CALPRO Instructors Forum 09212017

A certificate for this webinar And you can request it either by emailing me or by emailing And I will put that email address in the chat pod as well And at this point, I will hand it back over to Marian Thank you Thanks, Jennifer Looks like a lot of you are old hands at this, but you never know if there’s somebody that’s new to webinars I guess eventually we’ll be able to not even do that anymore Everyone, it will just be like dialing the phone But meanwhile, we want to make sure you know what’s going on And we have Tricia Ouellette here with us today talking about post-secondary transitions and what they’re doing at Mount Diablo Adult Education And Tricia is the perfect person to talk to us about this She’s the Program Coordinator for the ABE, ASE, and high school equivalency department at Mount Diablo Adult Education And she’s also the co-chair of the ABE Work Group at her consortium, the Contra Costa County Consortium She’s been in adult education since 2005 And I always like to tell people that before that, she was a project coordinator for clinical trials in a pharmaceutical company And she said, even though she’s working really hard now, it’s less stressful than When you make a mistake, it’s not like lots of people will die if you did something wrong with the drug So we’re very happy that she made the transition to adult education And with that, I will turn it over to Tricia Thank you, Marian Welcome everybody Can everyone hear me OK? I just want to double check I guess better yet, maybe I should just say if you are having problems, please check in the chat room Maybe that’s a better way to do this So welcome As Marian said, my name is Tricia And I’m from Mount Diablo Adult Education, which is located in Concord, California Prior to that, though, I wanted to let you know as well that I used to be a teacher, an adult school teacher at Vallejo adult school And I taught ASC classes as well as ESL classes So welcome, everybody I’m here today not because I’m an expert in post-secondary transitions, but rather in the spirit of sharing what we’ve been doing at Mount Diablo Adult Education, as well as what we’ve been doing in our consortium, our Contra Costa County Consortium Our consortium consists of eight adult schools, Pittsburgh Adult School, Martinez Adult School, Antioch, Acalanes, Liberty, West Contra Costa Hope, Mt Diablo Adult School– hopefully I didn’t forget anybody there– and three community colleges, Los Madonna’s Community College, Diablo Valley Community College, and West Contra Costa Community College And so I’ve been very fortunate to work with the instructors and people at those institutions And they’ve helped me tremendously with my own job at my own school And so today, what I wanted to talk about, the objectives for today, is really to analyze the importance and benefits of supporting successful post-secondary transitions I think that’s quite obvious as to how it benefits the students But I want to talk about how it benefits the adult schools I would like to define the skills needed for successful post-secondary transitions And as I’m going along, I’m going to tell you about some of the bumps and boo-boos that have been– and challenges, let’s say, that have happened as well And one of the things, my first year participating in our AEBG consortium, was very frustrating to me And the reason why was because the group that was there really seemed to only want to have the conversation, how can– what’s the fastest way we can get all the students from the adult schools to the community colleges And that seemed to be like that was the only conversation that was happening And so it’s been very frustrating to me because my feeling was, these transitions need to be successful transitions And these students need to be prepared And at the very beginning, there wasn’t much thought, I thought, that went into what skills needed to be– what skills the students needed to have before they would transition over And so thankfully, since then, we have gone and had a lot of those conversations And a lot has been done about that And so I’m happy to share that with you today And then lastly, to identify some of the practices to promote post-secondary transitions, what we’re doing at our school OK? So before we go too much further, I would really like to know who all I’m talking to And so we have two little pods here that we would like for you to answer If you could let us know if you– what role you play at your school, if you’re an instructor, an administrator, a counselor But then also what type of agency

you work for, whether it’s adult schools, community colleges, libraries, correctional facility I would appreciate it So let me give you just a few minutes to finish that Looks like we have a lot of adult school people here Welcome And a few community college people as well So welcome Glad to have you with us OK So I’m not seeing anything really move, so I think we’re OK Let’s see if there’s anything else of noteworthy OK And some transition specialists Good We have some wonderful transition specialists working in our consortium as well And they’re doing some really interesting things I’m excited to share that with you as well OK So moving on here Let me get back to– so objective number one, the benefits of a successful post-secondary transition As I said, it’s pretty obvious how it benefits the students, how it benefits the communities Obviously, educated and skilled workforce benefits our communities Employers want to have their companies in areas where there’s a skilled workforce And generally, communities that have a good economic environment are generally safer So that’s all very obvious But I also wanted to kind of bring up how making the transitions a priority at our school has actually benefited our school And the first thing is really that it has motivated our students And so by making the– talking a lot about goals, talking a lot about post-secondary transitions, and really making that a focus of our school has really motivated our students And motivated students have better persistence And so it’s increased the persistence at our school, as well We’ve also used the things– our staff that does the post-secondary transitions and the things that we’re doing to help students