 OTAN, Outreach and Technical Assistance Network. Welcome. My name is Marie Doerner. I will do the introduction in a minute. This presentation came at our last holiday party where we were like, how have we managed for the last three years? The three of us work with students with disabilities. And for many people had said, never, never, never could we have done this online. So we thought we would share out what we did to work with our low level learners and our learners with disabilities. You know, do the next slide. You should just be able to do the other way. Yeah, whenever you need to just come here. Oh, you can just use that. Okay. My name is Marie Doerner. I am the learning disability specialist for our school. I teach basic education. My students range from non-readers to people who have graduated high school but are not really ready for college. I have a really large class right now. I also teach creative writing. All right. I'm Alicia Junen. I am working for daily communication skills. And I have, I'm strictly online right now since COVID. Prior to that, I had a computer lab. Hi, my name is Joy Cole. I teach communication skills in it. So slash communication devices. I don't teach communication devices. Welcome. I'll just stop it. It was so hard. Just, okay. I don't want to bite it. You got it. I'll go over there. This one, I guess. Is this the one? You just have to press. Okay. All right. So what we were hoping you would do was. Either allowed or in the chat, introduce yourself, your site, your program. And why you are here. What we can do to help. So if anyone in the, if you want to tell us maybe. Where you're from in the chat. If you want to share it, that's fine. Maybe. Is anyone in the chat. No, I'm not. I'm not sure. I'm not sure. Maybe it was where you're from in the chat. If you want to share it, that's fine. Maybe. Is anyone sharing. No, yeah. So when I saw said thanks. And. Let's keep them in touch. Do tight. Sure. Okay. Yeah. And maybe if you're interested, why are you here? Just those kind of questions. Just a quick catalog. That's fine. Do you see. We're going to, we'll go on to the next one and come back on that. How about that? Okay. Good. All right. All right. We'll talk a little bit about our campus. So our school is the San Diego college of continuing education. We are here in San Diego a bit north of here. Cause we're in Chula Vista right now. We have our really large school. We have seven different campuses all over the city of San Diego. Before COVID, we had 40,000 students. So as of last year, this is 17,000 full time, I mean full time students. That was in the last year, 500 of those are registered with the disability support programs and services and receiving support from them. So we work for the disability support program. It's 5% of our entire student body here in San Diego. We have many classes for people with disabilities as well as offering resource support. So people who are in the regular classes can get support through a resource person. We also have access technology where students can get technology that would help them in their classes. For example, programs that would read for them or programs where they can dictate and get support out of it. So I don't know what the date was. It was March 15th. I think it was something like that, I think it was something like that. I don't know if you can talk about the call. Don't come to work anymore. Your classes are all there, but you are going to be online. And so everyone threw up their hands and it was really just how can we do this? I work personally, I work from the campus. I work at home. I work in a new building. They can talk about that later. The first thing that happened was that our school already had an online course. Theoretically it was a 20 hour course that all teachers needed to take if you wanted to do online instruction. Everyone in the whole entire organization was mandated to take that course. Personally, I'd already taken it so back when we had Blackboard at that time we had Blackboard I'd taken the training and so I was kind of good to go, but I did take the new online course, because we didn't use Blackboard anymore. And then there was a lot of supporting teachers through that. So we really interacted and supported colleagues in order to figure out how are you going to get through all of the different parts using all these skills that people hadn't used before, like making videos and action videos and just trying to understand this resource going to support our students. And we had our school had changed to using Canvas. And so it was how to use Canvas and how to make sure you're being a good teacher in the way you're using Canvas, and then learning all the bells and whistles of Canvas or at least some of them. Next. Yeah, the last part there is really acknowledging everybody I think the online component is really hard to figure out. It's easy to look at the board like right now I'm looking at the board and all I see is words on the board and how do we acknowledge that yeah there's people there behind the words and behind the board and so really how to acknowledge students when you can't even see them or touch them or use the usual kinds of interaction that you usually use so I think that's why we put that one there it was really important to be participating. Okay, did we have anything in the chat. Yeah, okay. Right. Okay. So our biggest problem was getting into zoom and sending out the link now for me, I had a Facebook page called, it was basic education with Marie. And so for a lot of my students that's how they got the link. We emailed all the emails that the school had, but those were not accurate so there was a lot of work behind the scenes with calling people with phone numbers and hoping they were online, still accurate and then emailing people. What can you guys do. Yes, Joy and I, we both work at agencies, I would just send an email to the supervisor with my link and my schedule. In addition to