 OTAN Outreach and Technical Assistance Network. Just welcome everybody. It's great to be at the TDLS again this year. And boy, I just felt so inspired this morning to hear from our keynote speaker and hope you did as well. And because of that, I've actually changed a few things on my slide deck because I was so inspired. So here we go. So my name is Jamie Nash. I'm the director at Tamil Pais Adult School. I'm in Marin County. We're a small adult school serving just about under 500, 550 a year, three program areas, a small health care pathway CTE, a GED high school diploma, and an ESL program. Do the SMEs also want to share who they are in the room? I think Alisa's there. Subject matter, actually, I'm going to introduce yourselves. So I'm Alisa Takayuchi. I'm an ESL and CTE teacher for Garden Grove Adult Education. And I'm Susan Gair. And I'm a subject matter expert, retired professor, and dad bullshades. Yep, it's important to be an adult dad, right? For no matter what your role is. So thank you. So we're going to come back to this participant share question in just a minute. So I'm going to move forward for just a second. Just talk about just the plan for today, which is each slide deck has a guided question in hopes of just having some participation and sort of interactive discussion amongst our participants today. It'd be great if we wanted to talk about some of these items here that I have listed. But really, the session is open-ended. So I've prepared slides for each of these areas. But if we ever land on something and spend more time on it, that's wonderful. Or if we just go through them, that works as well. So I'm going to go back here and just ask anyone in the room or online or both to talk about an innovative technology-related best practice that you've used that's been a win for your school, your staff or your students. There's no right or wrong here. It can be big. It can be small. I'm happy to lead off. But I don't want to hog the space. Is there anybody that wants to share? Just what's worked for them. Go ahead, Josh. This is a big one for the District of Adult and Career Education down in LUSD. When the pandemic hit, everybody, of course, was thrown online. And I think the majority of our staff really had not much experience teaching online or using technology in the classroom. So the district collected a bunch of teacher experts. And they actually created what they called master courses, which were just basically an LMS, schoology is what we use. They were shells that any teacher could use in their classroom. And then they could tweak the shell, which the shell was fully formed. It had all the lessons and everything in there. But then the teacher could tweak it to meet their needs. And it was a very, very long learning curve. But ultimately, it was very successful. And is there a particular class in particular that just really was highlighted or the teachers kept asking for? Or first of all, I love it, by the way. This is so awesome to hear. So we created shells for each of the ESL levels. There was a shell created for the Highset program. And there was a couple of shells created for the ABE program. Still working on CTE classes. Yeah, that is wonderful. Thank you for sharing that. Who else? Who else would like to share an innovative practice that either came out of COVID or came post COVID? I don't know. Are we post COVID yet? I guess recently people think we are. But any innovative best practice that you want to share out, I love that, Josh. And that is big. Thank you for sharing that. We have Omar from front of Norco here. All right. All right. So something that happened a little bit of an afterthought when COVID was ending, let's say, and we were back. Not everybody was back. People are still not back. And so yes, we have Canvas. We have some different things that we use. But for me, I went back to the classroom. I went back to having a class, teaching, and with EO civics being online and having some, like, the test and the objectives online. And because not all of my students were coming daily because they had the option of having access to the curriculum online. So we did a little bit of a hybrid model. Or I gave them some options to do additional hours outside the classroom. I realized that with Google Slides being available and keeping myself organized, I was able to create a Google page that had Google Slides that have the lessons. So essentially, with the website, I was able to create a unit or a semester of it available. We kept putting things up there, new pages, new information, videos we were able to share. So it has developed for the last six months. I have something that I'm sharing in my session tomorrow just because it keeps everything together. And so I'm excited to be able to create units based on EO civics, have everything in one entity, and just having the students just go to that place. And that's when they do everything. They can watch the videos. They can comment. And it's a website just for that separate. So I'm looking at creating a virtual file that is always there with all my links. And so I think that was a missing piece. I know how to use YouTube. I know how to use Kavut. I know how to use all these things. But I didn't have something outside Canvas that I can own and manipulate. And so now having the Google site creates that opportunity. And I can break it in chunks that make sense for me. And the students will have access for forever, essentially. Or it could be updated live or daily. So I'm excited because I've done websites before but having something that is so intuitive, so easy and free, it's exciting for educators. And having it in my phone and putting it on my drive and I can just push it out, I'm teaching my session tomorrow all with my phone on. So that's going to be great because it's all there. And so I like things that they can do that. And they don't need a download. They don't need many other things or purchase anything, which is great for at least for my students. Omar, that sounds absolutely fantastic. And I