transition– we’ve used that as marketing tools and as recruitment tools And I’m happy to say that we have a big wait list, a much bigger wait list this year than we’ve had in previous years And I think that, potentially, that could be part of it The last thing, benefit for us, was kind of an unexpected benefit And we have, on our campus, we have an ESL department, a C-Tech department, adults with disabilities department, a parent ed department Our lifelong learning department is at another campus But when we started working on these transitions– and not only just transitions to post-secondary but also transitions among our campus– it really increased the collaboration between the coordinators on our campus, between the teachers on our campus And so I think it’s really been a huge benefit for us Not only are we working more closely with other adult schools and learning from other adult schools, but we’re learning from the community colleges and we’re learning from the wonderful people that are on our own campus that maybe we don’t see very often Now yes, it’s a benefit But it’s also a requirement, right? So a couple of weeks ago, we had CASAS and AEBG come to our campus for our consortium to do an AEBG accountability training And it was a wonderful training My understanding is that they will be going all over the state of California providing that training to other consortiums as well But the thing that I found the most interesting is that the focus is really on outcomes There’s really a strong focus on outcomes And so yes, it will still continue, you know, to be– the benchmarks will still continue to be monitored– the CASAS store, whatever testing that you’re using They will also continue to monitor the data for the high school diploma graduates and the high school equivalency graduates But also the thing that I thought was really important is that they’re also now monitoring the transition to post-secondary And so some of that data is self-reported And so that is why it’s really critical, in addition to doing the practices and working on the things that will help our students transition, we also want to really keep in mind that we really need to focus on the data It would be a shame to do all of this wonderful work and then really not have the data to show for it And because some of it is self-reported data, we need to get systems in place at our schools

so that we can record that And we’ll be talking a little bit about how we’re doing that at Mount Diablo a little bit later Some of the data is state level data matched data And potentially, they may be doing some self-reporting at this point But maybe later, some of that will be state level data matched So that’s just another good reason why we need to get our systems in place now So objective two, skills needed for successful transitions to post-secondary And as I said, this has been, I’m very passionate about this Because like I said, I don’t want the students to transition– getting them over to the community college or into a C-Tech program– getting them that piece of paper does absolutely no good if they don’t have the skills to be successful at their next step, whatever that next step is And so we’ve put a lot of thought into what skills Our consortium ABE work group has put a lot of work into defining those skills The good news is that really, the College and Career Readiness Standards have established a lot of those for us The College and Career Readiness Standards were developed for adult education And it was to help the adult schools develop curriculum to– for skills for adult learners to be successful in colleges, tech– sorry, can’t talk today– technical training programs, work and citizenship, in the areas of language arts, literacy, and mathematics However, I would argue that these are no longer really College and Career Readiness Standards, but rather life skill standards Analyzing complex text, critical thinking and problem solving, oral and written communication skills, research skills, identifying valid sources, and determining an author’s purpose, and identifying bias are really now life skill standards If you don’t believe me, just watch the news and look what’s happening in our country Of course our country is divided because some of us are not checking the validity of the sources of information that we’re getting And so we really need to teach our students these skills, not just so that they can go to a community college, but really so that they can be educated and educated systems and protect our democracy The other argument that I would make for the adult schools really aligning their curriculum to the College and Career Readiness Standards is that we really need to make sure that our curriculum is rigorous enough so that students can transition to the community colleges and not transition into the lower level classes, as well And this, I know I’ve got some community college people, so I want to make this statement as well for the ABE classes at the community colleges If our programs do not give the skills necessary to be successful at the rigorous– at the credit college– at the credit level, then the community colleges will have no choice but to add more noncredit programs, more bridge programs And so the whole point of ABEG was really, when it came about, was to eliminate the duplication of services And so if we are not making our courses rigorous enough so that students can transition and be successful transitioning over there, it does no good to send them over there if, six months later, they’re no longer there because they dropped out Then we’re not doing what we need to for our students I’ve had students, you know, that when we changed over to the College and Career Readiness Standards, I’ve had some students just say, you know, this is so much more difficult than it used to be This is more difficult than what I did, you know, when I was in school And my response to them is, you’ll thank me later You’ll be more successful in a career training program in a community college You know, this will help you later And you’re getting it for free now I’ve had teachers tell me, you know, this is difficult because our students are coming in at such a low level and you’re wanting us to almost perform the impossible and get them, you know, to a much higher, you know, college ready level And my response to my teachers is, well, thank goodness that we are adult school teachers Because we excel at scaffolding That’s what we do best The ABE at the college and the adult school teachers, we help our students We do scaffolding all the time All of our lessons, we do scaffolding