that, I have students that join the zoom that we're not with the agency and I had their email addresses and send them a link directly. So our brain injury program for a whole semester or two did everything through email they did daily emails and we're just getting doing emails so the formal for my class I teach a high flex class so it's kind of like this, but we had people in, I have people in person. This week I think I had 13 people in the classroom with me and are to say because half of those people also zoomed in a lot of people. I think I have 30 people in class this weekend plus job coaches. The etiquette I think the etiquette is really similar to classroom etiquette is making sure that that that you have systems where the students understand that they are being nice to each other, and that it's really an important part of life. I think the hardest thing online is whether they're eating or whether they have their clothes on. I think there's been a few times where I had to say you know this. And, and my, my line to my classroom is this is a G rated classroom. If you could be in a G rated movie right now what would you look like. And then they'll quickly go Oh, because I mean I think people are online and they're in their pajamas or they're having put their shirts on quite recently and. It's just talking to them in a very respectful way. Okay, Lynn Austin, sort of introduced herself if you wish to read it, I can just get to you. Okay, perhaps you can interact with her. This is the message from. Okay, when we're reading your chat right now. Okay, thank you. Thank you. I can interact. I mean, we're very small and mighty so if you have anything to say you can unmute yourself and just join in big yes. We really just want to have a conversation with people. Well thank you for joining us and I think we are going to have some tips for you in here so you'll, you'll, we have some resources so stand with us and we'll get to there for you. Thank you. Thank you. And the biggest thing learners don't know how to interact. So I think joining in is the most important is shiny and people are like, Oh, that's a bit weird. So, it is really needed to build it in an effort. That's your turn. So, here's one of the. I'm hoping the video work but here's a video that when we talked about how do we get them ready. So, oh thanks. This is something that from one of our oh 10 a delac two year program that I was in this is what we develop my. So go ahead. No. Yeah, yeah, it works. You'll hear us. I think so. Okay, if not, this is the one right. I'm just going to make one adjustment. I don't know if you, you know, would you like to change something. So I just wanted to change the speed of it. Okay. It's pretty slow. It's really, it's really designed for. This is a second language people. I just wanted to let you know that one of the accessibility features is you can change. I would make it a tube. I would go all the way down to two. Other way down to two. All right, we're going to speak. How come this it looks like the speakers. This is the video is any video I'll, I'll put on for something as slow as it is. Okay. You can also slow it down to slower. Okay. So that is, we have a series that we do, and this is one of really great one. We have a lot of time and effort that went into that one video, but it is something that we do enjoy says that she uses it with her students. I use it with mine. It's something to kind of go over as far as the etiquette. We do have another one of how do you, as Marie was saying, how do you appear your clothing? Are you hunched over? We also talk about lighting is. So these are quick little videos. I think it was to two minutes long. Okay. So that was something that we used. I don't know about you. It was right over here. Okay. Your next. Engagement students online. Okay. So. We thought we would do some activities with you. So one of the things that I do every week. Is word of the week. So I'm going to talk a little bit. And also talk about word building and how many of our words, many of our multi-syllable words, especially start from the beginning of a word. So I'll start with a word. So this, this week. We were studying James Madison. This week we were doing James Madison. So I use the word mad. The week we did this one that I'm showing you today is we were doing John Adams. So I took the D A M from John Adams. And then we said, well, what bigger words could we use that have the, the letters D A M in sequential order. We talk about, um, it's, um, it follows the syllabication rule that there's one vowel followed by a consonant. So it's the short vowel sound for the letter A. Um, not necessarily true when we put it inside of the other words. And then the students have to come up with bigger and bigger words. Um, so it's a really good way to have a multi-level classroom. I have some students who will look things up on online and get bigger and bigger words. The only thing I require then is that they can tell me what the words mean. So we started with dam, um, talked about that dam is not always, um, a quote, a word that, that you are allowed to use. And we talked about the other spelling for dam and what that one maybe would mean. Um, because I have a G rated classroom, we didn't put that word on there, but, um, but then we have dams and dampness and dam zone. Um, we hope that this is a great, another idea for you to use. I think as you said, use it in whiteboard, but you could also use it on. Right. Yeah. So in the zoom, if you go to the whiteboard, you can just go to whiteboard and I just draw it live as we go. Okay. And then, then I also save it. And then I put it as the banner for our Facebook page. So. All right. Here's the next one. Um, this is again, our concept was engaging students online. That was a short, uh, we do it for short activities that build on learning as we had more with words. Now this particular one is an activity. Um, I'm going to name the object. And because my students are, um, not