 OTAN, Outreach and Technical Assistance Network. So good morning everyone and welcome to this session, California Adult Education Digital Learning Guidance, presented by OTAN. And here in the room I have Christina Hyatt. Hi, I'm from Carolina North Adult School. And online we have John Fleischman. Good morning everyone. And myself, Francisco Pineda from Solidarity Adult School and an OTAN subject matter expert. So welcome to this session. Welcome to the session people who are joining us virtually and thank you for joining us virtually. So today we're going to be talking about the digital learning guidance or as many of us referred to as the guidance or the guidance document, which was recently published and it is on the OTAN website. So maybe I've had a few people ask me, where is this document at? Where is it? And like it's on the OTAN website. And also if I could just push in a plug next week, I'll be doing a tech talk about this subject as well. So maybe for those of you who are online and you know, wanting to share this information next Friday, I'm doing a tech talk on this subject as well. So again, good morning everyone. Francisco said he's a old time subject matter expert. I'm an old time adult educator been around for many, many years involved in the Delta. As a matter of fact, in 1989, I started OTAN. I'm amazed that it's gone for this many years. You know, it's a fascinating how much things have changed over the past, you know, 20, 30 years, but things really accelerated during the pandemic. And it was, it was really stressful for a lot of adult educators, even more so for K-12 educators. And there was a fair amount of learning loss. In some ways we were fortunate with adult dad because we've been doing distance learning for a period of time and online learning, but still there are many adult educators that were ill equipped and likewise many learners that were really ill equipped. The state director of adult education spoke with Renee, the OTAN director. And there was some discussion about, you know, what do we need to do? What can we do to help adult educators along? And the idea was to develop a guidance document to take what we know and to provide guidance to adult educators in all aspects of digital and online learning. Next slide, please. So this wasn't the team that put together. Renee Collins, who's the director of adult edits, SCOE and overseas OTAN, Penny Pearson, a colleague I worked with for many years, Netta, who you all know, and I'm sure is very present at the TDLS. And I was asked to come back and assist with the guidance document. There is something I guessed about the sage of experience and the wisdom of having done something for so long. But we very wisely hooked up with ISTI. And they have really made a foray into adult head, which I couldn't be more pleased. They're a wonderful organization. They do great international conferences. So we had these folks that were involved, which you can see on the screen. Caitlin Macklemore did a lot of the heavy lifting and she's really brilliant. She doesn't have a super strong background in adult ed, but she sure picked up on it quickly. And obviously we involve the other leadership projects, because they have a lot of expertise among them. So costs was actively involved, Alpro and West head. Next slide, please. So, hey, look, I know you guys can't read these names, but what it does is it gives you a sense of the depth and breadth of the guidance that we took from the field, the advisory group. There are people from ESL, the basic skills, high school subjects, career work. It really covered the gamut and it was all really all levels and program areas, both community colleges and K-12. So the advisory was actively involved. I believe there were three meetings during the year. They read drafts, they provided feedback and so on. So we really do appreciate the inputs from the advisory. I think the document really reflects the expertise and the broad degree of expertise across California. Next, please. Why is it was right there, John? I'm sorry, I didn't hear that. Carolyn wants you to fix her front picture there. Well, Zachary, you know, there's been a lot of leaders and adult head in California over the years. Carolyn really embraces the work of the leadership projects. And really, I think understands the role of technology and supporting bell dead. So part of what we did is we did video tapes and I'll discuss that more in a moment, but go ahead and play this short clip. And Carolyn Zachary and I am the education administrator and state director for the California department of education overseeing the adult education office. The adult educators are looking for a roadmap that will help them to continue what they've put into place over the last two years. This guide will help reinforce areas of strength that they have seen and they've been able to adapt. But the guide will also give them additional tools to ensure that they're meeting students accessibility needs, that they are looking at other ways of instruction. Perhaps they're used to doing synchronous only. And they're going to dive into that idea of doing something asynchronously. That's where I really think this guide will help those educators throughout the state of California to move beyond what they've been doing and to make it part of their normal practice of using technology and online instruction. I think Dr. Zachary does a nice job in summarizing the overall purpose. Like I said before, it is a very comprehensive guide. But you know, the role of the adult head office at CDE is extremely critical in rolling out guidance like this. Again, it's not policy, it's guidance. And there is a difference between policy and guidance. But ultimately guidance does