 OTAN Outreach and Technical Assistance Network So we're at the Eastside Adult Education. This is our project update. We are from San Jose. And the Eastside of San Jose. And this is some of the results of our adventurous journey. But first, I know you have cell phones. Also, if you are unable to scan, like maybe your cell phone is not cooperating, I do have a website and a code number that you can pop in. Don't worry, I got you covered because we can just use a code here. So this is Mentimeter if anyone is wondering. Oh, some of you have already put your choice of drink. So we have a lot of people drinking water, some coffee. Where's the alcohol? Someone put alcohol in there? There's the red wine. What is your purple drink? We even have some limit. I knew there would be someone in the audience that said tequila. So most of our audience numbers and those on Zoom as well, picked mostly water and coffee. Water and coffee is the most you know this because it's the biggest size. All right, but Bigger does not always do that. So, sorry, is that inappropriate? We can cut that out, right? What are these called? What are these called? Without looking at Google if possible. Apparently everyone knows what these are called. Something I had to look up yesterday. Dr. Porter was there. I did use Google. And I also had Renee and Dr. Porter. All right, you guys. So the correct answer is spokes. Like a spokes and a bicycle. So you're probably wondering why are we using an umbrella? It's part of our analogy here. And yes, I am an English teacher. So we have a big umbrella goal at East Side Adult Ed. And our big umbrella goal is that our team will provide East Side Adult Education with technology through online or blended teaching. So here are the umbrella spokes. We have our big umbrella goal here. Our big umbrella spokes includes Michael, who is doing Canvas and North Star. Michael. And Michelle will be doing the training for teachers for the blended learning model. And I am going to be doing the technology access. So this covers that big umbrella goal of providing our school with technology integration. It takes the three of us to individually work together and as a team to work together for this umbrella goal. So the schoolwide support here that I'm doing is through website or video. So when you have training, you want to make sure that your audience leaves with some sort of job aid. And one of our job aids is going to be a website video. So short little videos. And it says shorter and unpaid because it's a job aid. Maybe three minutes worth of, sorry, of training materials so that if a teacher did training on edge annuity, for example, then they could go back onto the website, access for all the teachers, easy access. They could go back to that video and kind of review what they learned for that training. For longer paid an hour or longer professional development that will be put on canvas. Where's Ava? I'm looking at you, Ava. So the canvas PD will include professional development training that our supervisors do meetings, first day of school meetings, mid meetings, or if you have a trainer come in and, for example, show you how to integrate something into your curriculum. Usually those are longer than an hour so they would not be able to fit on a website with a shorter video from YouTube or something. So a canvas shell, I guess, would be able to hold that professional development training. And for me, what I'm using is I'm taking bits and pieces. I'm cutting those, that video training into smaller steps using Adobe Captivate. Yes, thank you. So this is one of the modules that I created a couple years back. It's on Androgadji because we teach adults, we treat our students like adults and not children because they have responsibilities and whatnot. So these modules have a progression in which they have a bit, sorry, they have some sort of lecture, for example, principle one of Androgadji, and then they would have a knowledge check. One of the things that our supervisors want and our director wants is to show that the teachers actively participating in order to receive professional development extra duty monies. So to show that and to show proof that our teachers did go through the training and participated actively. I'm using the quiz section or a quiz from Canvas to show a knowledge check. And it's a quick knowledge check what they learned for the previous principle. And that goes on in the pattern. You have principle two, knowledge check, principle three, knowledge check. I didn't have this ready to go, but I think I would like to let my members, my team members also present there. So if we have time at the very end, I could show you a quick snippet of what this module looks like. All right, so next up is Michelle. She also wants you to do a poll. Hi everyone, I'm Michelle. So here, another QR code for you to scan. There are two questions for you to answer. Can they see the question? They have to scan it first. They will see the question. All right, so please submit your answer to those two questions. Yes. All right, so I think most of you answered to how many active students are currently enrolled at