH) [ INAUDIBLE ] COLIN CORDILL: All right. CHRISTINA HYATT: Yeah. COLIN CORDILL: Yeah. AUDIENCE: Then that goes to-- AUDIENCE: It goes to a sheet or? (DESCRIPTION) Selects the Chinese translation from drop-down menu. (SPEECH) CHRISTINA HYATT: Yes, this goes into an Excel sheet. And not just one Excel sheet but many Excel Sheets because there's an Excel sheet for each program. So as the program coordinator, I have just the high school program Excel sheet, but I also have access to the Excel sheet that has everybody on it, which would be more for office use. I don't hardly need to look at that. COLIN CORDILL: (DESCRIPTION) Returns to presentation tab. (SPEECH) And that's something you can do in Power Automate. You can tell it to only autopopulate this Excel sheet with this information. That if the student chooses high school program, that Excel sheet will only have the high school program information. And then we have a backup one of everyone for the office, which then helps with you're not worried about things getting deleted which is nice. You can't accidentally delete something. You can't accidentally ruin something. That is the benefit of Power Automate is you can't break it. It's Microsoft. You can bash it, but you can't break it. And so it might not work for you, but you can't break it, which is a nice backup, which I told all the staff a lot of times that you can't do anything to break this so just do what you need to do. And if it doesn't work, let me know, or let us know as tech. CHRISTINA HYATT: And one of the cool things about having our sign-up form on our website plus all of our orientations on the website is our website is now getting a lot more clicks. What's great about more clicks on your website? COLIN CORDILL: SEO optimization. CHRISTINA HYATT: Yeah. And more people are seeing it. And when I just did registration last week, I started asking students, hey, how did you hear about us? We're hearing more and more students say, I found it on your website. We want our website to be the first thing they see when they search. And if we're getting enough clicks, Google thinks we're more important than we are. Oh, no, we are as important as we are, I mean. [LAUGHING] I did want to go back because somebody asked earlier. (DESCRIPTION) Christina takes Colin's place at the SmartBoard and from the left panel selects the link English as a second language specific insights. Scrolls down. (SPEECH) And we have these amazing infographics. So (DESCRIPTION) Image, an infographic labeled CNAS registration process ESL program. A numbered list of steps from one to five. One, sign in with registration staff or teacher. Two, complete registration form. Three, watch orientation. Four, assessment. Five, come by the school office to get school ID. (SPEECH) this is a principle sheet that goes to the satellite locations for the ESL program. So the teacher has this, and it tells the student exactly-- sorry. (DESCRIPTION) Accidentally activates drop-down menu on page. (SPEECH) I'm sorry. I'm sorry. I'm sorry-- exactly the steps that they're going to go through to enroll. This is their orientation. So they're at a satellite location, maybe the teacher doesn't have computers out or whatever, it doesn't matter. They can do it on their phone. COLIN CORDILL: This is our halfway step. I just want to press-- that's our halfway step. We-- CHRISTINA HYATT: Yeah, they're giving-- CHRISTINA HYATT: --are halfway to this, and then we had some feedback and some pushback. And so we said, OK, this is a great half step. Let's keep talking. And honestly, for so many people who are-- especially admin something, we talked about a ton during COVID, and during our talks on COVID and technology is really getting 100% buy-in. If you want to do something and half your stuff is saying, I'm not going to do that, they're not going to do it. [LAUGHING] So apparently they live in a world they can say, no, I didn't know that existed but OK. And so they say no, and so you say OK. Like let's wait. Let's wait it out. Let's keep talking. Let's iron some stuff out. And so we feel like we've gotten way more buy-in so that you can get to the point where high school program, everyone is doing it and everyone understands it, and that's why we've taken longer with ESL. We've got more people, more personalities. So we've waited to make sure we've got real buy-in. And we have a ESL registration committee that has now come together with ESL teachers saying like, this isn't working and why. And we get high school programs to come and say, well, it's not working because you didn't say yes, six months ago. And so now we're going to make sure it works. CHRISTINA HYATT: Any other questions? Yeah. AUDIENCE: CTE, how does it work [ INAUDIBLE ] CHRISTINA HYATT: Yeah. CTE, there are orientations a lot more complicated than the rest of them. (DESCRIPTION) Returns to school website tab. Selects orientation resources from the drop-down menu in the resources tab. (SPEECH) COLIN CORDILL: Aren't they fully digital practically? CHRISTINA HYATT: So-- COLIN CORDILL: She does that over a Zoom, right? CHRISTINA HYATT: --if you want to, the CTE in the interest form one of the questions she asks is, hey, are you computer literate? And if they say yes, she says, would you like to do this registration process on your own? Yes. Then she provides the orientation in an Iorad tutorial. I think you guys have heard of Iorad. Do we need to talk about that? OK. Let's see if we can find it. COLIN CORDILL: It's online. Google. (DESCRIPTION) Clicks on the link career and technical education CTE orientation. New page, near pod, student sign in. Selects the link to join as guest. (SPEECH) CHRISTINA HYATT: OK, you want to bring yours up? COLIN CORDILL: No, it's outdated. CHRISTINA HYATT: OK. Anyway, this is what it looks like Nearpod. We always have students join as guest. We don't ever make them summer classes. Going to be the name of that. (DESCRIPTION) Fills in form with full name. A presentation in the browser. Slide, welcome