 OTAN, Outreach and Technical Assistance Network. So 231, as we saw in the earlier slides, that this is the largest amount of funding that California receives, that is WIOA funded, that is WIOA funding. So we're going to start out first with a poll, and that is, how many program areas does the Workforce Innovation Opportunity Act, Section 231, cover. So let me launch that poll, someone already did, thank you. Your choices are three, four, five, or I forgot my coffee. Oh, we have several people that have forgot their coffee. Well, I appreciate so many people participating. Almost to 60%, a couple more seconds to see if we can get everyone to answer. Some people might not be back from break, some people might be getting their coffee. All right, we're going to end that poll. Remember what your answer was, I'm going to share the results. We do have sort of a tie between three and four, not quite a tie, but statistically they're pretty close. So let's see what the answer is, stop sharing. Let me close that, and on to our next slide. Let's count them, English language acquisition, English literacy and civics education. Note that there's no I in there, adult basic education and adult secondary education. So if you said four, that is correct. We'll be talking about each one of these areas throughout my presentation here for the next little bit. So I just wanted to remind you of what the definition of in WIOA, the definition of English language acquisition happens to be. And that is instruction for English language learners so that they can achieve competency in reading, writing, speaking, and the comprehension of the English language. And I think that and is an important piece that leads to attainment of a secondary school diploma or it's recognized equivalent and transition to post-secondary education and training or employment so that it's leading to something that we're helping individuals to gain English that will help them further what they're trying to do with their goals. So some key objectives that are related to ELA is that we want to make sure that in your program you are providing students the opportunity to learn English that's accurate and appropriate in not just academic settings but also providing them the English to interact in social settings that you are integrating as much language as possible into those relevant life experiences stressing that importance of critical thinking, problem solving, and self-sufficiency and that you're also not just working on speaking but also listening and reading comprehension when it comes to English language acquisition. We want to make sure that students are productive in their English and with skills for speaking and writing so again not just reading it's really all three areas speaking, reading, and writing and that we do encourage you to be supporting students with citizenship instruction as it's appropriate for those individuals especially those students that are ready to go through the application and the interview process you want to make sure that their speaking language skills, English skills are ready for that type of an interview. Now the other piece that we talked about as 231 is English Literacy and Civics Education and this has been something that if you remember back to what I said in our introduction that California has been doing adult education since 1856 and the focus was on immigrant integration, learning English, having vocational skills so EL Civics in California is really something that we have flung to and hold on to and value highly and so much so that we have these field developed civic objective and additional assessment plans called co-apps and that is really where students have an activity that they're doing related to an integration program so perhaps it has to do with healthcare and their activity is how do you make an appointment at a doctor's office and what do you need to get or what do you need to do to get insurance so those co-apps have activities associated with them all right poll number two let me get back to that poll we'll launch that one so which one of these from this list is not an ELCE activity it's like a horse race watching this all right let's see we're getting up there almost everyone a couple more people need to respond of course some of you that are thinking ahead have looked at the next slide probably all right so let me share this share the results you can see them overwhelming number have said workforce preparation and that is correct workforce preparation is part of IELCE and that's that integrated piece that's part of 243 funding and Cory will be talking about that um tomorrow afternoon I believe and so if you are receiving 243 funding you'll want to make sure that you attend his session so 231 funding for ELCE civics is made up of that civic participation which is contextualized programs supporting civics education and then citizenship preparation as well and again with that focus of integration the next section in 231 or the next part of 231 is adult basic education now while we don't associate grade levels with adult education you can sort of look at this as eighth grade and below so those are for individuals that are really needing to work on those basic skills not just in language arts but it but also in mathematics and you may have English learners that transition from English learner English literacy into some of your higher level adult basic education programs so a model ABE program provides comprehensive services to meet that those diverse education needs of their students and you're preparing them to either transition into secondary education or vocational ed technical ed job preparation classes again you're focusing on all the areas of language arts as well as mathematics and really these