inform policy. So in many ways, this is a key document as we move, continue to move down the road with online and distance learning. Next slide, please. I'm Dr. Carolyn Zachary. Oops, we got that one again. There you go. So there are seven chapters to the overall guidance. The first one is an introduction which provides a good overview, the purpose, the audience, the history of distance learning in California, and a brief summary of the lit review. Chapter two talks about devices, connectivity, understanding learning learners needs, accessibility, and universal design for learning. Chapter three goes into adult learning theory standards, distance learning. Chapter five is models of digital learning, planning and reporting. Chapter six is all about assessment. And I think you know, who had a real hand in that was COSIS and goes into the purposes, the advantages and various testing modalities. And that's, I think that's still an emerging area. And we still have a lot to learn about distance based assessment. And then chapter seven focuses on community building, social, emotional learning, educator, wellbeing, and digital citizenship. Next slide, please. One of the things that I think brings this guidance to life, it's not just a printed document. Initially it was posted as a PDF. Last month it was posted in full HTML, but really helps what helps bring it to life are the videos that were created as part of the process. But the idea of the video is just to get educators excited about the guidance, wanting to learn more, and brings the content to life. Interviews were conducted around California, for state level administrators, seven California adult educators, site leaders, and recorded at three different locations. So we did, I think both northern California, central and southern California. Pasadena, Laquani, which was my old stomping grounds in southern California. Next slide. I had my hand in doing a K-12 guidance document before we created this adult ed one. And one of the things that the State Board of Education said, you know, we really enjoyed hearing from actual educators. And so we followed kind of that format and did 18 written vignettes that are interspersed throughout the guidance. And so we did a couple of programs covered the gamut from small to large and representing multiple locations around California. And a total of 18 written vignettes are integrated throughout the document. Some are a couple of paragraphs, some are as long as a page or two. But the topics really cover the gamut. And the things that we're concerned about today in terms of implementing distance and online learning. Next slide. So the first thing we did as part of this project is a comprehensive literature review. Next they do a comprehensive literature review. What have we learned in the past? What can we learn from the past and programs and so on? So the first thing we did as part of this project is a comprehensive literature review. We looked at peer reviewed documents, documents that were published in studies in the last 20 years, focused on digital or distance learning. And we also looked at what we learned in the past. We looked at gender, gender, and droid logical lens. That's a tongue twister. But the idea was that this kind of sets the tone. I think as many of you know, where distance learning is done well, it can be just as effective as a classroom situation. So I think that's born out over and over again over the past 40, 50 years in all levels of online distance learning. of the PDF, but it is now a part, it was posted as a separate document on the website so that you can download or you can review online the actual research that was done. So if I was to say, give me an elevator speech, you got 30 seconds or you got a minute. This to me is the big picture of digital learning. Number one, it's the three-legged stool like I see it. It's about having equitable access and that means appropriate digital devices, something larger than a mobile phone, a four-inch screen. The second is appropriate content and we've come a long ways in the past 10, 15 years, but content that meets the needs of adult learners is appropriate adult learners and has good instructional design. And the third part of that stool, of course, is prepared teachers because any distance learning program is only as good as the teachers themselves that are administering the program. So that in an essence is the big picture, if you will. Next slide. So as I mentioned before, chapter one is an overall introduction. So if you don't have time or not inclined to read the entire document, and you know, it's not really meant to be read from page to page anyway, but I think chapter one there is there is an executive overview, but chapter one really goes more in depth about the audience, the history, how we've gone from distance to digital learning, touches on standards, the whole milieu of standards that we have in adult education, and it offers a preview of the guys, an overall preview. Next slide, please. The chapter two really gets into the whole area of in depth into digital devices, connectivity, understanding learners' needs, you know, most of our learners, probably what 90% of the surveys that I've seen have, you know, mobile devices, mobile phones. But, you know, it is tough to learn on a four inch screen. And although there's some interesting software out there, we still need to ensure, you know, in ideal situation as a larger screen, perhaps the biggest issue right now is about connectivity. And that's the thing that we heard over and over again during the pandemic in all levels that learners just don't have the connectivity. Connecting via a mobile device, a lot of learners pay fees for that, for their cellular devices. I