think really what you're talking about is that you've expanded access to your class in so many ways to the students that are participating in your class. And that's exactly what I was hoping that we could talk about today was doing that very thing. And you've done that and that's just amazing. And a question for you is, what have you noticed with your students? Are they able? Yeah, go ahead. I'll leave it open. The great piece and the great takeaway is if done correctly, I've been an administrator. I've been an educator. So when you have all of those hats, you're thinking from different angles. So as an administrator, I love that we're quick in capture hours and reach additional goals or meet all those things beyond the confines of the classroom and the time with the teacher. So that's amazing. We just have to do a little bit of how to keep track of those hours and how long the activities will take place so you can give it like a number value. As a teacher, again, great because all of a sudden, still stay connected without necessarily being there because I can just record the session as I'm doing the class. Even if it's just the slideshow with my voice and I can upload it and they can watch it later. Again, I don't have to send them just the PowerPoint. They can actually see the class, see the interaction with the students and it's kind of archived. So it's great because then even when I do it myself later, so it has many layers as an educator and as administrator because you can get all these things. Thank you, Omar. Thank you so much. Yes, this is amazing and it's wonderful. And I bet your students are just very appreciative and just the fact that you're expanding your access to students in this way is just wonderful. Thank you for sharing that. Does anybody else wanna share? I know I saw, it's her picture is Regina but she says she's Arlene online and Arlene is using Google Classroom. I don't know if you would like to share out on that. I think she's unmuted but I don't hear anything. And I will just say, well, hopefully we'll get that fixed but it's great, good job using Google Classroom. Anybody else feel like sharing in the room or online? Well, Tanya, I just wanna say we're doing this right here. That's incredible, we're having a vibrant conference. Wouldn't have done that three years ago, wouldn't we? Yeah, you are so right Susan, that's exactly right. Yes, I will do a quick share out of something that we've been using this year. And I'll talk about it a little bit later but we've been using, we were really intentionally focused on the High Flex model. So allowing students to be in class but also to be at home, to access education or their class. And we've been doing it for a variety of different reasons. One of the being, the weather's been rough around here I think probably where you guys are too. And so the bus system is horrible here and if it's completely raining and day-losing no one's gonna get on the bus and do the walking that it requires because the bus again, the system isn't great. So we've been allowing, some of our teachers have been allowing students to zoom in when the weather's just chaotic or if they're sick because we still have people that have COVID and that's been a game changer for our students. And I will say one of the newer things that we're looking at is the High Flex model for subs. We have a humongous horrible teacher shortage here in Marin County. And I imagine it's like that everywhere else. And so I have teachers that live in different areas not necessarily in the Marin and they might teach an online class only but they're able to sub remotely. So I can have our students join in the classroom but the teachers, the sub for that class in particular is remote. And that's been a game changer for us. So instead of changing or canceling a class I've been able to have a sub remote. So that's something new that I hadn't thought of that would be a success and students seem to be okay with it. It hasn't been horrible. So has anyone else tried that? Has that been something anyone else has used? Okay, no. So I'm gonna move on. Any other last years? So I'm gonna move us on. Okay, I will just give one little small one. Elisa is in the room and she was our first ever during COVID our first ever ESL lowest level remote only teacher. We never had offered a class at that level remotely and it was just a wonderful opportunity for our students especially during COVID because we all know that that group was so disproportionately affected by COVID. At least that was our experience. And so it was wonderful to have an online only class for that group of students. And that was all last year and that was the wonderful Elisa Teguchi sitting in the room there. So thank you for that. All right, I'm gonna move on if it lets me keep going here. Okay. So one of the things that I heard really that I was reminded about this morning with our keynote speaker is that crisis breeds inequity and I wondered if anybody else connected with that statement that was heard this morning. Did anybody else kind of think about that? Yes, I know that there was definitely trauma. I know that there's a lot of things that we still need to address. I feel that we dealt with things. We opened up the schools, we moved forward but we haven't had the tough conversations to understand that it will never be the same that we are forever changed. And I think we have to create environments that are different. I know us again, as an administrator we wanna see the classroom school. We wanna see the teacher in the classroom but that's limiting, right? And so how do we understand that we can offer a class online where the teacher is also online when they might not be physically in our presence but they maintain a high level of education. The academics are on point, the students are still attending and it is not super attractive. I can say as an administrator because we do wanna have the control but as an educator now back going back to the classroom if you were able to offer, let's say in a perfect world, OTAN