 OTAN, Outreach and Technical Assistance Network. So we, the school began in August 2022. It was a skeleton crew. It was literally one distance learning class, which was really, it was just completely asynchronous. We didn't really have any Zoom classes immediately. And we just had a few people working to sort of build up the school. Ms. Gonzales was able to recruit a few people pretty quickly. And what's going on? So by October, we were able to open two synchronous ESL classes and hire the students tools for education pathways or step instructor. So we kind of got off to a very quick start and then really quickly, within the last six months, thanks to the extraordinary work of our principal and a few of the teachers who really stepped up. We were able to expand the staff, the schedule and the enrollment numbers exponentially in very short time. It's been very impressive and we had a long way to go. So I'll tell you a little bit about what it looks like. I do wanna discuss enrollment for the third quarter. We had a goal for 1,000 registered and attending students by June 2023. That was actually lowered from 2,000, which was an extraordinary ask. So they said, okay, can you try to get 1,000 students in your school by June 2023? We had a humble third quarter. We enrollment only increased by 59,300%. So, and that is not a lie, that is true. Remember, once we started at zero, so that was up to five hundred percent. I like telling people this number. It sounds impressive. I think that may be a record in history for any school. As of today, enrollment is over 750 students. So we're already three quarters of the way to our goal. And enrollment really is ramping up. So we're gonna pass 1,000 away before the deadline. So that's good news. The programs that we currently offer, we have a program that's currently just morning and evening. And we've also hired two advisors to help us out, which is gonna God send for our school. We have an ESL advisor and an ABE advisor currently, but they also fill in for the CPE classes that we have as well. Our current schedule includes one ABE AI as step class, 12 ESL classes, one distance learning class, one citizenship class, six ABE classes, four combination ABE and ASC classes, one reading class, two math labs. I always, when I was rehearsing this, I kept saying math lab. So we don't have any math labs yet, but that's one of our goals. Type of goal chemistry. Yes, exactly. Two ASL labs and two CT computer essentially. So, and again, this has all happened really since October. So we've been moving pretty quick, thanks to the work of our administrator and the advisors and some teachers have been working really hard. Well, what are advisors? Counselor? Counselor, okay. So their job is really is to, they do a lot of outreach. They do registering students, feed everything. I mean, they're just doing way more than a hundred. Any questions about your, yes. What are your thoughts with setting everyone in your, we're gonna talk about that in just a second. Actually, that's the next thing we're gonna talk about. So our expansion plan is to expand our schedule to include afternoon and Saturday classes at well some point in the future, hopefully. We'd also like to expand all of our current programs as well as expanding into these program areas. We would like more to CPD classes, which is a challenge because we're a hundred percent virtual, but one of the ideas we have is partnering with in-person school CPD classes so that they do the in-person part. Like for example, a mechanic class, you'd go there and you'd work on the car, but then you can come to the virtual school for the language part, vocabulary, whatever, the knowledge part. So we could share duties that way. We wanna start high set prep and testing high school recovery. Parenting classes eventually would be great, costs is a little bit of testing. We do currently not sure for all students, but the step classes, which I'll try and talk about in a couple of minutes, they have started to get a copy of entry test. All online? All online. We don't have a building. We don't exist in the real world. Are you playing with them? So everything is virtual. No question here? Are your programs open entry? Open entry, yeah. As far as I know, yeah. I can't speak for all of the programs, but I think, yeah. Are you playing on both tests? That's that answer, you won't get the answer. Right, so that's coming. That's coming. The district is working on that in fact. Ruben, do you wanna address that? I think we're currently highlighting the COPDOS and ELCIVics testing, I think with a small number of students, and then we're gonna build on that next year. And next year? Because basically all this is you're pulling out of your budget, but you're not getting a lot of money back, right? Right now. Yeah, yeah. Okay. We're finally on expanding that next year. Right. In terms of recruitment, we have no budget for recruitment. But our hope is that will change soon. Who's listening? Thank you. We need to hire more advisors as well as an outreach navigator. An outreach navigator is crucial because we don't have a place where people can walk up and sign up. So our goal is to be able to recruit via social media. As it stands right now, we can only use the district website in terms of social media, sorry, the district's social media sites. But we need our own. We want better communication with other schools, trying to recruit in partnership with the other 10 schools in days. Blackboard Connect, increased distribution of flyers at those physical schools, mailers, and marketing materials. And of course our own website, which is one of our top priorities. So hopefully that will happen sometime in the future. Not bad, but. So understand that all that recruitment that I talked about before, those 750 students, we've all, we've done all of that