couldn't be more thrilled with the, you know, the national effort, the Digital Equity Act, and literally the hundreds of millions of dollars that will be coming down to support connectivity. Yes, the cable providers and the internet providers had their arms twisted by regulation to provide low cost access, but really a lot of learners didn't take advantage of that. So this new initiative I think is really critical. And if nothing else, I think you owe it to the learners within your agency to understand more about this whole new act, how learners can access low cost internet connectivity. Because that, again, is so critical. The other thing is really understanding learners' needs. I mean, that's a part of it. And really understanding both in terms of software and where that fits into the whole process of digital learning, and then building digital infrastructure. I think as we continue to grow out our programs, it's both within the agencies but ensuring connectivity beyond. Next slide. So we hear a lot about digital learning skills. And I think they've become necessary life skills in so many ways. Without those digital learning skills, you can't apply for a job. Hey, a lot of restaurants now, you can't even order a meal without digital learning skills. But it really goes into more depth about what those skills are, the resources that are available, the frameworks that are available, such as Skill Rise and the digital navigator model. So it provides additional information to help guide adult educators on ensuring that their learners acquire and improve their literacy skills, digital literacy skills. Accessibility is another key area. We know that many of our learners have various kinds of learning disabilities. So accessibility becomes a critical area. This chapter goes into more depth on accessibility. Likewise, into the universal design for learning, UDL, multiple means of engaging learners, multiple means of representing content and multiple means of action and expression. It's something that many programs don't really embrace, but they're beginning to and understand the role and the importance of UDL in adult education programs. The next up is one of the little video clips hearing from Alice Takayuchi. She's an ESL instructor at Elk Grove, at Garden Grove Adult Education. She's also a remote ESL instructor from Mount Tamal Pius Adult School. And she talks about, and this is just a clip from the video, about the importance of making digital instruction practical and relevant for the lives of students. So if you'd go ahead and play that segment. My name is Alisa Takayuchi. I am an ESL instructor for Garden Grove Adult Education. I am also a remote ESL teacher for Tamal Pius Adult School. And I'm a subject matter expert for O-10. Making it practical for the students is really important, too. You know, we shouldn't be teaching them things that may not be relevant for them outside of the classroom. But navigating systems or using their phones more, I think would really be helpful in that, you know, back in the day we used to say, no phones in the classroom. But now we're at that point, it's like, yeah, pull out your phone, let's go ahead and start exploring some of the things that you can do with your phones. And using that beyond the classroom so that you are successful with going to school or getting a new job or, you know, family life. And those are the things that are going to make students feel like they're OK with technology and then they can move on to other things as well. Alice really gets it, I think. She really understands the role of technology and she's doing some amazing things with her program. So thrilled to have her working with O-10 and doing some projects there as well. So I'm going to turn it over to Francisco at this point. My name is Lisa. He's going to focus on Chapter 3, Foundations of Adult Education and Digital Learning. OK, so again, good morning, everyone, Francisco Pinedo. So Chapter 3, I believe, is the, has one of the more, I call it the bulkiest of the chapter because it really covers a lot. It covers about adult learning theories, research-based practice, and then also standard. So in one of the sessions that I've done, one of the trainings I did, that school really just focused on like Chapter 3 and it was an hour and a half. And we spent, it was two chapters that we're going to cover. I spent the most of it here because it really talks about the different theories of better understanding the adult learner while it acknowledges, you know, each learner is very unique in its own ways and has its different characteristics. It highlights also research-focused practices. It also has recommendations for a stronger digital learning design implementation. So in this chapter, it introduces also the various roles of in-adult education from administrators to certificated staff to classified staff, also, you know, for any other support staff that they have. And then the relevant standards for adult education are briefly introduced. And then also it's how it's used for professional development to support educators and preparing for digital learning. And this is the point where people, colleagues of mine would see standards. They think, oh, is this a new set of standards that we have to learn? No, this is just talking about the standards that are already in place for adult education. One of the ones that I had a lot of questions were the ISTI standards. So with the ISTI standards, we see how it ties in with technology and learning. So I think mostly everybody has heard about, you know, the CCRS and the adult education standard, the cost of competencies as well. So many people were under the impression that this guidance was a new set of standards for, you