had some courses available for students like they'd have for teachers but in a virtual situation I can honor and write a contract with OTAN to teach a class online from my house or from Corona on my specific area of expertise and it could be a eight week course or it could be a 12 week and maybe figure out a way where there's not a double dip in but they're funding a share. I don't know how the funding will work. This is the reason why it's such a hard conversation to have because we all wanna get credit for things financially but I think it's time for us to have that conversation because it's needed. Some people, you just said it the weather has been atrocious for attendance. I am supervising the Corona high school classes. They're with six other teachers and sometimes they couldn't make it just because they couldn't get there. So I have to break up classes. I have to go in for a teacher and all those things are not the best to keep your numbers up or to keep people engaged or coming back because it's just fractures that trust. Thank you Omar. So and I'm gonna ask others in the room or online to kind of talk about how, again, I really related to the comment that the crisis bred inequity and I saw it almost immediately with our lowest level English language learners so many who were public facing, right? First to lose their jobs had no, in our area, very little governmental support for housing initially and food initially and access to technology was just all of it horrible and it targeted, it seemed to target our very lowest level English language learners first. And so I'm curious about from the people here today, what have you done differently in terms of some of these that you see? We just on the last couple of minutes ago talked about things that have changed in your programs, which is great. What about some of those things like support services? And I appreciate Omar, you saying, you talking about the intentionality of having these difficult conversations and hopefully we've actually all been having them frankly since COVID. But what are some of those new support services that you're offering to deal with what you know now that you didn't know then? Or how have you integrated technology with your staff especially in many of us have staff that really weren't so did love technology and specific programs perhaps even had more teachers in programs where technology wasn't their first go-to. Did your site technology plan or your continuous improvement plan changed? Did you apply for grants? Did you, is your vision different for your school than it was before? And I think this little graphic, leave no one behind is so important. We know way more than we knew then. So what are we gonna do to ensure that our people have access and that we don't have a situation like that again? Anybody wanna speak up? So Jamie at Garden Grove, we had WASP during the pandemic and then along the city. And so it really, we really took a turn from our goals and we switched them up and with our action plan. And so we are much, much more connected with our community, our CBOs, our stakeholders. We made major connections with organizations we never had connections with before. And vice versa, I mean, they really needed us as well because they're, obviously their businesses went, their clientele went lower as well. So for us to be able to help each other, prepare our students and then also let them know about the resources and then them coming to us and telling us about our resources and how they can help our students. It's been such a magical relationship. I mean, and that's all the years, 20 years I've been there and haven't been like that. So that was kind of a blessing in the skies because we were hit really hard because we had WASC at the same time, then the new SIP and then it was like, so many things at the same time, but yet we really focused our goals. Oh, and then Melissa and I were D-LAC. So we really kept our goals very similar and we kind of tripled it instead of reinventing a whole bunch of different goals. We just kept to the same goals and it really strengthened our program I think. Oh, that's amazing. I love hearing that. And did you have a particular partnership that really stands out just for the rest to hear? Like, I mean, because I love that you're talking about the ingrained in the community and really forming different perhaps partnerships than you had in past years or making them different. And I'm just wondering if there was anyone that really stood out, any partner or any community organization? Yeah, we have an organization called Okaipa and it's a health organization. And they're literally across the street, like the crosswalk to their office. And we didn't know this for a long time because they communicated with us, we didn't communicate them and we just happened to fight them. And it's a really great service for our students, finding low and free, low health care systems or insurance or so many things. Food banks, blah, blah, blah. It's almost a one-stop shop. And then also our OC workforce. That was another really big one that was helpful for us, for our students. We have a mobile unit that comes to our campus now. It's a big bus and they help them with finding jobs and making resumes and stuff like that. It's a mobile unit that comes. And so, yeah, Garden Grove was recognized at CCAE last year for best practices. And so it was just one of those really, totally came out of the workforce because of the pandemic. Wow, that is amazing. And because you've kind of talked about some really neat things right there, especially that mobile unit, is there anybody that has questions for Garden Grove on anything that you just heard? I wanna make sure that we don't just keep moving ahead and that if there's questions that you have for other participants or subject matter experts, especially on what we just heard, please speak up. Okay. And on the chat, but Jamie Arlene did post that using the Google classroom to post lessons, made a lot of things easier to reach her students in the