with the help of the district, but without this. So once we get all this going, we just imagine those numbers will be able to expand even faster. Building a prep. So, Hershey was gonna talk a little bit about the difference between online versus in-person and what that looks like for us. Really, the truth is, the only difference between in-person and hybrid and fully online is that they're never in-person. And really that literally is the only difference, if you think about it. So the fact that they never come into a classroom, but everything else is the same. They're interactive. There's cooperative learning to engage in speaking, listening, reading and writing activities. Differential and learning opportunities exist. There are homework assignments. So really, there's not much difference at all between in-person and online. Online class is a class just online. Yeah. And so how many students would you have for a class? So the numbers of students in the classes online that collect, sorry, the capability of the number of classes online are the same for in-person. So base tries to cap it around, they try to hit 30 as a max. It's not a rule, they can go over 30. But as we all know, because of the pandemic, numbers have really grown a lot. So our classes aren't that big. I think I have one of the largest classes I have about, I have 30 regularly depending students on average per day. It's anywhere between 20 and 22. And that's large right now. But of course, as we expand, we hope all the classes, the numbers will increase. But, you know, I mean, I can imagine having more than 30-year students in the class. If I can handle it in-person, I can probably handle it. Yeah. I had 90 students when I was my first year of teaching in one class. And that was a good way to learn how to teach. Back in the day, right? Back in the day. Oh, and students are assessed and received feedback. So everything is the same as everything that happens in-person or hybrid. There are some distinct benefits of having a fully online program if actually maybe you don't exist in-person. And that's that students can work from anywhere. Students can access course content anytime. They don't actually have to just be in class during those hours. So if they don't come to class, they still have full access to the classes even at midnight to get help from work. Students learn important time management skills because they are learning on their own. Well, they're not learning on their own, but they're sort of responsible for their own learning more. So there are no childcare issues. It's a great thing. But it also brings a challenge. Yeah. Students learn accelerated text skills because they're forced to. They have no choice. Yeah. Teachers have a myriad of electronic tools that are streamlined learning. So same for us, we have to really get that learning curve pretty quick. And then recruitment can expand outside the immediate neighborhood or city, which is a real big benefit as well, because nobody's taking a bus to your school. So there are some challenges as well. Assistance can be more convenient in person, especially for students who are lacking in text skills. It's so much easier to stand behind somebody in point. Then they have to get online in order to get tech help. So right there is a barrier. But our step teachers are pretty adept at helping them out in that area. CTE classes are our challenges. I mentioned before, but like I also said, there is that work around, right? You can sort of divide up between if I'm in person and online. Onwarding students with low tech skills is a big challenge I just mentioned, especially if they're not physically present. There are always technical problems with devices and internet. I don't care how good your device is or how good your internet is. Always problems and always disrupt learning. Communicating with students outside class time can be difficult. Students aren't able to form bonds easily outside of class. Of course, there are workarounds and there are solutions to that. Testing can be difficult if we do this study. And we are working diligently to address all of these challenges. And we've already actually figured out a few. But we're in a good place. I'm just gonna pause for a second just to ask if anybody has any questions or anything before I continue. The chat has no questions. Thank you. Which one's have you figured out? So, communicating with students outside class time, there's so many ways to do it. Perhaps like reminding what's at, calling people on the telephone, email. Yeah, so there's tons and tons of ways and that hasn't really, I think all the teachers that I've spoken to are not an issue anymore. We're in pretty constant communication with our students. And then communicating, students aren't able to form bonds. They just share their social media addresses with each other through the teacher. You have to make sure that they're going through us if they wanna share. And then testing, yeah, we're working on a priority process. And also, we have our LNSS School of Geek. So you can embed tests right in the School of Geek. So, not an issue anymore. I'm sorry, you had a question? Yes. What are some of the sort of tools you use that line for students with low tech jobs? So I'm gonna actually talk about that in just a second. That's our step, our step program. Would you have a question? And Josh, just recently we had focus groups with some of our APA students and we found out that break up was a good way to create bonds with each other. Yes. Okay. All right, so, all of our students need a single sign-on email address which is a sign to them when they register again. We have a question. Are the CTE courses the same price as they would be based on base? Yes. Zero. Zero. Currently, we don't charge for our CTE class. Well, we only offer one CTE class which is computer