digitally, um, they're challenged. So this one is again, going online. This is something that I made on Jamboard and I have gone to one of these, um, a T D L S that had Jamboard in it. So, and I made a picture. Um, and I'm going to, um, I'm going to show you what I made. You can see, I have the colors, the different numbers are in colors. So I have number identification. And what do you do with number two? Who can identify number two Marie? Do you know what it is? Oh, coffee pot. Oh, coffee pot. Yes. Okay. Now let's say, um, if I was to find a cop, if I was to find a something to wash the dishes, I would say, um, I would say, um, number five, number five, there's, as you know, there's so many ways I can address this. I can make it easier. And then I would say, so let's say Marie is, uh, nonverbal Marie. Do you agree with that? She would either give me a thumbs up head nod or whatever she can do. That way I can engage her online. And I can, I can, she can participate. So those are some ways that I also, um, make it a higher level. Describe, give me an adjective. What color, what can you do at number six? Besides E someone would say, I might do my homework there. I might do my zoom class. So I can, I can have more conversation. I can hear this activity towards, um, my students. Again, this is done in white boarding zoom. So that's something. All right. Thank you. Oh, sorry. Another one. This was another short activity. Um, again, we're building on learning. So this one is a scavenger hunt. I always thought I was always intrigued when I hear people do scavenger hunts in the classroom, but when you're online, that's a different, um, scenario. So I made my own sheet of what they can find now. So it was a desktop. But since we're in zoom, I'm hoping everyone's going to be pointing it out to me. I'm hoping everyone's going to be pointing it out to me. I'm hoping everyone's going to be pointing it out to me. Right here. That's what I'm hoping. So the other thing is maybe they're in an office where they have it and they can show it. Now. They wouldn't be bringing me a printer, but they can describe it to me. Maybe Marie will say it's in the kitchen next to a cabinet. That's fine. A mouse or a touchpad. Now some students will have a mouse. So I'm hoping that they're going to be pointing it out to me. So I'm hoping that they're going to be pointing it out to me. Because a lot of my students would say. Right here. So it's kind of they're engaged in this and the other, I have another sheet that would say pencils notebook. So again, just another way of making an activity kind of fun. And you can also, um, I'm trying to get that language out. Or I want to write with something. Who could find me something on their desk or where they're working. And I'm hoping that they can find something, a marker, a pen, something. All right. So that's just. There is a question. Oh, yeah. That's a question. Mr. I'm interested in. Interested in the videos used to introduce basic technical skills related to using the various apps. Are they publicly available? Um, The videos are if you have cannabis, we have that module ready. And I will have our address on here. We also have our QR code. Yes. Thank you very for asking. Great question. Do you want to help me with anything? Okay. Okay. Hello, everybody. One of the things that was very, very important to me. One of the things that I want to talk about with my students is. A majority of them have communication difficulties, whether they're nonverbal. Have an unintelligible speech. Need prompting to. So students use communication boards and augmentative communication devices to protect, to participate in engage in my learning. Go ahead. Next slide. So this is an example. So this is a Super Bowl communication board and it was made by board maker. And it's used for people nonverbal, unintelligible speech language challenges and prompting. This is sent to them and they are, they use it during class. This particular board we were talking about the Super Bowl. And with this paper, low tech communication board, the requirements are desired to communicate. And a communication partner. So I'm going to have just to show you an example. I'm going to have Marie and Alicia, those are the two people that are in here. Use these boards. Do you want to see the next slide? No. Okay. No. So to use these boards. And so we're talking about the Super Bowl. And I say, Marie, who is going to the Super Bowl now? She has to have the desire to point to and tell me. And then she also has to have a communication partner. Somebody sitting next to her. And she's telling me what Marie is saying. So, hey, Marie, who's going to the Super Bowl? A man? Ah, man. What man? Is there a team? What team is going to the Super Bowl? The Eagles. Ah, the Eagles. She wants to win the bet. They have a pictorial communication system. This can all, this can be used for somebody like I said, that's nonverbal. Somebody that has difficulty. With people understanding what they're saying. And also people who speak English as a second language. So the pictures can help prompt the answers to the questions. And then there are people that do have speech. English is their first language. But they just need prompting to answer a question because perhaps they're shy. Perhaps their processing doesn't allow them to, to verbally speak it without a prompt of a picture. The other thing, and we can go to the next slide. The other thing too is, I don't know if everybody can see this, but I also have students who use augmentative, up, more. In front of these guys. Oh, okay. I also have students that return this around. So I can get to it. Who use augmentative and alternative communication devices. This particular device is an iPad with the touch chat communication app on it. And it's in a big get a big grips. So I do have students that use these types of devices. And when I say to them, who do you want to win the Super Bowl? They can tell me. Kansas Chiefs or, hey, are you