COVID-19. And then she was also able to correct the student's homework and do the work online. And it's become almost paperless, which is good for the world. Yeah. But I'm curious if she can post something to follow up how the students like that. I know she can't speak, but I think that she could type in her exactly. And I would love to know which level that you taught. Is it ESL, A-B-E-A-S-E, I'm assuming it's ESL, but maybe I'm wrong. And as she types, Josh has his hand raised. Oh, she teach levels three and four, sorry. Okay, awesome. That is wonderful. And it kind of goes back to Omar's comment, right? Just one stop clicking, one place to go, where to post, where to see your finished work corrected. It's great. Go ahead, Josh. Actually, I have a follow-up question. Can you hear me? Yeah. Okay, I have a follow-up question for the room once we're finished answering the previous question, but it is related. I want to know from everybody here, apps like Google and other apps are great for students for learning tech and collaborative learning, if they're not physically together in a classroom. My question is a huge percent of our students in LAUSD don't have access to computers, even though we actually have a program where they can borrow one, but some people just can't get to those places to borrow one. Some of those apps, some of them like Google, for example, are very, very difficult to use on the phone. And I'm just wondering, A, how people have dealt with the sort of translation of how apps work on phones compared to computers, how you deal with that problem. And then B, if there's any apps that you use that are proven phone-friendly apps for doing the same sorts of things that we do with apps on the computer. It's a big question. I apologize, but there it is. It's a great question. Who has comments for Josh on that? So I mean, it's looking at what are iPhone-compatible apps that we use to bring about our instruction and also Google suite-specific apps that work that oftentimes students have difficulty accessing the other phones? Not necessarily accessing, but actually using, because they're not necessarily phone-friendly. Got it. I find that, and I'm not sure because I don't have an Android, but with my iPhone, using the Google Classroom, and I'm sure with any of the Google phones will work wonderful, but the Google Classroom is gonna be great because I think most of the time they'll have easy access. It doesn't do everything that Canvas or other things do, but it is a good place to start. The Google site will connect. So you can essentially have all your instructional pieces and your objectives and all your placeholder that's gonna hold links and videos and curriculum and the Google site and the Google Classroom will be a place where students can dump or share or put their assignments in. So I would love to give you access to some of my Google Classrooms so you can take a look at what you can do in it and then maybe we can share the email at the end so you can sign up and look at my classroom or look at some of the things that are available to their actual website. And Omar, you mentioned you're gonna be teaching a class. I don't know if you said tomorrow or later this afternoon. Will you, is that, did I hear that correctly? Yeah, I have my session tomorrow at, I think it's 8.30. That's when we start. Yeah, it's a few in the morning and you'll see it on there is technology. And let me pull it up because I have it on my phone. That was the whole purpose. When I went to my last conference, I thought how great it is to just have it on your phone and bring it up. So you don't have to deal with the computer because sometimes the students won't have a computer but they will have a phone. And so it's under enhanced learning, right? So technology enhanced learning and enhanced video links and all of that. So I'll share that through a QR code and that way people can just go to the slides and they look at the videos and it's all on the phone. Thank you. I think one of the things for me too is that having the students be able to access the materials but then unfortunately no matter what phone they're on it's going to be difficult for them to do the work on their phone. No matter what, just the idea of making fillable PDFs like was a huge thing because that wasn't a thing before either because of the pandemic that became a thing too. So that makes it a little bit easier but when students are on a phone, no matter how big their phone is, it's still the texting part of it is difficult. And so yeah, it's unfortunate that we can give them all the materials but I mean, if it's still hard for them to do it online on their phones, the work that needs to be done a lot of them won't do it. Yeah, some of the assignments, believe it or not I know it sounds old school but I just have them do it on a piece of paper and take a picture and send it to me and I'll just write it in circle and send it back. So I have a lot of pictures of documents with their phone cameras and a lot of times it's just reinforcement. I'm not grading five paragraph essays really but just a follow up question or something to keep them engaged. And also to let them know that you're paying attention and that what they're doing matters even if it's, if it looks a little different if they're, I love that. I love that you mentioned that. I think the process of this all, the way of loading it is just, you know I think taking them as scale. So definitely maybe what it looked like is you have a two week free class session where you teach them, you know how to access Google and how to copy the code and how to get that invite. And you know, when you work on those little things send them some tutorials through an email where you welcome them in the message and then if you kind of front load those things the core of the class will stay on point knowing that some people are gonna come in because it's open enrollment. So you kind of have to revisit that section on how you do that prepping session multiple times during your semester but