essentials, which is a basic computer class and there is no charge for that. I don't know about in-person. I'm sure that some of the CTE classes do charge for supplies and whatnot, but yeah. Right, but since we're not physical, we will never have to charge that the in-person schools can do that part. So each new student is issued a district student email address and then they have to get a password because we'll have to be able to sign into Schoology, which is our elements that we use. Most of the teachers use apps like Google Suite, none of the things like that, so they're going to have to use their CETS OS for that. And that is something that the step teachers do. It's one of the first things that they address when the student registers. They can go to a CTE class, which is a 12-hour class. It usually happens over the course of one week. And during that time, they get their days' email and password figured out. I don't know what that is. I didn't do this live. Sorry. They activate their Gmail account using their student email and their password. And then onboarding the students, Rachea was going to show you her SIS site. I don't have access to her site, so I'm not sure if she's going to show it. So I apologize. But they go over basic competencies, basic of using a computer, if they need help with that. Introduction to Schoology. And I can add something to that. Please. Because I teach that. Thank you. So for the step class and onboarding class, and as Josh mentioned, it's a 12-hour class. Jonathan Noel also teaches it. So we take the students through this process where we activate their school email and password, which is SSO. And then, as he mentioned, we enable them to get into the student form, which is basis. And it also gives them a legitimate Gmail account. Some of them have like party girl, or personal email. And we provide them with a very good business certificate of email. It also gets them into our Learning Management System Schoology. We do have them go into their student portal, which is called basic. And that's where they do forms. So, you know, we all base, and so we have them do the class's entry form and update forms. We also, as a CTE class, we have them do the programs eligibility forms. And then they also need to verify competencies, because we are confidence-based. And so the students learn how to do all of that in the CTE class. So I think that's what she was talking about. Thank you very much. I'm sorry to follow up, because there's one for ESL as well, right? Yes, it is. And so the first step for anyone who's becoming a new virtual students is that they're attending this 12-hour class. That is on specific days and times. Yes, but it is flexible also. They don't have to do it concurrently. You know, Monday, Tuesday, Wednesday, they could come to the first week, and if they can't come, they can come, they can finish it the following week. Okay, but they need to get through that. And it's extremely helpful, because when they get into the classroom, there's a lot of things that they've already done in a step, which saves the teacher. Because if they enter your class week four, and they're coming in cold, and they don't have those basic computer skills they haven't, they don't have a password, so they can't get into schoology, which is our main way of teaching our classes. It really disrupts the flow of the class, and now the teacher has to figure out a way. I've got to spend an hour with this new student, while my other 15 students, their lessons are interrupted. So this is just such a huge help. So there's a teacher, a couple of people that are doing that, as part of their assignment every week. They might have two new students in that class during the week, and they might have 20, right? Right. And we had, like I said, we only have, right now, we only have the CTE step teacher, who's kind of helping us with some of the other students, but we're trying to find a couple of new, well, once our budget kicks up, like a couple of other teachers. So right now the advisors are kind of stepping in to help. The evening step teachers, helping with the morning program a little bit, and then the teachers kind of go on the list of the gap, but eventually, you know, we'll have enough step teachers in place where we won't have to worry about any of that. And of course, attendance, they talk about the importance of attendance. And then they also award them to Schoology, and I'll show you an example of what one of our Schoology classes look like later. Students learn what Schoology is and how to log in and what it looks like and how to navigate a little bit, how to participate in course discussions, how to upload and create assignments. Teachers have so much time when they do that in their step class. Smart goals, they work on smart goals a little bit. And they talk about, you know, why is it important to be a specific, measurable example. And, you know, these are really kind of helpful for the student in terms of time management, because the focus is on your, I'm just going to be holding your hand here. You're going to be in your Zoom class when you leave Zoom with all about you. So what is your goal? How do you want to get there? Are you going to manage your time so you can meet that goal? And that's very helpful as well. Okay. Okay, this is my wheelhouse. I'm confident about this. So I'm going to talk a little bit about the vision of our classes. This is not what I'm going to talk about. Not just not necessarily does not necessarily reflect. What is happening currently in our question. Is there a question? Do students have to purchase textbooks or are 100% of course materials available online? I do not know the answer to that question. My guess is that none of the teachers are using purchase textbook. As far as I know, everything is online 100%. But I cannot speak. My