courses are designed as we said earlier to help students get this receive the skills that they need that will lead them to employment or advancement on their job or entering into that whole adult secondary education program which is our next topic area so adult secondary education you can really think of this as those high school programs whether it is helping a student to complete their high school diploma or to prepare to take either the GED or the high set those are the two high school equivalency programs or exams that are approved by the California State Board of Education again you're looking at the wide range of subjects that you would have in high school so math and English and social studies and science and any other courses that your local school board has determined will lead to a high school diploma that's issued to an adult oftentimes the number of credits are fewer than it than what your comprehensive high school students would have to have or you're helping them to prepare for one of those tests all right that was fast I hope that means that um David and Abby might be ready we might get to have a little longer lunch but I'm ready to answer questions and I'm going to stop sharing all right so what questions might there be? Carolyn there's a couple of things in the Q&A Latisha she says I believe there are now seven I think maybe that was in reference to the program areas you discussed earlier I'm not sure and she also made a reference to pre-apprenticeship and workforce prep yes also those pieces are part of the pre-apprenticeship and workforce prep okay and then we have a another question could you please discuss more about HSD and HSE all right so so HSD would be a high school diploma so for individuals that didn't for dropped out of high school for whatever reason didn't finish what are what most adult programs do is you get the students transcript and you determine what courses they need to meet whatever your high school diploma requirements are for an adult individual so might there there's a minimum requirement in ed code and I don't have that off the top of my head perhaps one of my staff who know that probably kneel and drop that ed code link into the chat but there's a minimum requirement it's about 100 to 120 credits so it's English math science basic some basic science and basic history or social studies that are required for or the minimum requirements for a diploma at the adult level you have to meet those what you don't have to have is you don't have to have physical education so that's that's waved for adults but some adult schools do require students to take some elect have some elective programs thanks kneel to have some electives as well so you want to find make sure that you're meeting whatever the requirements are for for your district if you are preparing a student for the high school equivalency there are a lot of online programs that agencies are using to help their students prepare for those exams both g ed and high set have their own set of items that a student can do online and you're just going through that curriculum and helping them prepare to take that test and and hopefully pass the test and I'm not sure if that I hope that answered what the individual was looking for if not perhaps they can ask a little more in depth of a question and we we have some additional ones that have come up now Ned from Claremont adult school says so for ELA this is only for students looking for secondary diploma not for students looking for general English skills that would be the English literacy and civics so the major difference between them is whether they want to attain that further secondary diploma is his question yeah I mean for your students that are really looking at that English literacy and and civics program you know let me let me step back a moment the goal of we oa I will just tell you in general the goal of we oa is because it starts out with workforce is workforce preparation so in general all of our students should be working towards a job and and the hope is that when they exit they will have a they will be getting a job or if they have a job that they will be moving further along in their career trajectory so that is a piece that I think is the important part of all we oa which is why it's critical for collecting either social security numbers or the individual tax ID number that you have that way we can do a data match and we don't have to and you don't have to survey your students I think that's something we don't talk about we didn't talk very much about in in this orientation but that's an that's a critical piece of follow-up after students leave and so again the focus is on workforce preparation and so for those students who really are looking to move through kind of an an English language acquisition to move into a secondary diploma yes that focuses more on that ELA program and I would say in general but you will have students that are wanting to do your um English literacy and civics education who are also moving towards that diploma so really it allows you to be flexible at your local level I hope that answered that Ned okay and then we have a question from Donna can you elaborate more on EL civics uh let's see so not sure exactly what you're looking for on elaboration um Cory are you here wondering if you might be able to elaborate a little more on that Cory might not be here and Dr. Zachary Cory is not here okay that's right he had another appointment this morning so Diana Batista can I tap on you for that to see if you can elaborate a little more I don't I'm not sure what else to add on to I can't um show my video but the EL civics piece has been as Carolyn mentioned um with us for a long time and those excuse me um those what we call co-apps the