know, adult education. And it's not. It's just talking about the current standards that are in place. So I had to drive that point several times because teachers were thinking, oh, new standards. And if they're like me, they hear something new. They're like, freak out. But no, it's just to say that this is available, you know, these standards and how it's incorporated in a lot of our curriculum that we use. And I, you know, told some of the instructors, if you look at the front part of your curriculum, you'll see a lot of these standards and how it's being met through your lessons. So it's not something that you have to redo. It also talks about the different types of theories like we have in bullet point number one, which, you know, has a K-12 approach which focuses on educating, transmitting content. It also talks about the theories like we have the androgogy, the experimental, the new one, which I had a lot of questions. Well, what do you mean by who to go? And I think I'm pronouncing it right. It's where the student has the more self-directed approach is where the student is going to really take in charge of their actual education, where they pretty much are in control of their learning. Self-directed is transformative, research-based practice that we also talked about highlight the key findings and recommendations from formal literature review, including the effectiveness of delivering instruction, learner outcomes, the benefits of digital learning, which, you know, in this conference we've been hearing a lot of, and I think it's getting that message that, you know, digital literacy is very important step to start teaching our students to be able to be in different types of online platforms as well. It's designing recommendations for educators when designing digital learning experience. And the keyword here is recommendations. You can customize it to any way that will fit your agency's needs. Doesn't mean that we have to do it like it's in the guidance. We can all really customize a lot. And then, and the last bullet is talking about field standards. So this one is talking about the important standards and how they're pertinent when using and designing a digital instruction. This includes the California standard for the teaching profession. It includes the ISD standards for educator standards with quality focused on best practices using technology and the national standards for quality online learning, which includes indicators for improving online courses, teachings and implementing implementation at the program level. There we go. Again, in this slide here, it's talking about how classroom educators section addresses the role of the adult instructor in the digital age. It also talks about the information offered about core competencies that are important for providing this high quality instruction. The next section identifies how many different roles in academic, like the support staff, counselors, transition specialists. Tremendously depends on these factors for these programs include the budget and the size of the students. So how much support staff are we going to have? Also providing support for the teachers, if that means my agency, I'm able to compensate instructors a little bit more for doing a lot of the online content, sometimes over the break, sometimes over the summer. And then the two important sections in this section is focusing on professional development because that is what's really needed a lot in order for teachers to provide this high quality instruction is the professional support development programs and implement models for digital learning need to include basic digital learning skills development for both learners and for educators because it's not just the teaching the learner this but the educator also has to have some knowledge of how am I going to do this because three years ago it seemed that in adult educators we're ready to fly once the pandemic hit within a week most of us were already teaching on Zoom whereas in the K-12 world teachers were not prepared, there's not a lot of, most of their PD is on evidence-based reading and in classroom instruction, PBIS, things like that but they were not teaching them how to teach virtually. So in my district we were all called in and said hey can you guys teach us in the K-12 how you're doing Zoom, how you're connecting the students, how you're this, how that so we were actually training our district on how to implement online learning with Zoom, Google classroom, things like that and then there was a pause about three weeks in the K-12 by the second week we were rolling and most of our students were connected and so the district was really impressed they were like why don't you guys go through how did the technology like well we use the iPad that you lend out to your students they have Zoom they have all the apps that we were going to use so we saw that and we say okay we're going to only do Zoom we're not going to do anything else because they're already installing the students iPad that they took home so and we scheduled classes at the times when those students were not using Zoom for the instruction which meant early afternoon or right before lunch and then of course in the evening as well so we kind of worked it that way so but professional development is very important for staff when doing this type of work let me show you so now I want to introduce Yesenia Delgado from Hacienda La Puente she is an instructor and she's going to talk about how professional development and bringing technology to the classroom my name is Yesenia Delgado Lorenzo and I am a counselor and instructor at Hacienda La Puente adult school the most impactful professional development is going to be working with OTAN through the