principal will be able to answer that better. I apologize. But I'm pretty sure they're not selling. We have some guides for some of the classes that will mail out to them if they want our copy of the guide for some of our classes. There's a lot of the content on schooling. Discussion activities assessment. Audio video. We built that in-house and put it on the floor. Could you ask was in the big computer people in the back? Yeah, I've already asked that. They said they come here. Okay, good. Thank you. Thank you. Thank you. Thank you. Mike is. Oh. So again, I do want to reiterate that what I'm going to talk about is our vision for future classes. And it doesn't necessarily reflect what's actually happening currently. The vision that I'm going to present is the district's vision as well. So. Our hope for Ava is that we become a model for 21st century technology. We're going to focus our classes will hopefully in the future focus too on the access to technology. 21st century skills that matter. Clear goals and expectations. Engagement strategies. Differentiated learning. Feedback that promotes growth and success. And I'll go into each of these points individually. So as we're fully online access to technology is critical. And I think, I think that's the most important thing. And there is. They cannot learn. So days is committing to lending devices and hotspot connections to any A have a student request one was very, very lucky in that regard that. LSD made a huge move during the pandemic. The first year, and to really make sure that everybody was connected all students were connected. than providing technical help for any students who need it. They also provide hotspots, students who don't need a voice, but they need internet connection. It's worked very well. However, there are students outside the area who may not be able to get one. So we do have to think about that. So we encourage all teachers to create content accessible on any device, including phones and tablet, right? So, Spoology, for example, this is a screenshot of what the computer app looks like online, but then they also have their phone app that can download. And it works pretty much the same. The phone app is a little wonky, like any phone apps are when you're done with education, but it works well enough so that the students are only able to participate on their phones. Most of the time it's fine. And again, teachers can always help their students who need help. We try to make instructional videos and the division makes those videos available in a resource folder or any teacher who wants to download them or add them to their school decodes. If you can go back, I want to ask about the comment there. Okay, I have to be happy with that. They're my controls, I don't see my controls. There's a, on the keyboard, there's a little bathroom. Thank you. Students outside the area. How is that defined for you guys? Well, for example, there's a, I have a, we have students who are in the county, but not necessarily near an adult school. And with their crazy schedules, maybe they can't get to one of the schools to pick up a device. It's rare, but it does happen. So we just want to make sure that, you know, even if we have something you can't get one, that they have access, no matter what device they're using. Okay. My understanding is that from what you said, you want this to, you know, you're going to be advertising on social media and various, how it, you know, conceivably, just like in a session earlier, we had a participant here who said, oh, that is in Connecticut, participating in PDLA. They're going to be some sort of, you know, school district policy about just how far outside the area one can be to participate. That's a district question. I would let the district people answer that. We have a district policy and the policy is that every student needs to help or interact. So whenever a student signs up for AVA with their interest list, they say, please, we need a California just to give us a help. Even California is a little bit farther along than LA Unified is typically. So we're not going to have students come connect with us. But yeah, so we limit right now our, because of our funding, we limit our students address to we need to address from California. Okay. So teachers, will teachers be able to participate as teachers in the academy if they have a California address versus the person in LA address? So most of our AVA teachers teach from an LA U of C campus, unless they have some kind of reasonable congregation. And so right now they teach from the campus as closest to their home. And so I want them to LA U of C. So what consortium where you guys with you're talking plunging women just complaining students for that consortium. Yeah. So if you didn't like to have a class or county kid because I've got my own consortium then that's where we get our money. I'm just, you just said all California what do you have to know about that? I don't think we have anyone outside of LA. You currently have LA county. Yeah. Right. Yeah. Because we can't have students whether once that we don't service. Yeah. That's quite the stuff that's by you. All right. It's an interesting discussion though. All AVA classes meet on Zoom. Instructors are encouraged to use the school GLMS for class content and feedback. In addition, some popular apps used in the classroom. So we've talked about those other sessions here. Burlington Online, Apex, Google Apps, Apps, Office Suite, et cetera, and in the night. As long as it's a district approved app, I believe you can use it. And the district approves lots. Of apps. For ESL and Burlington, the main text per se is also online. Mine personally, no. Some teachers, yeah. We actually created, when the pandemic hit, we had a small group of teachers create class shells or classes, all of the ESL level. Do you