and a lot of differentiation And so they’re at the best place they can be The other thing that I wanted to point out, too, in the training that I told you about– the CASAS and the AEBG accountability training– something came up was, or the thing that came up was that if students transition from a K-12 adult education, or from the community college ABE classes into yet another noncredit class, that does not count as a post-secondary transition So when AEBG is looking at those outcomes, we need to make sure that those students– whether they’re entering and they’re attending the college ABE or they’re attending the K-12 adult education– that we have those students ready to go into credit level classes at the community college or right into career tech training So before we go too much further into this, one, I was just curious to check with you and see what you think are the most important skills for successful post-secondary transitions And so there should be a little– there is a little chat box coming up here And so I’m going to give you just a minute or two to kind of think about this And then just pop in some ideas of what you think our students really need to be skilled at in order– and again, not to just get over there and registered– but to really be successful in the program so that they complete the programs at the secondary, the post-secondary level Organizational and time management We agree Boy, they’re flying in fast and furious here I’m having trouble reading them and keeping up Independent learning, that was another thing we’re going to talk about as well Academic language, absolutely An academic language is addressed in the College and Career Readiness Standards as well Soft skills, good Critical thinking skills, absolutely Accountability, you bet Time management, absolutely So these, we agree with you One thing while we’re still doing this, too, if you need support with College and Career Readiness training for your teachers or for your staff, CALPRO offers that training And so at the end of this slide show, Marian is going to put up a slide that gives you some of the events that are scheduled coming up And I believe, too, that if you have enough people they will come to your site and do the training there And Marian, you can correct me if I’m wrong Self-advocacy, good And sense of purpose, you got it I don’t want to stop this because everybody’s doing so well here So one more thing I’ll just kind of mention as these are coming in, a lot of our schools now, for the high school diploma and high school equivalency, are doing online work And some schools are doing where it’s just solely online work And my recommendation to the adult schools in my consortium, and my recommendation to you as well, yes, we use some online courses at our school as well And I’ll tell you how we use them But I really recommend classes with direct instruction for English and math I think it’s awfully hard to do the College and Career Readiness Standards without that direct instruction OK So outstanding We’ve got some good suggestions in here for the skill So I think we’re all pretty much on the same page So if it’s OK, I’m going to go ahead and advance here Thank you for doing that So as I said, this is really just a chance to kind of share with you what we’ve done at Mount Diablo Adult School based on what we’ve learned from other schools and from our consortium So we kind of went about this as kind of a three-pronged attack And so one of them is changing our program structure And that happened, started to happen, actually, as the Common Core standards came about But we’ve made a lot of changes since then I will say that in changing our program structure, the thing that has been the most helpful

is that we have a very supportive administration at our school Vittoria Abbate is our director, and not only is she a director for our school, but she’s also involved very heavily in the state level AEBG conversations that go on as well Changing attitudes, this kind of started probably with my attitude As I told you at the very beginning, I was a little frustrated with this process But changing our attitude, the attitude of our students, attitude of our teachers, and then finally changing our purpose, and in changing our purpose, a lot of things changed as well at our school So OK, we’ll start with changing the structure So as I said, I am one of the co-chairs for the AEBG ABE work group And that work group consists of instructors from the eight adult schools that I mentioned and the three community colleges And so we got together in this work group and we asked our community college instructors, we want our students to be your best students What do we need to do to make that happen? And our community college instructors were just invaluable with all their help They brought their books and their textbooks and their course outlines and shared all of those with us so that we could really make more of a sequential line between our programs But what they told us is that writing skills, students really need to improve their writing skills They won’t be successful in English classes, but they also won’t be successful in social studies classes or in career tech programs if they don’t have good writing skills Math skills, we weren’t surprised when they said that We know that the importance of sending our students over there with good math skills Now when we talked about having that trajectory into the credit level classes, I know that my students from my school will not transfer directly into what they call transfer level class because we don’t offer Algebra 2 at our school But my hope is that they will have the solid math skills to get into career tech programs and into the higher level ABE classes Homework, I think somebody put in there when they were make– putting in the chat pod I forget what that’s called, the chat pod, I think it’s called To be able to work independently Our community colleges told us that students are absolutely