Digital Learning Academy I had the opportunity to collaborate with two other teachers and we were able to take a whole course on how to bring technology into our classrooms and I think the support of the administrators through that process and allowing us to try the new ideas in the classroom was definitely impactful because we saw the growth we saw the growth from using no Chromebooks in the classroom teachers being scared of using the Chromebooks themselves to fully engage classrooms where the teacher was at the front of the class teaching and the students were following along with their Chromebooks so that has been one of the most rewarding and most impactful experiences because we saw the growth as we kind of went through the Leadership Academy so it was a two-year program so we saw it from zero and then it kind of went into the pandemic so by the time we pandemic started we were ready and we saw the difference in how quickly our classes moved to zoom how quickly we moved everything online and I think a lot of it had to do with us being really well prepared and having that action plan ready to move forward with digital technology in the classrooms my name is and I think what Yesenia said was something that put us kind of in the forefront when the pandemic hit that a lot of us prior to COVID were already experimenting well how are we going to take our distance learning to the next level and a lot of agencies were already doing that uh us in in my consortium we were us and Serena's adult was kind of experimenting with it so we actually in our consortium became the leaders of professional development for distance learning instruction we would have weekly meetings PD meetings and all these hours of okay at one point I did a O10 training and I had about 270 students that's like the most participant that's the most I've ever had and it was talking about how to onboard these students so in adult ed I think we were at a very big advantage you know we're well prepared we have all this great resource in chapter four it's talking about designing flexible learning experiences so here it's talking about the different starting points for design different technology integration frameworks we're talking about models that are introduced to help educators with instructional design design learning tools are discussed in terms of helping educators and learners to communicate collaborative be productive and use a learning management system to organize learning experience we I've heard google sites google classroom other lms like canvas quality or school edgy and you know so many more that are out there this chapter discusses the strategies for evaluating digital tools for classroom learning uh digital learning provides an opportunity to take advantage of basic modalities available to engage the learner primary through in-person learning or asynchronous and synchronous online activities learning activities uh each of the different modalities provides different opportunities to engage the learner share content monitor learning as well and provide feedback which is very important when students are only in the virtual they want that feedback in the classroom they would kind of see my reaction is like oh i did something or or something but online it's very difficult the students don't pick up those cues that i'm very expressing sometimes so providing them that feedback if it's just a simple text or a email oops my time is on the top uh i'm sorry i set the timer because i couldn't talk too much so and this one it reflects also and reflection of instructional design and teaching practices in the classroom uh let's see here it's also talking about the different um frameworks like the samar framework which you know i've learned from from diana years ago uh the t-pack model the triple e framework so again all this information in the guidance document will give you more of course a lot more more information on it uh choosing the right tools depending on the intended learning goals and outcomes and that's something that i also brought up in one of my previous sessions is what is your goal for this teaching what what what is your goal select goals for your classroom for your program and then kind of develop around it uh many many agencies again use lms uh we're talking about open education resource which is i started using for my early childhood education pathway course so instead of having the student buy a textbook using an oer book it's a book that's well worth close to two hundred dollars and the student had it for cream uh and then evaluating content as well uh personalized learning pathways uh and again counting uh imports the importance of and the great benefit of oer so using it in the classroom where the student thinks what book do i have to buy it like you don't have to buy anything here's a link where you could go and download it okay so christina is next with chapter five i was really enjoying the presentation right until your alarm went off i read in the book because i love this i do yes and when i started reading that my first impression was how this is all the stuff we wish we had known right and more right because it wasn't just the stuff i learned but it went beyond and it's research based and it's full of content that's going to help your new educators know how to do online for you how to create the best programs for your new administrators so i got chapter five which is all about instructional models um so it introduces the most widely used models distance education blended and hybrid learning and the high-plex models um maybe your sites used some of these maybe you've been exploring using some of the others and this is all about like figuring out what works best i we heard um in martha's