remember Ruben? What else? What other, was there any CPE cells created or maybe just ESL? Academic. So we have school details available to teachers that's fully loaded with content for the entire course. And then teachers can just tweak it to their needs. So it's ready to go. Or if they want, they can use Burlington, they can use any other. But we encourage students. Sorry, ventures. Ventures. That's fine. Ventures. Thanks. How are you? In order for our students to be successful employees, transition to higher ed and engage community members in the 21st century, they need to learn and master the skills that matter now, including adaptability and willingness to learn, communication, critical thinking and a personal skills and navigating systems, problem solving, processing and analyzing information, respecting differences in diversity that comes from links. And this is sort of the vision of data. This is where we would like our teachers to focus on. Very important. If our students don't have any skills, it will be very difficult to survive in the 21st century. Oh, and civil rights, sorry. In addition, there are also five topic areas that we are focusing on, civics, digital literacy, financial literacy, health literacy, workforce prep. And, and this is a big focus of the vision right now. Three approaches that we're focused on are integrated and contextualized learning, problem-based learning and project-based learning. We have new course outlines that were designed by a group of folks, including Jamie Ellison Goldstein, which reflect all of these 21st century skills and they're fantastic. And we've been sort of slowly kind of turning the ship that giant value of the district in that direction. And we've been making some very good progress. Got a lot of PDs and CPDs as well. Since our students are not learning in a traditional classroom, which is a controllable environment, somewhat, online teachers must compete with tons of distractions, including their kids and mutant cats with no base. I got this, we weren't, we can't use copyrighted material. So, Susan sent me the dolly too. The dolly too is just a little baby, so the AI image creator and they always, they're just, everything's awful. It's really creepy, but I kind of like it. So, there are several strategies that may be used to engage online students, you know, to sort of deal with those distractions. A few evidence-based successful strategies are upfront and clear expectations. So the students know exactly what's expected of them from the moment they enter class every day. Checklists, which repeat those expectations prior to submission of work. Signing interesting projects, which involve all skills, language, and knowledge taught in the unit. Cooperative learning, problem-solving activities. Student choice, inclusive content, immediate feedback, and consistent communication. So by doing all of these things, the students really, they know what is expected of them. And we put a little bit of the learning on us on our students, which is good because they need that self-efficacy. And then they have that growth mindset so that they know how they can see their progress throughout. And also we make sure that we give a lot of feedback and we're in constant communication with them so that with all that noise going on in their life, there is that line between the teacher and the student constant there so that they can kind of get through that clutter. Yeah. Yeah, Josh, what format are you using for communication? So like I said, there's a myriad of ways to do it. Schoology, you can communicate with the student right on the assignment themselves through feedback right on the assignment. You can also email through Schoology. Teachers, a lot of a popular app with teachers is Remind. Okay. So most teachers have Remind as a peer of the group. WhatsApp, a lot of people use WhatsApp. Straight email, phone call. This is kind of to the teacher what's working best for them. Totally. Okay, teacher, okay. It's a Blackboard Connector using that, so. I don't know. I just appreciate it. I don't even know what that is. That's fair. Can you tell us about it? What is it? Do you know what it is? Does anybody have a Blackboard Connector? Blackboard Connector is our LAUSC communication. So if you need a blast to everyone in LAUSC, you go to Blackboard Connect and it can give them a phone call. I don't know. I think we can give them tech. We can give them tech. It's just like a message blank. Yeah. You need to like to send it to all students. That would make sense that it would work. Yeah. Yeah. Just using my class as an example, I'm constantly in communication with my students and it doesn't show up for a few days. And I've got three or four ways that I can try to contact them. That works very well. So I noticed that my my attendance and my attrition mirrors, if not better than, sorry, some in-person classes. So online is really not a lot of challenge if you're, you know, if you're just doing your diligent duty and making sure your students aren't communicating. Let me know if you can move the little voice. Yes. Thank you. That's another little voice. That's a big one too. People like that one. I don't know. Sorry. You have the lowest levels of VSOs. All right, like beginning, we have all levels of VSOs. And they're finding their way online and being successful. Yeah. It's a challenge, but yeah. So a lot probably because of that first week too, that there was someone who was bigger than them. Yeah, and we actually, we also have a few new teachers and we've given them those school-agey shows and courses and all the master courses. And those help so much because everything is built in all of it. So they just really need to become familiar with the content and figure out how they want to teach it. But they don't really have to create a lot of content. It's all