shocked when they see how much homework that they are expected to do outside of class and on their own And then also navigating systems What do students do when they don’t understand? How do they– somebody else typed in something about independent learning Being able to find the help, being able to navigate systems, whether it is registering for a class or finding help on the campus to help them The academic culture, they said sometimes some of the younger students don’t know how to behave in an adult classroom And so we needed to help our students with that Technology was a big issue They said that because they use a lot of the online programs for homework, our students need to be able to– some of them I think used Blackboard And so they need to be able to know how to use those types of programs And then they said something that was really very interesting And they said, you know, it’s very hard for us to align– and this is the community colleges– said it’s very hard for us to align with the adult schools because all of your adult schools are all very different And they’re talking about just the ones in our county, right, are all very different They said you have different graduation requirements You’re using different textbooks You have different course outlines Your classroom structures are all different And so, it’s difficult to align with you when you are so different So all of the feedback that we got from the community colleges, as I said, was just invaluable And we did this– we have an ABE work group, but we also have an ESL work group as well And sometimes we work together and sometimes we work apart And so all of that information was very helpful for us So we listened And what we did is we worked with our ABE consortium work group The ESL worked with their work group But in the ABE area, we worked on a new course outline for English And it didn’t really start as a course online,

but rather as just, like what you did when you typed in all the skills that you thought students needed to have to be successful It kind of started out that way where we were just throwing out the ideas and the things that we thought were important And so we came up with a new English course outline, and you have that where you can download it This course outline was designed to be contextualized to the community colleges so that students were learning the skills that they would need in the community college, but also to the business information worker So you’ll see that there is, in that course outline, there are modules for research and not plagiarizing There is modules for time management, note taking– oh my goodness In all of my classes, I have all of my teachers teaching note taking Whether it is an English class, a science class, a social studies class, one of the things that they said is just note taking, being able to take notes Because you know, even if they’re doing a PowerPoint, the instructor is not going to stop and wait for everybody to copy every single word off that PowerPoint, right? And so being able to have the study skills, the research skills, the writing skills, was very important And so another thing when we designed this– because again, we’re working with the ABE instructors at the community colleges when we were doing this– is that we designed the course outline so that it could be done at the adult school level using high school level curriculum But it could also be done at the community college level using the college level curriculum And we felt like that was very important We also developed, as our ABE work group, developed a workplace math course outline And it is contextualized to construction trade, to business, and to health care And this was an important course outline to our group, but it was especially important to my school My school district, Mount Diablo Unified School District, just a couple of years ago raised the graduation requirement for us So instead of needing 20 credits to get a diploma, our students need 30 math credits to get their diploma And this was difficult for us for a number of reasons One is that a lot of– they deleted pre-algebra and algebra skills– I think it’s called algebra skills– and said you can’t offer that anymore And so what we did is we went ahead and we added geometry the first semester We added a geometry class And talk about a big boo-boo Pretty much everybody in that class failed The reason, because they did not have the algebra skills they needed to be successful in the geometry class And so we had to take a step back And so when we started talking about this workplace math, we realized that this is a place where our students can really get the math foundations that they need They’re getting it in a way that is contextualized to the workplace so that it will help them to transition into trainings for construction and health care and business But it will also help them, for those that are trying to take the high school equivalency test Because some of our students were struggling in the algebra class because they didn’t have any basic skills And so it helps those students are able to take this class as well We also get students that are referred to us from our own C-Tech program on our campus because that program has an entrance test It’s pretty much a basic math entrance test But students that fail it cannot get into the C-Tech program So those students are referred over to our ABE program And so I have all these students that have these different goals And so it was nice to be able to find a math class that could really help them The last group was our ESL students that are trying to also get into career training programs and need math courses And so rather than having a math course in the high school program and a math course in the ESL program, it made sense that we put these math courses together And so I have– we have students in our ESL classes that maybe leave their classes on two days a week to come over to take the math class And this is another way to also help our ESL students transition into our high school diploma and high school equivalency classes, should they elect to do so And it kind of gives them kind of that little– you know how before you jump in the pool you put your little toe in to see how well you like it and the water temperature?