session earlier about them trying a lot of different things before they found something that worked for their site for their students and so maybe what you're using now needs tweaking and this guidance is going to help you figure that out also you're going to hear about the planning and implementation addressing the challenges right what's going to work or the system's going to talk to each other may go through the advantages and the considerations for each model and then of course the all-important the reporting considerations so that our programs can stay open right and it's not really just about the money but it's about providing programs where students stay and flourish and then your reports are easy from there right because the students are there and they're getting their measurable skill gains so making sure that one you've chosen fits that model not yet okay um it also addresses the barriers to learner participation and that and how to have a better successful implementation oh and also just so you know and the reporting considerations we're talking about your data integrity your payment point summary your fiscal reports your professional development technology and distant learning plans and assessment plans it's a lot of reporting right a lot of things that they want and it goes through those and the considerations on how to have the best reporting and what to consider okay on the next slide we're going to hear from Ryan de la Vega he is an ESL teacher at Torrance high school my name is Ryan de la Vega my title is ESL resource teacher so I'm the lead of the department and I work at Torrance adult school in Torrance California we're kind of experimenting with all different kinds of models a high-flex hybrid and 100 online and 100 face-to-face one class we're doing we're just calling it a modified high flex where we have two days face-to-face in the classroom with the teacher and two days online where the teacher is teaching just like they did at the beginning of the pandemic 100 internet online video conferencing where the teacher can put students in breakout rooms and they can work together as a group or a team towards a common goal my name is um I love that he you know he tried they're trying something that works for their site right a modified high flex and I appreciate Ryan's comments moving on to chapter six data driven instruction and digital assessments so chapter six begins by going through the purposes of assessments and how digital assessments inform instruction and enhance our teaching and learning and then it goes through some of the aspects including your standardized assessments remote testing right and other formative assessments so it's all the assessment chapter and um it starts with why why would we assess right what's the whole point because it helps the student know where they're at it helps the teacher know where the student's at it helps the teacher know if their teaching's effective there's so many great reasons um when it's digital that feedbacks immediate always think back to a time when I was working with a student she was a high school student and her teacher would take a month or two months to give her tests back when she got that score that score meant nothing at that point there was no looking at it going oh yeah I see what I did wrong or I see that mistake I made I'm not going to make that again she didn't have that opportunity because so much time had passed when she looked at the test she probably didn't even remember what she was thinking at the time right and part of being able to correct our thinking is recognizing the mistake and when you do with digital assessment that feedbacks immediate that wasn't quite right and I always talk to my students about I made mistakes in junior high that I still remember right but it's because that feedback was immediate and it didn't feel very good and not only do I remember them or mistake but I remember how I fixed it so it's kind of a powerful tool when you can get that more immediate feedback standardized assessments are including I think I talked about that well no your high school equivalency your GED your high set your task if that's not in California I know but your performance based assessments such as your co-apps your citizenship tests your high school diploma external diploma program all different kinds of assessments that are standardized for students um also included are several pages devoted to remote testing and uh the description of the remote testing it goes over California's uh rules regarding which I didn't know I did a ton of remote testing and I no idea that this was like the state of California came in and said okay you can remote test for CASA so it goes through all of those policies as well as the challenges that come from the remote testing students at a distance you could have talked way along because I'm a fast talker okay uh chapter six um data-driven oh no we're continuing on chapter six sorry still chapter six digital skills assessments um so we're now instructing students online students are coming in person they need to have the skills to be successful and they need to know how to protect themselves and so in this ever evolving technology world we need to make sure that we are giving students the tools that they need we need to know where they're at we need to know where they need to go in their digital skills and so it does go through digital skills and it does uh refer to the north start digital literacy assessment which is nationally known and used also uh documented is informal assessments right those formative assessments where we figure out where they're at how we can fix it go back adjust the teaching try again and lastly our digital assessment tools such as