Eastside Adult Ed. So I think 17 people chose a thousand to 3,099 students. So let's check the correct answer. We're still voting. Who's that person chose more than 4,000. Great, great, great, great. Yeah, so we have more than 4,000 students. In the year of 2000, in this school year, school year. All right, so that's for the whole program. All right, let's go to the next question. What's the largest department at Eastside Adult Ed? So please submit your answer. What would you say? Single off the wrong people in grade. Good thing it's anonymous. Yeah, the correct answer ESL. So we are right in the middle of Silicon Valley. We're in San Jose. So we're next to many high tech companies. But the largest department in our school is ESL. So we're many, many people want to learn English and then they are all new immigrants. So let me introduce myself first. I'm Michelle train. I am ESL curriculum chair at Eastside Adult Education. And I'm in charge of ESL curriculum. I'm in charge of ESL civics and then professional development teaching resources. And now I'm a be like her very proud. So on Eastside Adult Education is the largest adult school in our consortium. And so for this school year, there are more than 4800 active students. And then ESL serve as the largest department in our school. For ESL students, we have more than 3300 students so far. And then yes, we are big in terms of student population, but we are making baby steps in terms of integrating technology and teaching. So that's why I'm here. So let me show you the lesson plan that our ESL teachers are using. So we're following WIPIA model. I think you're pretty familiar with that. So let me just show it real quickly. Okay, so far ESL department, we're following the model. So I'll start with warm up. So this is for three hour lessons. Then introduction, presentation, practice, evaluation and assessment. Okay, so this is WIPIA. So we take the first letter of each word. So all of ESL teachers follow this model for now. Okay, but we are proposing a new lesson plan with blended learning model. So the revised lesson plan will be like this. It starts with warm up and review and introduction and presentation. So same as the traditional lesson planning model. And then we're going to change practice part to online. Okay, and evaluation part to online as well and assessment part to online. All right. So the reason we want to do this because teacher create the materials for practice evaluation assessment. So soon can do these part on their own in their free time. Then our teacher will be able to have some time available for other things. So they can have time to do collaboration. They can have time to create the lessons and then put it online for student to assess. So with this model, blended learning model teacher has more options and the student will have more options as well. All right. And here is the comparison of current class setting and the blended learning setting. Right now, five days a week, Monday to Friday, our student and our teacher stay in the classroom. Okay, for five days, three hours each day. All right. And with the new blended learning model, we're proposing to change Friday to a synchronous online lesson. Okay. So a student don't need to come to school on Friday. They can stay home. And then they have the access to the lessons and then they can do it anywhere. And then they can even do it over the weekend. All right. So when they return the following Monday, they need to submit their assignment. All right. So teacher can evaluate their work. Okay. They'll come back. So then on Friday, within the, with the three hours on Friday, teacher can use the time here and then to do collaboration. That's one of our last learning group area. We want to have time to collaborate with our peers, but we couldn't find the time. Now with this new model, we finally have time to do it. Okay. Next one. This is the pie graph pie chart of our ESL classes by level. All right. So as you can see that like more than half of our students are in low level. So from privilege to beginning high. All right. And then we offer 46 ESL classes so far. All right. And then so we tailor and differentiated the curriculum and the lesson to suit our students language levels and their needs of using technology of learning. All right. The last one, our biggest barrier is our teacher. Not our students. Not the resources. All right. All right. It's our teacher. All right. So how we will help our teachers. So we're going to adopt digital literacy in ESL curriculum officially. And then I'm going to create Chromebook user guide for our students. We're going to create some lessons for typing and keyboarding. We're going to create more lessons about Gmail and Google doc. Okay. And then we're going to guess oh 10 trainings. All right. For Google apps, blended learning models, triple E and etc. And then one last thing is we're going to continue provide training on canvas and more star to our teachers. All right. So that part is Michael's part. Thank you. Okay. So I would give you just a quick run through what we've been some accomplishments to date. We got on the North Star just about a