This is kind of a chance for those students to make their first attempt at a transition into the high school program So we have those two course outlines And we have those attached You’re welcome to download them, share them, use them If you need a Microsoft Word copy of it, just email me I have my email on the very last slide And you’re welcome to email me so that you can modify it for your program I never believe in starting from scratch if I don’t have to Another thing that we are doing at our campus is we are utilizing boot camps And one of the boot camps for those students that took the C-Tech test and failed but only failed by a few points, we have a little boot camp on Fridays to– it’s more of a math refresher The students that failed by a lot and got a very low score on that, we encourage to take the workplace math course And again, I wanted to mention too that that is probably one of my most popular classes this term That class is pretty full on and has quite a wait list And we do other boot camps as well Remember, the community colleges talked about how important technology is for them And so we have just little boot camps on technology The boot camps, I think, are helpful because it requires less of a commitment for the students And so they’re more apt to do it They know that they’re not going to be in there for a whole semester or a whole trimester, but rather maybe a couple of weeks, and get the help that they need Another thing that we did for our students– and this actually originated as a way to help ESL students transition into the high school department– is a writing lab I had gone to my English teachers and I knew that our second language students were struggling in our English classes And so I went to the English instructors and said, you know, how can we help these students And they all said basically, you know, these students are so smart and they’re so dedicated, but they’re really struggling with the writing And so we started a writing lab And really the first time we did it, it was just for ESL students And then after that got to going, my English teachers were saying, you know, but we have a lot of native born speakers that really need help with writing skills as well And so that has kind of grown into where we have a writing lab during the day for the morning students, but we also have a writing lab at night Our classes meet on Tuesday and Thursday night for our regular classes And so we have a writing lab going on on Wednesday night so that students don’t miss the classes they are in, but they can go to the writing lab and get extra help That particular teacher that teaches it is great at differentiation, great at scaffolding The other thing– talk about little missteps– one of the missteps we made at the very beginning is that when we started this as an ESL transition class is that we really made the class about grammar and about vocabulary And the students came back to us and said, but that’s what we’re learning in our ESL classes We just want to help with writing And so now the writing lab is really– we still do some review on some grammar if we’re seeing those mistakes– but really getting into the formatting of the writing and really helping students with getting beyond just the grammar We have a learning lab available for students to come and work together, or come in and use books after the classes It also provides math support We have a teacher in there that can help with math support Remember the community colleges said they need to– you know, instead of students quitting, they need to be able to find help And so getting them used to going to the learning lab or identifying themselves, hopefully, as someone that’s struggling and seeking the help on their own, or sometimes they’re referred by their instructors Electives, we also provide elective classes for our students And this, we provide these electives for all of our students, whether it is the C-Tech students, the high school students, or the ESL students We always tend to laugh that my ESL students sometimes attend more of my high school classes than my high school students do And so but we want these electives to be relevant to the students, and to adults, and to adult life And so one of the workshops we’re doing is the ETS workforce skills I think somebody typed into the chat pod soft skills And that’s what this program, excuse me, program is all about is to help students with their soft skills And they get a little certificate at the end of it that they can put with their resume or their application And we have a lot of– Tricia Yes? I’m going to interrupt you for a second because you have a couple of questions

Linette if wondering if you could describe the technology boot camp a little more, like what’s included in that You know, it kind of changes each time, based each year We’ve kind of changed it a little bit based on what our students, what my teachers are telling me our students need And so keyboarding is one of them, especially for our GED students or our high school equivalency students It’s pretty hard to type an essay if you’re like my husband and you type one finger at a time And so teaching students how to type using the home row has been an important one I’m going to talk a little bit later about Google Classroom Our students, our teachers this year are very excited about using Google Classroom But now we’re finding that we have some students that really don’t know how to navigate the computers very well And so just some basic computer things that, you know, you kind of think that everybody knows at this point But some people don’t And they need to know how to use the mouse and to right click on the mouse and, you know, to log off and how to delete browsing history, especially since we’re working in classrooms So hopefully that answered a little bit of that question Was there another one, Marian? Yes Alma’s asking, how did you start the writing lab Is it within one of your reading or writing classes, or is it a separate class, or how did you do that? We did it as a separate class And again, it was because we were– it was our second language students It started as an effort to help our second language students that were struggling with the writing class I think it’s OK to talk a little bit about some of the textbooks that we’re using But one of them that we really like is Essay Architect You know, when we first started, like I said, I was just really focused on grammar I thought, you know what? Fix the grammar and everything will be perfect, right? But it isn’t Just being able to put thoughts in writing, mapping out so that