civic objective additional assessment plans are available at the CASAS website you'll also find a number of them at the OTAN exchange site which I'm sure OTAN is going to talk about but what they are is basically a short curriculum each one is approximately 30 hours long and we're asking you to address language and literacy objectives so I think Carolyn referenced speaking to a doctor or you might also hear of speaking to the pharmacist so what we did was we looked at what a student would need to know in order to accomplish that skill in English so we would look at the vocabulary that they would need as well as the list of what sort of questions and be prepared to respond in English when the um the conversation begins so that they're capable of carrying on a dialogue we also would go into more details and showing them for example for speaking to the pharmacist how to read the medicine label and then each um co-app has a specific list of language and literacy objectives as well as some specific skills in that area and then each agency develops their own assessment where you measure that the student has learned what was taught I hope that's not too basic but there's a lot of information at the CASAS website and I'm sure they're going to talk about it as well but if you have any other questions please put it in the Q&A I'll be happy to add to that thank you so much Diane I appreciate you going much more in depth on that and um Neil has put in that there's a um a YouTube page for California EL Civic support and it really is those um it really is I I want to say hands-on but it's not it's not hands-on like you would think of hands-on but it is much more on a practical application um for EL Civic definitely I'm going to also put some resources there thank you and the other piece I would say is that it's also um it's also timely so for example when um in 2020 when we were um preparing for the census LUSD developed a co-app related to the census and agencies could use that co-app that was developed to help their students understand the census when um COVID happened there was a COVID co-app that was put together and so it's um so we can be nimble and flexible with our co-apps to really meet um the changing times so my guess is I I know we have one on voting and you know in 2024 we'll have a big presidential and a big election so um so I know that that will be a co-app that'll probably be used quite a bit then um let's see yeah I'm looking at the next one from Latisha I'm wondering um about a tool that can measure language acquisition listening speaking writing since CASAS um measures reading um I don't I know we don't have any CASAS people are here today do we Carolyn this is Barbara Layman and I'm here thanks Barbara yeah can you help us that one CASAS does CASAS does have listening speaking reading and writing assessments and the um they're all on the website and they also have an SA assessment that um higher level students are that's available and they have an intake assessment that's not just the um on TE so but those are all found on the CASAS website and in terms of the LCIVICS the the um assessments there are applied performance and you look at a rubric and develop your own um your own assessments all right thank you so much Barbara so the next question is also a CASAS question and it's also it's also a question that relates to um the importance of having some type of a of a conversation with a student so the question happens to be for a student that's coming in wants to work on their high school diploma but they do the CASAS test and they come out you know in that the higher level ABE um or low level ABE so what are you to do so Barbara what what would CASAS say in that sense on what their recommendation would be well because they're still in ABE they're considered basic skills deficient so and that's anybody that really that's reading below an eighth grade level um not that we equate things with the grade level equivalency but that's an easily understood way to explain it and so CASAS would give them skill building in order to get them up to a ninth grade level or into the ASC program there and there are a number of different um activities that they do and and assessments that we do that can help the teacher facilitate that yeah so really you're you're gonna it you know that's a tough one but they really need to be working on those basic skills first as you help to move them into their high school diploma they may not be happy with that but I think if you sit down with them and go over their results and talk about maybe a plan of action on how to move a student into their high school diploma piece then that would be a beneficial way to go go about that so um I hope that I answered that and then the next question in Leticia I'm sort of I'm not sure I quite understand uh why aren't adult agencies required to measure language acquisition gains so students do we pre and post test them I'm not sure we are looking at language gains because we're looking at literacy gains I'm not sure I think there's a correction down in the Q&A she typed level gains level gains okay so let me go back and let me read that Jim can you read that one out loud I can't find it it's just it's two words level gains level gains okay so why aren't adult agents why aren't we required to measure level gains so you do measure England you do measure educational functioning levels so students do move through level gains and that's partially what we're that's what we're looking for as well as measurable skill gains so I'm not sure if that's what you're looking for anyone else CDE staff or CASAS staff have thoughts on that I can CASAS is is looking at the different levels and starting with beginning low and going up to advanced so and those