I don't know, I think it's somewhat doable. I don't have anything else that I would use. Well, and I'm gonna thank you Omar for that. I'm gonna just give a couple of comments that I just am reading in the chat from Arlene which says that, you know there are times when the phones aren't working also because they have a million things up and open. And so Arlene which is awesome has been providing a little bit of guidance on removing some of the apps from their phone and kind of making less clutter. And I think that's pretty great as well. And she said something about social media apps being open and that reminded me that, you know with COVID when we were all remote that WhatsApp was a life, it was a game changer for a lot of our students and it was a way for some of our teachers to reach students because they were used to WhatsApp that didn't feel like some brand new thing they didn't know how to use. So thank you Arlene for that. And then yeah, go ahead, sorry. Oh, I was just gonna say if Susan there wanted to add to that I mean, she's our apps queen in ESL is there anything else you wanted to? Well, I kind of like Google Forms because on the phone it's very clean. The interface is clean and the students just have they have there are so many choices that you can do in Google Forms they can be ranking, they can do I mean, you don't have to do multiple choice and you can do all kinds of questioning and Google Forms in the students it's easy for them to do this. I use them with your low beginnings when I was, that was a guest speaker in our class and we did Google Forms and they got our certificate after they completed the form and 17 of our 20 whatever students did it. It's amazing, that's awesome. Well, and I'm gonna move us on here but I did wanna just make a reference I know we don't have site technology plans anymore but I still do at the adult school and that's because I really do feel like we need to continue to think about what we want for our students and for me it just, it feels more organized if I do it in a plan and I know now we're integrating it into the continuous improvement as well plans but it's something I would encourage everyone to kind of consider especially if you're an administrator role or a tech role at your site is really kind of thinking about what your students need and how do you know they need these things, right? That's another, we're gonna talk about data I hope in a little bit but just holding the idea of the importance of a tech plan at your site even if you're not required to have one. All right, let me move us on here. Oh, good, see we're right on Ronan target for data discussion. So one of the things that I think is really important and Omar actually highlighted this is that we need to continue to understand where our gaps are. What data are we using to determine what areas we need to improve in? And Alisa talked about the WASC process and we went through that as well and man, do you have to provide a ton of data for that? Most of us just did our, we owe a application and heard on that and so that required a lot of data. If you're involved in your adult education consortium and you're doing your one year and three year plan that's a lot of data. So how do you use all this information that you collect to improve your programs and to get the students what they need so that they could be in your classes successfully whether on an iPhone, which we know is hard or in person or remote only or a whole combination of those. So I'm just wondering what kind of data do people use to get the information they need to make your programs better? Ellie? Yeah, and just to get rid of any confusion there are two people here using my name but I'm really Ellie. So- I'm really Ellie. We, so when we came back from COVID we did do a survey of our students to find out who needed computers and or hotspots and then I surprised we actually followed through and we gave, I mean we hundreds of laptops and hotspots they gave the cheapest ones that were kind of 10 years out of date but it's better than nothing. So I think at least for that year we met student technology needs or now at the point where there's a new crop of students and we don't have as many laptops to get out. So I think we need to find a way to keep it ongoing. Another thing we did and it was because I couldn't we were so caught by surprise with COVID as was everybody that not only the students but the teachers didn't know what to do to go online. So when we all came back they started to go back to business as usual and I said, no, it was, you know we had an excuse the first time but if there's another pandemic or another disaster we need to be prepared. So we do now offer a digital literacy class for those students who aren't ready for primetime but I think we're not, wish you get enough I don't think we've identified all the students that need it. So it's now more of almost a, it probably feels to the students like a punishment. You know, they come into the class they do not know how to open the computer. They, you know, they're looking to type in 1234567 and they find one and they're looking around the keyboard for two. I mean that level. So at that point we have to divert them. You know, like we're singling them out. And I don't like that. I think that the tech literacy should be something we determine when they register and it should be mandatory. So everybody's starting at the same level and not, you know, wait until they're failing three weeks in or until they drop out from frustration. Oh, I love that you just brought that up. That is so important to recognize starting off that one, the world has changed in the way that we offer instruction. And that's not just not in education, but it's kind of everywhere. It's how we run meetings and how people can apply for things. And it's changed. It's really changed. It's not going to go back to non-technology oriented. It's not. And so if we want to make sure our people have what they need, they need that technology skill, those skills that you're talking