your paragraphs and your essays are organized, they go through that as well And then just giving the students, you know, a chance to write and having– we keep those writing labs very small because we want the teacher to be able to look at every student’s writing and kind of identify what the issues are And so sometimes when everybody is having the same issue, then she does the instruction on what that issue is But sometimes it’s just a matter of the student not understanding how to format or how to put their thoughts in a logical order OK? So hopefully that kind of answered some of your question there Thank you for asking those questions So to continue on with the changes that we made in our structure, remember the community colleges said, and you know, you guys need to kind of– you’re all different It would be helpful if you were more alike And so we are working in our consortium, the adult schools, to try to make it more of a regional delivery system of adult education and not be so different So we’re comparing curriculum And like I said, we’ve started doing where we’re developing course outlines together But again, I also want to emphasize, my recommendation to our adult schools in this area is nothing replaces a good teacher And so really having at least some classes that have direct instruction for math and for English, I think, is very helpful Another thing that we did for our structure in our high school diploma classes was that we have– well, let me kind of start with the class structure We restructured our classes so that in high school diploma, we tried to make it so that we’re modeling after the community colleges And so we have classes, maybe the government class meets on Mondays and Wednesdays from 9:00 to 11:00 And our US history class meets on Tuesdays and Thursdays from 11:15 to 1:15 And you know, our high school equivalency social studies class meets on Tuesdays and Thursdays from 9:00 to 11:00 So the students get used to having a schedule and going to different classes on different days We consider it a practice run for when they do go on to a community college or a career tech program And so in addition to that, remember they talked about the homework and that students need to be able to do homework online and to do a lot more of the homework outside of the class And that also helps us with acceleration So now instead of having two semesters, we actually have three trimesters And so they do the direct instruction in the classes,

and then they have the work that they have to do outside of classes So if the students are there every day– and let’s say take the government class, for instance– there every day, they do all the work that’s in the class, they take all the tests and all the quizzes and pass, that’s three credits Those other two credits are earned outside of class Sometimes a teacher will say, OK, I want one project I am assigning one project you do outside of class and one unit on– we use Odysseyware for our blended learning because that program is really easy to kind of manipulate and pull whatever units and lessons we want into a little mini class for those students and for those And so this gives them just kind of a taste of what it is like doing the online homework So that then when they go on to a community college or a career training program, they’ve already been able to do the– or have been exposed to online learning And again, the question about the technology boot camps, the students that are identified as having trouble with that will come to the boot camp so that we can show them, or even do just the learning lab so that we can help them get used to logging in and being able to answer the questions and navigating those learning systems as well In addition, for acceleration, we have class– some of my students take classes and independent study or online classes So again, they may be taking the economics, the English, and the math classes in class, the traditional classroom, but they may be doing their government class online And so we try to have as many options available to help as many learners as we can Workplace skills, in the orientations– I’m going to talk a little bit about orientations as well Oh my goodness Time’s going by fast I better hurry it up In the orientations, I talk a little bit about my husband was actually 10 minutes late to our wedding, if you can believe that And my father thought I had been left at the altar But really, I knew and all of my friends knew that Ron was just always late You wouldn’t have thought he’d be late to his wedding, but yes, he was And so I tell the students this because sometimes just being late, not being punctual, can be just a bad habit And giving yourself enough time to get to work on time or to get to class on time is just a habit Let’s start practicing those habits at the adult education level so that you have them when you go into a career tech program Because I know in our C-Tech program, once those students go into their externship, if those students aren’t on time to their externships, they are dropped And not only do the students not get the jobs in the externships, but it makes our C-Tech program look bad as well And so it’s important that we start working with those kinds of skills as well I mentioned that our teachers this year, we just started Google Classroom and my teachers love it The students are pretty excited about it, as well But this, again, that way when they go to a community college or wherever and they’re using Blackboard or some online program, this isn’t new to them And then I already talked about the learning labs, and of course, having computer labs available outside of class for students to come in and learn Changing attitudes, I mentioned that one of the attitudes that needed changed was mine And I can report that I’m much better now I actually, as you can tell, I’m very passionate about helping students transition to post-secondary, but to make sure that they have the skills to do it successfully And because this is a change in our classroom and has changed our curriculum, orientations have become very, very important And so we provide orientations before they get started It’s a two-part orientation The first one is really an informational orientation Why are we doing what we’re doing in our classes? You know, why do we have so much writing? Why are we using all of this technology? And like I said, I always say, you’ll thank me later You’ll thank me later But explaining to them that we’re doing this now where you have lots of help so that when you get to the community colleges, you already have some experience Also at the orientations, they get two appointments One is an appointment with me They meet with me one-on-one to go through their grad plan, which is basically– this is for the high school diploma students so that they know exactly what they need to do at our school to get a diploma And we plan it out so they know exactly how long that will take for them to accomplish that But the other thing is that they have an appointment with our career transition person And that’s an important thing Remember we talked about motivated students and keeping that motivation going So we need them to really visualize and know

