 OTAN, Outreach and Technical Assistance Network. Good afternoon, everybody, and I wish I was there in Sacramento with you, but I'm Melissa Patterson. I'm the director of Garden Grove Adult Education. And I'm Elisa Takayuchi. I'm an ESL instructor and a newly CTE instructor for Garden Grove Adult Education. And this is a shot of our campus. And I just wanted to let you know that we are centrally located in the east portion of Santa Ana. And we sit alongside two very busy intersections and excited to say that we have a nine acre campus. So we're very large and lots of parking and this busy street. You can't see it, but this is the reason we'll get a little bit further and talking about our marquee and marketing program, but you can see it in the back. And this lovely tree that provided shade is not was not safe and they have taken that away. So we're excited to see that the front of our campus is very warm and welcoming to our community. So let's go ahead and talk about our staff. As far as our teachers go, we have 29 part time teachers, and we are very fortunate now that our consortium has provided us with two full time TOSAS teachers on special assignments, who are here to help us navigate through the systems and they're able to support and to really connect us with our other adult agencies in our consortia in our consortium and then all of our community colleges as well. We house ESL, ABE, HSC, AWD, CTE, and we provide classes in the morning, the afternoon and the evenings and then also on Friday mornings we have our citizenship classes. So currently we serve adults between 18 and 80, and I'm proud to say we have a little over 1600 students who are active. While this is down significantly from our pre pandemic days, it is also increased significantly from that. This year in DLAC, which was that 2021 school year. And as you can see the bulk of our students are in our ESL program, but we are very proud of our very large citizenship, and our adult high school diploma program. And we also have an adults with disabilities program, and we serve 24 cities, and I counted up today 46 different zip codes for make up the attendance of our community. And because of that unique situation we are actually in three consortia. So we are active adult educators in three different consortia so we have to pull our weight in different directions to meet the needs for all three of those. One of our biggest goals and our transitions from pandemic to opening up our classroom is the high flex instruction. We've been very, very fortunate in that we were able to open up our school very early because Orange County went into the orange tier very quickly and so garden mandated that school go back in person. And so Melissa very much advocated to our district, our board because adults are different they're in a different situation. And so we have a lot of seniors in our class and they just weren't ready to come back into the classroom, and we would have lost a lot of students. And so she advocated for us and they did allow us to have online classes at the same time. So Melissa was able to really look forward into our future and say, Yes, we want to do instead of hybrid, you know, different times of blended learning, we were going to do simultaneous instruction. So this was a that was a picture of us at the very beginning where I had four in class students from the remote students, and most of them were still stayed on as zoom students. But then, when the new school year started in September, then the tides kind of changed and now we have much more in class students than we do zoom students, but we are still offering the zoom option, because we just, you know, we still wanted to make sure that we broke down the barriers for our students and that they were able to choose their instruction model. So, when we decided to do D lack, when I decided to do the lack. Melissa was a brand new director, she had just started, you know, we're right in the middle, we're right at the beginning of the pandemic. And I said, you know, I think this might be a really good program for us. And so, I know it's going to be a lot of work and, you know, being a brand new adult education administrator, it was going to add on to and she said, No, I'm right there with you, because I think that it really helped her to organize, and to really foresee how adult education works. And so she was an ESL, adult adult instructor with me, 18 years ago, and then she was also our night administrator, you know, once every couple of weeks, she she knew kind of how the process was but then to be delved into it in a full time position. It was really, really mind boggling just the acronyms alone. She was very much pushed back and so being part of the D lack program was really helpful for us to kind of sit back and say, What are the goals for us, what do we really need to do. And one of the big things also was that we had many, many goals because it was a new transition for us into remote from remote to high flex. We had a lot of short term goals, and we really couldn't see the future of two years like what is a two year goal to us we need, we had eight, you know, one month goals we had to move these up very quickly. And so, listed on the slide you can see that you know a lot of these were what many of you have already talked about, you know, creating an orientation, and increase our marketing and social media, and then really just kind of figuring out how does the high flex model work. And so through that we really did a lot of trial and error, and we were really really excited about this so because of this, we have been able really to reach out to a lot of you who have had questions because you knew you were going to be kind of used us as the learning experience, you know, learn from our mistakes, and our trials and errors and we were able to do that through lots of presentations and a lot of trainings. Yes. And like Elisa said, even though DLAC was yet another acronym to add to the pages and pages of acronyms, it's just been really the best choice. And so when Garden Grove mandated that we open up our campuses. And part of that was, how do we tell our students that we're here and that we're offering this high flex model so we looked at our marketing programs and I saw in previous years and printing alone a multicolored beautiful brochure and sending that out it was over $20,000 a year. Before we paid postage and all of those other things and so I wanted to really look at a cost effective way and DLAC really guided us open this conversation and allowed us to say, you know, examine this and what are you doing so we created this postcard. And I really think it transformed, because it gave me a bigger budget to apply to other areas of marketing, hence the marquee that I talked about. And I think the, we have gone to the online registration so we wanted to let our students know look you don't need this color for sure there's there's a safe way for you to access the catalogs. I also wrote personal letters to every single administrator in the district and I sent these flyer these postcards to them. And then Alisa was so great about using her connections prior to the pandemic and we got the city of Garden Grove to actually put our link on their city