to Corona Norco adult school career technical education. Flips through the slides. (SPEECH) Let's see if we can find her Iorad. It might be at the very end, and we're going to have to watch that video again probably. [LAUGHS] Anyway, these are all the slides. Everybody has the same. And then when you get to the end of hers, then she goes into the program specific. So this now went to a clickable link. (DESCRIPTION) Slide, career technical education CTE Pathways. Text, computer skills bookkeeping and accounting, child development Spanish-language, skilled trades workforce preparation, new nursing assistant training. A pop-up menu appears with sign in options. (SPEECH) We're going to continue as Colin, I guess. Sorry Colin, I don't know what that is. And I think that these are all clickable now. (DESCRIPTION) Clicks on child development pathway. Slide, child development pathway. Text, foundation class, introduction of child development. Image, a teacher in front of a group of small children on the floor. (SPEECH) So if you're interested in child development, then she clicks it, and it takes you to a new Canvas slides deck. This is a Canvas slide deck. The student doesn't even realize they left Nearpod, but they left Nearpod. And it goes through the details of that class. And then I think-- how do you get back? COLIN CORDILL: Where are you trying to go back to? CHRISTINA HYATT: I don't know. [LAUGHS] COLIN CORDILL: Well, you need to-- CHRISTINA HYATT: I want to get back to where I was before. I don't know anyway. COLIN CORDILL: It was a different window. CHRISTINA HYATT: It was a different window? COLIN CORDILL: Yeah. CHRISTINA HYATT: Oh, is it? Yeah, you're right. It opened a new window. COLIN CORDILL: Yeah. CHRISTINA HYATT: (DESCRIPTION) Colin approaches the SmartBoard and focuses a different window. (SPEECH) Yeah, I knew that. Anyway, I'm not seeing where the Nearpod-- I think the Iorad comes from the Power Automate email. Oh, there is one in the computer skills. I feel like Vanna White. [LAUGHING] No, you know where I think it is, I think it's in when you fill out the registration form, if you say you don't need help, then it does an Iorad. You want to just go to Iorad? COLIN CORDILL: Yeah. CHRISTINA HYATT: We have two minutes, and I'll give you a 2-minute Iorad. So what's cool about Iorad-- AUDIENCE: I have a question, what is it? CHRISTINA HYATT: (DESCRIPTION) Colin searches for something on the SmartBoard. (SPEECH) Yeah. It is a freemium tutorial where you as the person preparing it, you go through and click on the links and type in the things that you would have students type and click on. COLIN CORDILL: Don't look, OK? [LAUGHS] CHRISTINA HYATT: Yeah, we do have an Iorad, don't we? I think there's one in Canvas. COLIN CORDILL: Is it? CHRISTINA HYATT: Or maybe class necessities. It's COLIN CORDILL: Canvas. CHRISTINA HYATT: OK. COLIN CORDILL: Adding students to Canvas. CHRISTINA HYATT: (DESCRIPTION) Scrolls down a page labeled canvas. (SPEECH) No. That's a video, isn't it? COLIN CORDILL: Isn't it? CHRISTINA HYATT: Yeah, I got rid of all my Iorads. COLIN CORDILL: This is an Iorad, isn't it? CHRISTINA HYATT: No. None of those are-- AUDIENCE: So what you're looking at is it in-house tech support, website? [LAUGHTER] (DESCRIPTION) Scrolls down a page labeled necessities. (SPEECH) CHRISTINA HYATT: Yeah, I think it's in there. AUDIENCE: --I don't know how to do this. It's all-house doing all this work so it's all scored right there. CHRISTINA HYATT: Maybe in attendance. [INTERPOSING VOICES] [LAUGHING] COLIN CORDILL: So sorry. CHRISTINA HYATT: We really have. I'm sorry for that. COLIN CORDILL: (DESCRIPTION) Scrolls down a page labeled ESL resources. (SPEECH) Somewhere-- CHRISTINA HYATT: OK, so Iorad, you go through and you click on things, and you type things in, and then it creates a tutorial with a voice that indicates what you should do. Next, click on blah, blah, blah, blah, blah. Next, dah, dah, dah, dah. And it's got the pink light up here where you've clicked stuff. So it's pretty amazing. It's freemium so you only get two with all the bells and whistles, and then you have to pay. But they recently came up with an educator price that's pretty reasonable. And (DESCRIPTION) Colin returns to the presentation to the section tools we use. (SPEECH) we used it a lot in the beginning for creating tutorials, and it worked for the CTE teacher for these students that needed to create an ASAP because Shea does it all through ASAP. They don't do forms. So they go into ASAP. They create their account. They do the barriers form. They have to take a preassessment and register for the class and not pay. And that's a lot of steps that Iorad takes care of. COLIN CORDILL: (DESCRIPTION) Text, CASAS E-testing. Logo, E-tests (SPEECH) And we use CASAS eTesting because it provides instantaneous results. CHRISTINA HYATT: Yep. SARAH RICHINS: So that we can always go back and get scores, and we can place students right away. AUDIENCE: [ INAUDIBLE ]? CHRISTINA HYATT: In the future. Yep. AUDIENCE: [ INAUDIBLE ]? CHRISTINA HYATT: Yeah. The funny thing is we were there. We were there then COVID threw us of that we're going back that way. Yeah. COLIN CORDILL: Any other questions? CHRISTINA HYATT: Can I Curtsy? [LAUGHING] (DESCRIPTION) Christina performs a small curtsy. (SPEECH) COLIN CORDILL: Yes, you can. I'll add our information. Thank you. [CLAPPING] (DESCRIPTION) Slide, Otan online. Technology and distance learning symposium, an orientation that sticks. Presenters, Christina Hyatt, Corona Norco adult school. Colin Cordill, Corona Norco adult school. Sarah Richins, Corona Norco adult school. Slide, Otan Outreach and technical assistance network. Face to face online training, news articles, teaching with technology, teachers' and administrators digests, annual technology and distance learning symposium, online resources for adult education. Subscribe, YouTube Otan Services Adult Education. Like us, Facebook, Otan Serves Adult Education. Follow us, Twitter, Otan.