they have appointments and that they are progressing to get towards their goal And Tiffany is the teacher, Tiffany Paynton Silveira is our teacher that does that And she starts it early So she knows that she has the student that’s going to be going into the C-Tech program, she knows that they have to pass that entrance test So rather than sending them over there and then maybe, hopefully not, having them fail the entrance test, we start preparing them for their entrance test while they’re still trying to pass their high school equivalency test And so we have that going on as well Another thing that, again– I’m sorry One quick question Sure And I know you have a lot to get through, Tricia So I think after this, we’ll hold the questions to the end But Eunice is asking, how can you tell, how do you know how long it’s going to take a student to complete their graduation plan, to complete their diploma? How do you calculate that? OK For us, we use, we have terms, right? So we have three terms in our– so it’s not where students go in and they work on their own It’s actually a class and they have terms So our first term goes from August to right before Thanksgiving The second term goes from right after Thanksgiving to mid-March And the third term is from mid-March to June And so we just plan it out with however many credits that student needs You know, and then we plan it out So they’re only able to come two days a week Well, we can do this many classes during this term Now again, remember we have independent study We have different electives that they can do We have online classes So maybe they can only attend so many classes because they can only come two days But maybe we can do some things online and some other ways to accelerate that process OK So I hope that answered that question One other thing I wanted to tell you about, the transitions And this has been a little bit of a hiccup, and frustratingly so, is that one of my bright ideas was to have what’s called CTSS Presents, Career Transition Support Services Presents And so we would have workshops on our campus where the colleges and employers would come around, and tell the students about it and hope they go And it was never really attended as well as I had hoped it would be And so I started doing in-class, where I would, instead of the students going to those presentations, started doing the presentations in the classroom And I thought it was a good idea And really, it was meant, you know, the students that are interested in transitioning and are ready to do so, they’re going to go to those fairs But the ones that don’t think they’re ready to transition yet or that don’t think that they’re interested, those were the students that I wanted to reach And so by having it in the classroom, it allowed students to hear about opportunities that they may not have gone to go find out about And those that didn’t think they were ready to transition yet, it got them thinking about the transitioning process And so I was really excited about it I think it was going really well But the only hiccup that we kind of came up with was that the colleges, because they were sending their career transition person to our classrooms to do it, wanted the sign-in sheet of all of the students that were attending the class Now this was a problem because remember, I didn’t give the students a choice I felt like this was important for them to do in their classes And so they didn’t have the ability to opt out And so I didn’t feel like it was appropriate, then, to give their information to the community colleges for that very reason And so until we can kind of work something out with that, I think we’re probably going to have to go back to where the workshops are outside of the classes And I think that’s unfortunate But if we kind of get that figured out, we’ll maybe try that again I know that I’m getting close to running out of time, so I’m just going to kind of jump through here One other thing that I meant to mention for the orientation that the students do is they also do a career interest survey It takes them about 30 seconds to do We do it at the orientation And it is on our website So you’re welcome to go look at that survey On the last slide, I will give you our website to our school Click on the High School Diploma arrow and then on the Quick Link, click on Career Transitions and you will see that survey And that survey was really to tell Tiffany, because remember she’s the one meeting with students one-on-one, but to let her know what students are interested in the dental program, what students want to go to the community college, what students are just trying to get a better job, so that she can put them into clusters So that if she is doing a field trip to the career tech

program– we also let our ESL students know as well that may have interest in that– but she’ll, you know, contact those students and set up a field trip and take those students over for a field trip for that Let’s see Let me go ahead and head on All of this has really been about changing our purpose And when we change our purpose, a couple of things have actually happened One is our ESL department has this wonderful program called Project Access And it is working directly with the community college for students that are interested in early childhood education And so they take some of the classes at our adult school to learn English, and the English that they learn helps them with what they’re learning at the community college about early childhood education So it’s a very focused and very contextualized program And that’s been very, very successful And we’re very, very proud of that In our adults with disabilities program, we have another project that just got off the ground that’s called Project Success And Karen Lingenfelter is the coordinator for that program and has done a tremendous amount of work But it’s really paying off And she is working with Embassy Suites so that a lot of our students in the adults with disabilities