are measured by a raw score being converted into a scale score and moving up that level through as measured by the MSGs so there are there are charts on the CASAS website that will help you to determine what level of student is in and in the listening test because what we're speaking about listening to begin with there are different levels in listening as well as reading yes again I tomorrow Jay will be presenting on CASAS and there is there's so much about WIOA that we have to have you know our state leadership partners projects are critical and each one of their websites has a great deal of information that you're going to want to go through and kind of mine and bookmark and make sure that you have that so that you're so you know where to go for those different questions that you might have so let's see Neil I kind of asked I was wondering if you could answer this one yeah yeah I could come off Mike and and bar and since Barbara's in the room she can also help me so when a student is transitioning to ASC you know we're still uh you know running them through assessments for reading and listening and um so they might be at a certain ELL ELA level even though they're in an ABE or an ASC program so that's why it's important to to do that assessment do your pre and post testing so you know what level is that so it's uh and Barbara correct me if I'm wrong the student could be at a certain level but they could be in a an ABE ESL ASC program but they're testing at that level uh per the CASAS test score right correct there's a cut score for CASAS so if and what what is found is that if most ELL's will test lower in listening than they do in reading many of them are you know have a much higher reading score than a listening score but they depending on the test they have a paired score on they will be considered ABE um but the students don't really need to have all of that depth of information so if a student is unhappy about being this is what I should have said before unhappy about being not being in a high school class they you can say it's pre high school you know it's how the teacher positions it the student is what I have found personally but yeah so and then many agencies only test in reading for ESL and um and but the federal government approved both reading and listening you can test the listening score the listening test you can also test math for your ASC students and because you want to look at a total student but they you need a paired core a paired score for the federal government thanks Barbara I think that's an important piece about um paired scores so remember that you want to be in a lot of this information these questions are going to be answered in the accountability training that you're going to have a little later this week so just know that we'll be coming back to these similar questions and information will be shared on that day so um Diane I saw you know you're going to answer our next question for us related to um English language and civics education and who is that for so uh the question was if the English language and civics education is more for students that are interested in community programs and not necessarily going on to post-secondary and the answer is no the English learner civics education topics cover a very wide variety of information including um when students are looking to advance educational goals there is a whole lesson set up for students that are looking into whether it's vocational cte or colleges and it teaches the students how to go through and look at um for example college courses a pathway of what would be required how to contact you know someone at the college there are also other lessons that are on soft skills basic skills for workforce there's a set of lessons on cultural um trying to think of the word for it like that we used to use a lot for equity pieces where students get to share about their own culture so everyone gets to learn about the other students that are in their class kind of on a personal level but um Barbara started pick on you again but I believe that there's over well probably close to 75 different topics right now some of them are workforce based some of them are community based some health but um it's a wide variety and the this where to find that information at the cost of sight has been put in the chat go ahead Barbara and what am I missing before Barbara goes oh thank you I'm a gala yeah before Barbara goes I want to provide some clarity to the group you cannot have a wheel a title to 231 program without uh the English you know acquisition without the training without the co-apps I mean for our program you can't do that but we do provide state funding a state funding model that can accommodate and has more funding for the flexible opportunities you know ideas that uh providers have um the funding that we have is like a small minute portion of the it's a supplemental portion and it has like strict guidelines so if you look at our rfa look at all our documents the cuss us documents it tells you the things that the three things that should be there for you to do this program so just for clarity I just want to express that we can't have it any other way thank you thank you I'm a gala I wanted to add you also must conduct a needs assessment you just reminded me will you survey your students on certain topics to get a feel for what they need and what they're interested in learning and that helps you to target the instruction thank you Diana and I think that ends all of our questions so thank you for your questions it really does take um our whole office because we have such a large program and um so many agencies and it really takes all of us working together um to provide the support to the field not one person can do it by themselves