website. So, like all of you went to you were able to open up your doors and you know invite students in. We had to figure out how do we orient our students so that they are the most successful that they can be on no matter what platform they chose, whether it was online or in person so we created two different orientations. So we created the in class orientation, which at the time because we were only online we're only remote directly for one year. So from March to March. So March of 2021 we opened up our doors again so we had a lot of health mandates we had to do temperature checks we had to do health screenings and things like that so we had to you know let our students know the on the brand new students who were coming to class, you know how that process works so that they felt safe they felt comfortable, and that you know we were meeting their agreements of the county. And then also with our online situation, most of our students they learned the hard way like we did at the very beginning of the pandemic and they kind of suffered through with us, but now we're having some new students come in, you know we really wanted to create an online orientation for them, so that they knew how to, you know, even get into a zoom account how do they mute how do they unmute how do they stop video start video, things like that so that when they actually went into their classroom, they were already prepared the teachers didn't have to take it upon themselves to go through that training with them and that really really helped us. And like all of you, or most of you, we also went from a paper registration form that was in triplicates to an online registration form that was offered in three of our most used languages, and this really streamlined the process of collecting data and registration as well but it also freed up the clerks that I needed to be able to support our orientation program so we it was a pleasant surprise and in addition to that it allowed me to gather data that I began sharing with the teachers really enlightening them to about the students who are coming and the process of registering our students. The team has really grown and benefited from the 102 course I want to say probably the most impactful part of that was the sessions on rubrics, and we really, at least and I kind of grabbed that and took that and we not only use them to look at the literature purchases that I wanted to know already I invested so much that we created rubrics to go to our staff and our students and ask them about our cameras, ask them about those online learning management systems like English adjunuity lexicon, and they expanded online portions of ventures. And then what we did is we transfer those from paper rubrics into Google forms. And that as you know when you use a Google form it allows you to really have powerful data discussions and as I said that's what I learned from the 102 course also was how to really help my staff be better data informed. So if you'll see and then next slide, when you take the Google form, and you break it down like this it gives us these nice pie charts and so these became discussions these are responses from the teachers version, asking them about the Al camera, but the student versions were similar, and if you can see the red and the blue are both the highest ratings superior and strong. So we learned rather quickly that our teachers really preferred them for different reasons but so did our students and I could share that information back and So with the challenges and barriers that we faced, you know in the last two years, instead of kind of writing this list down we really sat down and reflected on the past two years, not just from the D like program which really, you know really helped us, but also when just looking back through all the things that we did, you know the high flex all of our goals. And so we asked ourselves some of these questions about, you know, are the changes that we made with the marketing, were they cost effective were they leading to the increase enrollment that we were hoping for. Did we make sure that all students receive communication after an attend orientation, because that was one of our barriers there is that we would, they would register online we would send them information about coming to orientation and then a lot of them just wouldn't show up we had a whole list. And a lot of them just didn't show up and we didn't understand where that disconnection was from. Well what we found out was that a lot of students said that they didn't receive our email because they were going into their junk mail or their spam and they don't know they don't have that access to understand to check those things. Even for us that that's you know sometimes we find things that we you know somebody has sent us a long time ago. So what we did was to resolve that issue was that our liaisons would actually call them or text them. And because we know that they, they, the students will respond better on phone. Also we wanted to make sure that the teachers felt supported and trained for this high flex. We start we did a roll out. We had about eight that came in right away and so eight of us practiced with it and played with it and then we developed kind of a training system for the other teachers, when we received all the other owls. And so that's been really helpful for them. So now our goals for year two is that we really wanted to incorporate what Melissa was saying about the surveys, and also to continue with that we, we were very fortunate unfortunate that we had wask and sip and D like all at the same time. And so instead of really kind of doing different things we really used our experience through D like to create these goals, and to incorporate them in our wask and in our sip and that really helped us a lot. We really stayed consistent and what we wanted to do for our agency. And so we, as an agency we developed our new student learning outcomes are slows, and we now call them lead, and we really utilize that with all of our students that we really make sure that they are doing this is what we, this is what we are doing for them. So our takeaways from D lack. We really appreciated Dr porters. And, and destinies, they encourage us to take risks, and the things we covered in 101 and 102 were great, the collaboration with our coach and Tustin adult school forever grateful for that. And, of course, destiny Dr Porter all the oh 10 leaders. In our next slide we have a couple more things to talk about. I know we're running out of time. But thank you, Dr Porter really using and encouraging the strengths, identifying leaders on our campus. Effective. Very highly effective team. That's my own timer. Setting a culture for change and learning handling conflict. And finally, I really have to I'm so excited about what we, I learned and what we're learning going to continue to learn through cultural proficiency, just a greater awareness of our implicit biases creating an inclusive and supporting campus and, and that's really going to be taking us as we move forward. I just really want to wrap this up and say a huge thank you of course to our coach, Susan culture, and Tiffany and netta for all the support that they have provided for us and of course all of you. Thanks.