program are working, training and working over at Embassy Suites to help them develop career skills So I wanted to mention that And then also the other thing in changing our purpose has also been changing some of our job descriptions So I told you about Tiffany We also have our consortium– whoops, did I miss something there? Our consortium has hired career transition specialists And the adult schools share specialists So Mount Diablo Adult School shares Darryl, Darryl Coachman, with Martinez and Acalanes And then he also– the community colleges have their transition specialists as well And so Darryl works very closely with Nicole, who is the DBC community college transition specialist And the nice part about this is that they work very closely together and work very well together, which is very supportive for the students And so when we want to have a workshop on financial aid, you know, I just call up Darryl and he and Nicole put it together Or a career exploration workshop So instead of me having to put something together or my teachers having to do yet another thing, we just call them and they come over and put that together for us and provide that to our students One note, it’s really important, I think, that– and Darryl and Nicole do this– is that transitions are two ways Right? So my son went to a community college, as did I when I first started out We’re huge proponents of community colleges But my son would try to get into a class and it would be full He couldn’t get into it So he’d have to go the first day and then have the teacher sign something so that he’d get in And then at the end when they were doing finals, he would be one of 10 students that were doing the final And so I can’t help but wonder, you know, all of those students that dropped out, some had special circumstances But I think that probably some dropped out because they didn’t have the skills needed to be necessary to be successful in that class And so identifying those students at the community colleges and referring them to the adult schools for a brush up and remediation, as well to the ABE classes, is very important The other thing– Tricia? Yup? I’m going to interrupt you for a second Because since we only have about four minutes left, we’re going to go ahead and switch to the last layout so that you can– you’ll see that there is two chat pods here about which ideas you might try and how will you help support students in transitioning to post-secondary And also if you have questions, you can put them in there, too But you have your slides there, Tricia So go ahead OK Great idea Thank you, Marian The other thing that I think our consortium has really done well is that they have really invested in professional development for our transition specialists And a lot of that professional development has been focused on helping students to overcome barriers And so they’ve had professional development Darryl knows all about financial aid He knows all about undocumented students and the challenges they have, adults with disabilities, adults that have learning disabilities, what our colleges offer the students So that if we identify that student, Darryl and Nicole can help connect those students to the services there at the college Sorry I’m going to interrupt you one more time and just

point out to people that the handouts are in a Share box at the bottom right of your screen It’s called File 16 and there’s four things there If you just click on one of them, then the Download button will light up And it’s probably going to open up on a screen behind this screen So you might have to look around for where it is to download it But the four– the two course outlines that she’s mentioned, the slides, and the transition questionnaire form are all there OK I’m sorry Go ahead No, you’re fine Thank you The last thing I just wanted to mention is just a reminder to not forget the data We record our service hours in ASAP We use ASAP And so every time I do a grad plan with a student, I’m recording it as education counseling Every time Tiffany meets with a student, she’s recording it as career transition support We also use Google Docs to help track the students that are transitioning from ESL to ABE, the students who are transitioning from ABE to C-Tech So make sure you don’t forget the data OK? In a nutshell, embrace the change Please contact CALPRO if you need any help with College and Career Readiness Standards training Contact OTAN if you need any help with technology training for your teachers Work with your community colleges They, like I said, they’ve been an invaluable help to me and my job Contextualize whenever possible because that really makes it relevant for our adult learners And let me get, I think– oops, next slide I’ll put my contact information out there while I read some of these ideas here I work with student services and create math and English instructors to create better pathways Great Great Well, I hope this webinar been helpful to you As I said, we’re still a work in progress But I think it’s really important that we share ideas and help each other through this for the sake of our students Well, thank you so much That was a lot of information packed into an hour And you can see that people are already thinking about some of the many suggestions you have, and many things that you’ve done at Mount Diablo, and thinking about how to use them for themselves So that’s great and we appreciate it So if you need to leave right this second, the evaluation box is on the bottom left If you click on the word Evaluation in the white part, it will take you to the evaluation I was going to promote some of the things that CALPRO has to offer, but in the interest of time, since we’re at the limit, I’ll just tell you there is an online course on transitions post-secondary It’ll be offered in the Spring There’s two parts of it, one starts in February and the other starts in April And we’ll send you an email after this and I’ll have some other additional information for you on other resources But this has been terrific Tricia, thank you so much Those of you who remember how to click on your Communication icon and go to Applause, let’s give Tricia a little applause And Tricia, you can only see that by scrolling up and down in the attendee list because there are so many people in here You can’t see them all but they’re all clapping Oh, thanks Thank you very much Thank you for your time today Absolutely Thank you, everyone Thank you, Jennifer And when we closed the meeting, you will be taken to the evaluation form So look around for it if you don’t see it Thank you