going to be having anything to eat during the Super Bowl? Yes. Are you going to, what are you going to be eating during the Super Bowl? Oh, yeah. Me too. I really like hamburgers. So having the tools to be able to actively participate and engage in the activities is really, really important. So. And so next slide, please. Thank you. So in addition to. Using those communication boards and communication devices or iPads with communication apps. I also work for a device lending and demonstration center located at UCP in San Diego. Now the ability tools, device lending and demonstration center is available throughout the state of California. So all of the devices that you'll see plus many, many more people can borrow these at the tap on excess. Their computers to participate in zoo or their iPads. So. Go ahead. Next slide. So we have a whole lot of different devices that people are using. Yeah. So. We'll be sure to go ahead. You guys show us and this. So one of the things that's really important for people to, to use is, you know, with the, with the keyboard, you can go ahead and take those out with the keyboard. Sometimes people that have visual difficulties need the keys a little bit larger or the, the keypad keys a little bit larger. And so what has been put on this. Just traditional keyboard or something called zoom caps. Stickers that can be put on the keyboards. Okay. So. Also. These are called the guards that's on this keyboard. A lot of time people have difficulty with isolating the keys. So one of the things that you can do depending on your abilities is you can lay my hand on this keyboard and then I can stick my finger down there and then I can type into the chat what I may be able. What I may be asking. And the key guards come in metal covers. And where plastic colors. Next. And also devices called the big keys. Excel, they come in different colors. So you could have like a yellow background, a white background, a black background. And then there's one that has the different colored keys. Okay. All right. And then. This is a something called a Chester mouse. It's a one button mouse. A one button mouse can be very instrumental and someone successfully using a mouse because it only has a little click on here. When you press the right click. You get a menu things that you have an option to do. So it has a lot of buttons that can get people in a lot of trouble. And so just having that, that left click can be very, very important. This is the big track. It has a nice big ball on it. It has two large buttons, oversized buttons for clicks. And then there's the mouse button. And I have found that people that use this particular mouse, a lot of times when they're moving the mouse around, or if they want to hit their left click or their right click, they move the mouse. So one. So you're able. To plug in switches. So after you move the mouse or you want it, you're able to use the right click, the left click and lock. But you can use a joystick. You can also use the switch instead of the button. One of the really nice things about the enabler joystick. I'm going to show you two versions of it. This one just has the right click, the left click and lock. But you can use a joystick. You can also use the mouse button. And you can also use the ball on here and rip onto the ball. A T bar. And I'm going to show you. The one that's up there. Has multiple function. So this one has the left click, the right click, the clicking drag on it. And also you can control the speed of the mouse. You can also use the right click to control each feature. If it's too difficult to press the button. Because, because we are. Because we teach students with disabilities, one of the things by law that we have to do by title five is that we have to have an academic accommodation plan. For each one of our students. And so this is the form. It's a really complicated little form. But we just thought we would show you, because the question was really, how do we assess students? Because when you're in the classroom, the assessment is quite different from when you're zooming with people, it's like, how do you assess them? So we thought we would share, first of all, this would be an example of the form that we're all, the method that we're already assessing this was for. This was class that was this was community living skills class. Right. Do you want to go back? Yeah, so go back. And so the questions are really. Oh, sorry. Yeah. Too far. Yeah, too far. Okay. So you can see on the form that the academic year was full spring or summer. The educational goal was to improve computer communication skills to include increased language processing. And it goes on and on. And then it's got the course objectives on there and our student learning outcome that we have to have. And then it's got the evidence of progress. So you list out, oh, how, how did you know that the student was learning this? The last column there. We, we were trying to match with the state. Progress monitoring systems. The end means that we had no evidence that the student in increased in skill, the H was, they weren't really there. So that's why they didn't progress versus and meaning they came every day, but they still didn't progress. So that's why they didn't progress. So that's why they didn't progress. So that's why they didn't progress because there was a little bit of an improvement. S was satisfactory improvement and excellent. He was the, the student independently performed it. That objective. So we just wanted to share. This is what we were thinking when we're assessing students. Okay. Then now we can go to the next one. So we're assessing students. You really need to look at what's your objectives. And how students meet them so that you can decide. And building a rubric cover that covers very basic to more advanced is good. I know my students are all at different levels. So it's a really individual sort of thing. So, but you could, I mean, the other classes that I work with