polling quizzes gamification and portfolio that outlines all of those okay now we're to chapter seven um it's my favorite uh chapter seven is fostering healthy equitable and inclusive digital communities didn't we just hear about this yesterday morning from dr betters right so fabulous um our students come to us with their whole separate beam they have a whole separate adult life and now we're adding one more facet to their life the adult learner and it's important that when they come into our classroom online that they have a community and it's a lot harder to build an online community it doesn't come naturally as if somebody's sitting next to you where the teacher does a pair share in a classroom when it's online it has to be planned it has to be it has to the effort has to come from the teacher and the students to get to know one another to have these activities where they build community i was really fortunate i had a class just like that uh last semester and i didn't even know the community was happening until like the last day and after in the last day of the class one of the students is like i just want to see something each one of you and she went around and said something fabulous about each student and all the students were like we think the same about you it was like this huge funny moment and then i had sent out some certificates and um they didn't come through the way i thought they would and so this one student said i've talked to everybody it wasn't just community during the class and beyond the class she's had this communication you can't get their assessment she need to fix this feature and i just loved that and that's what um this chapter's about focusing on building a community taking care of the social emotional learning it's not just per k-12 it's for adult learners too and even like i even think like more so when i started with adult learners i did not know how much they would share with me right you're so used to like i worked with preschoolers they share a lot of stuff right that adult learners share big stuff them and it's heavy and they trust you and it's amazing to me because i'm like okay well i don't i don't have any of the tools right but this book does talk about developing those social emotional learning reading an environment where people can share and be open um i love this one too right don't forget about the teachers cultivating the educated our well-being there's a huge section on that as well as in the appendix on how to make sure that your teachers are caring for themselves and that they have their cup full each day so then when a student tells them something big it doesn't empty their cup so and in that section it talks about what does it say positive safe and supportive in relationships with your students right a place where the students want to come and want to continue to be successful um and last but not least our digital citizenship right um and i kind of talked about this before but how do you protect yourself online how do you make sure that um you're not sharing your social security remember with the whole world how do you make sure that your classroom is a safe space for people to be able to talk about those and that it doesn't go out and get put on the news the next day um teaching students how to be good people online not to bully not to use online forums to hurt others but instead to build others up and create positive safe environments so after hearing all of this information you're going to say to yourself where can i buy this valuable resource send in your money order for the price no no right heaven's note we want everyone to have it and you're going to find it on otan's website so on otan's website it over here there's a bar with quick links it's the first one it'll say digital guidance and it brings you to the website thank you it brings you to the website where you've got the full pdf version you can read it online what's greatest there's links throughout right it's not just here's what carolin thought one good day it's research based it's people hey didn't just come up with oh this is a good idea it's all linked throughout and then if you want we've got the literature review um the contents there's our four videos which we just shared little vignettes of those videos just little pieces so go back and watch them all and then additional resources okay i think i'm supposed to turn it back over to you right panacea so i think now it's a good time to look at the uh if we have any i see there's some uh might be questions or comments so you can mark the mark of the chance man it looks like um john wasn't replying to a lot of the comments okay so um requesting the act and um sherry lots of input and feedback so i'm not really seeing anything else thank you very much great job um so we're almost i think we're out of time but in the guidance document are we oh okay okay so in this guidance is it useful for supporting and improve digital learning so some questions to um to think about and maybe you know we could have a discussion virtually in person is is the guidance useful for supporting uh or improving and improving digital learning is there anything missing from the guidance so i know we kind of spent the last 50 minutes talking about it you might not have read the whole thing yet but is there anything missing what would be the best type of pd to support uh use and support use and implementation of the guidance so maybe we could spend a couple of minutes let's say maybe two minutes uh online in the chat and if you're in the um in the room answering some of these questions and if some of the comments come up maybe we could um thank you very much thank you for the hard work okay i see sometimes i've been meetings or discussions