there for them if they need it. Yeah, and the content in the master course is aligned to our district, of course, the course outline. So if a student is changing from one school to another, they'll get the same content because it's uniform or class-based. And they are aligning with the Slinger Century School, no matter where we design them. We made them project-based. And the class is a little like two different worlds with the same virtual plus. I have, my class is multi-level. I've got three levels within. And how, give me some examples, how you do that. So it, and I'll go into it a little bit. It's all about focusing on skills. And when you focus on skills, then you can have any topic, any language content, any grammar content that you want because you're really focusing on skills. And those skills can be applied to anything. So it really opened up the lesson to student choice. Because I can ask my students, okay, we're going to talk about money in this unit. What do you want to talk about? What do you want to learn? Because I already know what skills I'm going to teach them. And I can just lay those skills on for whatever they want to learn. Because we're using Berlin to deal with our students and whatever level we need. Another challenge in the online classroom is not being physically present to get you to address every problem at every moment. By tailoring lessons to meet each student's individual interests, needs, and strengths, some of these problems can be avoided altogether. This can be accomplished through serving students to ask their interests and to gauge their abilities prior to the start of class. This is something that I do and something that I'm trying to give to my fellow teachers in terms of really helping out how to play in their classes, including students in the course planning. Like I said, if you're teaching skills, the students can really decide what they want to learn. Offering students choices within one assignment. So when we do reading assignments, for example, I'll give them five or six choices. And they can just say, which one's interesting to me? Because again, it's the same thing they're focusing on that field. They're not really focusing on content necessarily. Planning general tasks or projects which allow for a wide variety of student choices as well as a variety of productive methods. If I want them to, for example, explain why advertising can be manipulative, they can decide how they want to do that. They can do a live presentation in class. They can do a written presentation. They can do a poster. Doesn't matter, because again, I'm focused on skills. And that language is in there and that content and knowledge is in there, however they wish to provide evidence of that learning. And scale scaffolding assignments and tasks to allow students to choose their level of difficulty which addresses my multi-level class. Because I've got level four, level five, and level six, but really some level fours are really level two in some areas, right? So I say, okay, here's the task I want you to do. And then I give them some choices of how to do that task. And this one, maybe I'll give them some sentence starters for the students who need that help. But down here for my advanced students, it's just sort of a more generalized question. So they can sort of decide the difficulty of how they want to demonstrate learning. I'll pause for a second. There's a lot of stuff coming. Since you're, I guess you're probably going towards the end. Were you going to show the school that you need to show? I can show you, yeah, I can show you my course for just a second. So let me, here, let me just zip through this real quick because I do want to get to the last part which kind of brings us all together. Providing feedback when you're online is a big challenge. So we have, you can do immediate feedback in Zoom just like you do in in person. That's nothing different. People talking to people. The School of GLMS is, well, Canvas allows you to give feedback right on the assignment itself. Questions? Cindy has a question. I'm trying to envision exactly what Josh's Zoom class time looks like in real time. Can you ask him what a real time activity looks like? It looks like real time activity in an in person class. So for example, if I have, if we're doing a jigsaw reading just like in person, you're going to have your groups separated in your classroom. I'm going to have my groups separated in break out rooms. And then we'll come back and I'll regroup them just like you would into different breakout rooms and they're going to share out. So again, there's really, there's no difference between online and in person. It works just the same. It's just throw them into a breakout room instead of putting them in the corner. We can give formative feedback using email texts or phones. And then I do self and peer-to-peer assessments. I use Google Forms in my class. And then we also use rubrics in School of G to give both formative and summary. Sorry, I'm going to speed along a little bit. One of the advantages of being forced to use some type of electronic medium to host lessons, activities, and homework is that it allows for multiple opportunities to show students what is expected of them from the first step to the last. So you can just put a list of, just like they do in textbooks, in our School of G units, you can just sort of this, here's what you're going to learn this week. Here's what we expect you to do. So when they know what is expected of them, they kind of, it allows them, again, to measure that growth, to measure their progress, you know, the whole growth mindset thing and self-efficacy, right? Relying on the students' modern life teacher, rubrics. I think I'm going to just skip this part. I'm a big advocate of rubrics. So here's the big payoff. I came up with an idea that