have rubrics just in the general functioning. So, I'm not sure what you're talking about. Most of our students are really focused on, are they able to follow the directions that the teachers give? And self discovery. What did you learn? A lot of the time I will either orally or in writing. Students, what did they learn in class? And then just keeping record of that so that they. That we know what they think they're learning. And then align that with the, what the teacher thinks they're learning and it makes for a good. I have, you know, my. Nucencia said that she is the ESO teacher. I am interested in information here on the effectiveness of teaching learning on zoom for literacy level. Yes. I would like to ask our program to add an online class for the level learners using zoom. Well, hopefully. I will include, she can contact me. We have, as I said, we've done a module of beginning learners. So contact me, it'll be at the end of the, and we've got some great information that we do. All right, so here are some of the really good things that we had said that we were going to provide for you websites to enhance and extend learning. So some of the resources we already have, some of you are probably using them, I just don't want to make sure I list it. So some of the things are the Google Slides documents, the PowerPoint, YouTube and Wikipedia. So those are some of the things that we use all the time, right? Probably you all know them, so that's good. So here's the next one. And then we also included some of the questions where can we get the information? So I have the QR code, but one of the websites we use, we love Bambuzzo, Canva, Ed Puzzle, Jeopardy Lab, Backtile Jeopardy, which is something that Marie just showed us. It was really very interesting. I think you all would like that. Give these a peek. This one, National Day with Mrs. E. She's about two to three minutes. She is, I- On YouTube or Facebook? Yes. And she provides a, just what's going on for the day. Back to the day. And she has a little craft, if you're interested. It's really nice. News for you online. So it is a newspaper, newsletter type of thing. Yeah, it's designed as a newspaper for ESL learners. So you can get it to read. It is not free. It all the other things on the page are free. You can use news for you free, but you don't get the whole thing. Like in my class, the day we spend one day, we spend an hour reading the news for you. I ask students, what do you want to read? And it's actual news. I mean, it's the earthquake in Syria or a bus for dogs in Alaska. I mean, it's also, it's current. And also have a teacher guide. So it's really cool. And it comes out once a week. And then we also have read out loud books. I don't know if any of you have used those great in Windows swap. So I think we pulled up a couple of these that we wanted to show you. So this is the Canva. I know that right now this session, this TDLS is having a session on Canva. This is one of the all time favorites. If you haven't had a chance to use it, take a peek at it. One of the things I like about it is that it already has fully licensed pixels, pixabay, all of these already inserted in there. So you don't have any problem with researching, not click and drag. It's just, I really appreciate that. Template's ready for you to go. It's super easy even though I can do it. So that was one. And here's the Windows swap. Again, working on language. This is another one that I circled it there, Windows swap. And this is a Switzerland view. So I would say some of the key components of this one is this day or night. What's the weather like? What do you see? Tell me what you see. Just kind of soliciting language. I'm trying to get language from my guys. Now, and maybe Marie's nonverbal Marie, do you agree it's nighttime? Then she'd have to say yes or no. That's hard to tell. Well, yeah, it is hard to tell. But I mean, like, is it sunny? That's a tough one because let the suns out. Okay, so do you see stars? Now I can't change my question. So I actually wasn't. So no, that's very cool. And this is a live site, right? So you just can, you can go all over the world. You never know. It's kind of like ham radio. It's like you click and boom. Oh, where are we now? And it's really like it. And sometimes, sometimes you get to see animals. So they get all excited about that. So anyway, that's one. And then this is one that Marie was talking about storyline. Just wanted to show you what it looked like. So in case you saw all those things, you could, is this the one where? Yeah. The celebrity reads. Yeah. So this is the SAG actor, the actor's guild. So they're all big name actors. The only thing is that you need to be careful of age appropriateness. And so, but also I really try and encourage my students to read to their children and their grandchildren. And so in that case, this is really good because as they read, they see the words and they're just really excellent readers. And it's great. It's another format for you. The first slide that came up when I was talking about the device lending and demonstration center. The link was to the local demonstration center, but this is the link to ability tools. There are 10 device lending libraries and demonstration centers in California. You can borrow from. And they will ship the equipment to you. You may be responsible for shipping it back, but in the device lending library in San Diego, we have computer access, which are keyboards and mouse options, iPads and communication devices. There's all kinds of different assistive technology available in the other lending libraries. And I see I have double of there. Sorry. All right. So here is some of you wanted our, if you need information, there you go on that. No, we have no time. All right. And then I think I have our QR code. Okay, I just have our, there's our QR code. If you needed information or it's there for you. So you can access our Google, our talk on from Google's for any of our slides. Right.