month ago, but I'm going to take a quick walk through. I've been using it myself in my own classroom and hopefully we're going to be expanding it. And then I'll give you a quick look at what we've been doing in canvas. We've been in canvas for a couple of years now, but it's been a slow, slow advancement. I became our canvas admin earlier this semester. And then if there's time, I'd like to say a few things about some of the lessons learned from Ideal 101. I may just weave them in as we go. So if you're not familiar with North Star, a couple of things, ease of use. It's really actually quite easy to use. I think people can pick it up really quite easily. I went to it just a couple of online trainings, but really just dive in and use it. A couple of ways that I've used it already, EL Civics over the winter. Our assessment was the students had to write an email to a doctor. So we went through that particular, the email unit in North Star just to help them out with that. And then in assessments, we just had our final writing test. I like to use Google Docs. I teach advance low in the morning in person. So a lot of the students don't know how to use Google Docs too well, so we use that in particular. And then there's loads of life skills. And then the data, as you'll see, is copious. This is some of what North Star offers, essential computer skills. So again, I used email and Windows recently. The email, actually, if you don't even have to pilot North Star, you just want to try it out. Google North Star Digital Literacy, you can get it right in there and take some of the assessments. What you don't have is the lessons. And that's really part of the great thing about it, all these pre-made lessons. The student goes in, they take an assessment, they get immediate feedback, and they can go and then just click on the ones that they missed and go directly into a lesson. So it's really, really quite nice. This is just some of the things they offer. Then they get more specific. Google Docs is one that we've used a lot, and then MS Word a little bit. This is the student dashboard, so they would go in and click on Take Assessment, and then they can go into lessons, they can see what they've already done. These are some of the other life skills, your digital footprint, social media, all sorts of things. So there's a lot to it. Again, lots of data, what have they done? This then goes through, you know, it shows some of our passing rates. For MS Word, I had 10 students do it in my class. Only four passed. With Docs, 11, only three passed. But they really weren't frustrated. Everyone wanted to learn. It's relatively easy to use. You get right into the lessons. So it wasn't a sense of failure at all. It was really like, this is what we need. So I've been really enthusiastic about it. Canvas is a bit of a slog. North Star is a lot of fun. You dig even deeper. Now you can see exactly what they've gotten. This was in the Docs. So which questions they get right, which questions they get wrong. Down at the bottom, then you can click into specific questions. And it'll open up. This is actually the interface that they would actually take the test in. And for this one, you know, the task at the top left there, open a new Google Doc. As you can see, they're in an email. So they need to figure out, well, I need to click on that to get over to Docs. Step by step. So it's really quite nice. Canvas, that's our growth over the course of a couple of years. We're running out of time. If you have any questions, I can... There's all sorts of data you can get. This is just interactions with Canvas. The darker blue is participation when they actually do something. So there's a lot of people just looking at... There's a lot of teachers just posting files. And then there isn't always as much interaction as we might like. If you have any questions, you can head over. I'll keep talking until somebody comes over to ask some questions. Again, I mean, you need to be careful about your statistics. I showed you the one graph that was rising. It made it look pretty good, like we're making slow progress. But you can get incredible... This is in analytics, they call it, or new analytics. And it can get pretty bad. Courses where 60% of students have no activity in the last seven days. 96% of 67 courses. So we don't actually have 67 courses open. So you need to be careful about how you select it. Canvas works really well on a semester basis. But yeah. So again, more kind of discouraging statistics. Students with no activity in the last 30 days, 79% of 726 enrolled students. But we only have 500 licenses. So we don't actually have 726 students enrolled. So again, you do need to be careful about how you select the data. But if you're a teacher, not an administrator, you should notice down here are teachers' names. So the administration knows exactly what's going on. And they know how you're using it. They know what you're using it for. So you better use it. This is for initial training. This is one that we've used. One plan for the future, I'd like to improve it, add it a bit. It really just links you out to instructor videos made by the company.