where i feel like we're spending a lot of time talking about what should we do and how should this be because we've kind of forgotten or and so we just kind of like a lot of bandwidth is wasted trying to figure these solutions out and so i'm so glad to i mean i know this exists but i'm glad for the re-crash i would just emailing like even though it's a great online tool i think we need a printed so that we can say okay but like in a meeting i can say why are we talking about this it says right here here's the guidance here's our guidance let's just give it's a good um safety net and a place to like keep falling back on if that's not articulate on saturdays but wait till sunday save the hours of like like like let's just open it up let's see what the guidance says and then let's make our decision one of the things that uh in our consortium where we have a strong pd and one of them is talking about like high flex instruction and when i talked about under consortium about the guidance document i think it was like in february or the most recent one um someone in our consortium suggested you know it's because this is a living document maybe adding student success stories that we have when in soledad the student went through the whole uh high set program and then she said how because it's virtual and she has the resources and links how that helped her uh pass her high set and she's not working in the district in the uh food service department because she said well food service is something that i like i do my own little catering and um you know dessert tables and stuff like that so she took initiative found resources online on how she can she did the self certificate the survey there we go so she found information how to do that and just like that like we started hearing other stories of students who you know with guidance from our instructors and within our consortium how they were able to pass the high set uh high school diploma or their high school diploma and also finding resources out in the community community to help them improve get certificate more certificates stackable certifications uh and with our local workforce development board so it's like it's starting to snowball and in our consortium we're going to start having student of the month every month selecting students specifically focus on how their adult learning experience has been benefited by technology i do have um something back to your point a sherry baker shares thank you for all for your hard work i think that having administration have regular meetings to go through the guidance with all staff also having staff and administration discuss how to best apply to our own programs brainstorming troubleshooting and thank you all we're looking forward to sharing i really love the idea of adding student success story yeah i think that's a great that's a great idea make me when we're looking where we do next year's okay well i was even thinking i want to do next year's student success that it's focused on the students that were successful through through the technology and you can add their inner media right right easy to add them but for me you know the idea that this is a living document to me is so much different than and i know john you worked on the k-12 one it's so much different than the k-12 one which i think is more static and so i appreciated the i i mean i only had this idea of i saw the k-12 one and i went well they asked us some questions for about adult dead but they didn't put anything in there about adult dead so we need to do our own and that's why i went to scoey because i knew that you know they had done the k-12 one and the fact that we moved it to this idea of a digital and being digital in a living document so that as technology changes right we can adapt it for whatever's next right i mean we didn't really address a lot of ai in the document or virtual reality well that's where i see the next yes he's coming into this is how are you using those digital tools in your classroom yeah i'm really happy to hear you say that because that is the very nature of technology it's constantly changing i know just a few minutes left but i wanted to share if you could go to the next slide francisco one of the things that we believe is really important is to make sure that this guide gets out there in as many hands as possible we have such a diverse provider program very small agencies large agencies the large ones can do a lot more to support the implementation but one of the things that we're focusing on this over the next well this past year is kind of synthesizing some of the information into one page chapter summaries also there will be some amazing i we've just knocked the first one out one minute animated videos that concisely tell a story about each one of the chapters i think those will be very useful for promoting the program internally also important this coming year is isti is working with us very closely on a facilitator's guide a step by step trainer's guide that will include handouts and power points so literally a not someone who's really proficient with technology but someone that has a basic understanding could lead chapter could lead chapter by chapter presentations with basically what to say how to say it so it's kind of us like i said a to train the trainers a trainer's guide and also one more exciting thing that we're doing this year is a canvas course not with the introduction but a canvas course that will go and cover each one of the two through seven chapters so we'll have multiple ways of getting this information out to the field and so the document is not static and we also don't see the professional development support as a static process it will evolve over time yeah okay there it is