I'm going to pitch soon for a virtual fair that I would like to do at our school, Dolly too. Korra Ball's Fat Food, I have no idea what that means. I wrote, I typed in, I said, student language fair in a gymnasium or something like that, and this is what I got. So every year, my idea is every year students will choose a virtual and fair theme so they can, we'll have all the students sort of vote on a theme, and then each class will decide on a project that reflects that theme. You're just like the Rose Parade, you know, it could theme a variety of stuff, right? And the project may be a, maybe a collaborative class project, a collection of individual student projects or anything in combination. The fair projects will be collected and curated on the ABLE website, we get it. Anyone with the link can attend the virtual fair, including students, family, friends, politicians who fund. There would be an opening night Zoom Gala, but the fair could run as long as ABLE wants. We could have it going the whole year. And then you could just, you know, be on the website, virtual fair, you just jump in anytime you want. You can see students' projects. So the idea behind this is that it serves a multiple, it serves multiple purposes by increasing growth mindset amongst the students, right? So they can take a look like, oh my God, I did it. I created it. Teaching real world community, academic, and work skills. Encouraging project-based learning into classes, which is a big goal of our division right now. Focusing on the 21st century skills that matter. Promoting the school spirit, which is really important is you don't have a school that you can go to and a gym where you can, rah, rah, rah. Promoting the school's programs would be a great tool for that. Recruiting visitors. So when, you know, people come to check out the virtual fair, oh, this is cool, maybe I'll take a class. And is that it? Oh, and acting is a word of mouth tool. So kind of encompassing everything I've been talking about today. This is our big, my big idea. If I can get people on board, thinking maybe we can actually do this and maybe next year, this will be our first day before you. Thank you very much. Finally, very good. I'm done. Finally. So, if you have any questions, we've got a few minutes left. Can you show your students? Oh, yeah, you can. I'll show them. Josh, this is like an interview for you. Yeah. You're hired. Yeah, you're hired. All right, so this is one of my courses. And this, I actually co-created the master course, but I tweaked it so much since I created it. And you can see that, you know, this is where I send students when they first come to class. There's a lot of class information in there, how to, this is all those videos I was telling you about. So if they need help with anything, they could just go to this folder and find help with anything that they might need help with. Let me go back. Oops, what happened this time? Sorry, I went back too far. And then I've got everything by unit. And because I'm focused on skill, there's no timeline. So a unit can go three days, a unit can go two weeks. It depends on the class that I have. And then within each unit, let's see here, my cultural identity. So there's up-front expectations, right? This is what you're gonna learn. Here's what you're, this is what you're gonna learn. And here's how you're going to show me that you've learned. So right, the first thing they see are those expectations. They know exactly what's gonna be happening and what they're responsible for learning and showing me. And then I try and, I try and normalize my units. So every week, the first lesson is always reading, the second lesson is always speaking. Third lesson will be grammar or some type of other lesson. And then listening, and then finally a project. And when you norm those things, they know what to expect. And it really kind of helps them for the time management field. And I'll just hear, quickly, how much time? I've got two minutes. Let me show you a project report. So one of the projects we did was my cultural identity. Probably don't have permission to show these. I'm not sure I can show you any of the actual presentations, but checklists, again, really important for making sure the students know what's expected of them. And in this case, what they did is, and here's the rubric, which reflects that checklist. But again, there's no surprises. And what students would do is they would create, they, what they did was they created a Google slide presentation about their cultural identity. And then they linked the Google slide presentation onto an instruction page in schoology, so that all the other students could go check out their presentation. And then there was a Google form that they would fill out to set their peers. Thank you. No questions. Yeah, so the things you just showed is the assignment, the outline, new teacher comes in, they're getting everything that you'd have here other than student things, or they're getting, they're getting most of what you see, right? This is much different than what I created a year and a half ago for the district, but most of everything you see in the show, they're seeing all of it. So we didn't have shells for teachers, and then they could tweak it anyway, just like God, and stuff. Right. And all the other teachers. I would like, again, assuming like a beginning teacher, the assignments are basically there. If they want them, they can add them. And they're all more, all the shells are normal. So each unit, each of the lessons within the unit echoes each of the other units. Also, there's always that sense of wanting to do that. Thank you. Thank you very much. Thank you very much for coming. Oh, I didn't have anything to add. If you would like to contact me for any reason. Thank you, Tonya. There's my email. I appreciate you not having that.