about. One of the things that I want to highlight is this digital literacy guidance. Can I just, I can't quite see in the room, but can everybody just either thumbs up or raise your hand if you've actually taken a moment to look at OTAN's digital literacy guidance document. It's really good if you have not, or if you have. If, so not very many people. Is that what I'm sensing? I can't see in the room and I don't see any hands. Okay. Okay. I will make sure, and if someone could put the link to the guidance in the chat for everybody, that would be great. It's really important to have research to fall on and other schools who are doing things that you might be able to implement and to up your technology game. One of the things that I was just thinking about with the last speaker or first and last person that was sharing was just the importance of a really good orientation. The importance of perhaps providing a technology class out before they even pop into your class. It's something that we've done at Tam adult that's worked really well in our consortium. We partner with our County Office of Ed who on behalf of all of the members of the consortium provides access to an organization called Tech for Life. And Tech for Life comes in and offers classes in English and Spanish on Saturdays if we want it on about five different areas all at the beginning level. And it's free for us at the adult school because it's part of the program area that the County Office supports. And they've been incredible. They've just been incredible. It's been a game changer. So we issue students a Chromebook. They bring it in. They have a two-part class on beginning to use Chromebooks, beginner use of Chromebooks. It's either in English or Spanish. They could decide which class they want to take. They get an email. They understand how to open it. They know how to change the language back and forth. And there's, they look at our website and a couple other things. They have handheld materials to go home with in English or Spanish. And it's just been a game changer for us. We were doing it before not as well but we were doing it. And it's just one small example of what you can do if you really think about what needs to happen for to get your students access. Does anybody else want to talk about what they do or what they should do or what they'd like to do? Go ahead, Josh. And sorry, if someone in the classroom wants to say something, please, Alisa, just let me know where Susan. So at our school, the Virtual Academy, we do have a step class which is only 12 hours though. But it's better than nothing. So every new student who wants to take a class at the Virtual Academy must go through the 12 hour program so that at least they're familiar with their device, with our LMS and some other technical aspects. However, we really, really could use a more sort of extensive class. So I was just gonna ask you, Jamie, if it's possible for you to share maybe a course outline or the website for that class, it would really be great to sort of see how an in-depth class sort of differs from what we're doing. Yeah, I'm gonna just put my email in the chat and you can email me separately about that. And I am happy to share secretly their material, but also reaching out to them would probably be best. They're up here in Northern Cal, but they might be willing to share their materials more widely. However, I'll say that 12 hours is pretty awesome. That's a good amount of, that's a good intro prep class I would think. It is, but it does cover a lot of other things that aren't necessarily getting them tech ready. There is, we do have to test them for state purposes and that eats up a big chunk of the time. So the teachers really have to make up a lot of the gaps. So yeah, that's why I'm asking. And that's just so hard. I mean, teachers have such a hard job as it is in such limited time with their students and really all it takes is one or two people not to really kind of, to be at a lower level technology-wise and it just throws off the rest of the class lesson for the day, it's really, it's tough. Exactly. Well, thank you for bringing that up. Other people, is there anybody that wants to share what they do at their site? How they collect the data that they used to improve programs or to create a, for instance, a professional development calendar or schedule for your teachers? What about you, John? Corrections, tell us about corrections. So this is LA from Corrections. So as a public school teacher for many years before I went into Corrections, we were always behind, I remember taking memory from two computers and putting into one so we could continue to run. And I think it's gonna continue as we go into AI. I don't think data collection has changed all that much, quite frankly. I think you have hardware, software, and then you have the literacy of both the teacher and the user that we have tried to bring forth. We are preparing two classes that are gonna be 10 to 12 hours. Basically, in the same way you do the English, which is in reading, you first you have to learn to read and then you read to learn. We're gonna have a learning to compute and then computing to learn courses that we're gonna, hopefully I put together, but it's gonna take us a year. And that came from what you said was in a class of either 18 or 27, two to three students that can't use technology will stop the entire process. And I've run into that in my own classroom. Now that we have one to one, which only happened in the last month, I've gone from teaching in GED math and GED, essay writing back to the basics of computing, dragging and dropping, logging in, using the calculator on the computers, et cetera. So we in corrections are no different than anybody else, but really it's both anecdotal and then it's empirical data that has to become, it has to come from the same categories. Right now everybody is saying, oh, this is new, this is new, this is new, this is not new. Used to be PowerPoints, you put together PowerPoint, that was one year's worth of lesson plans. The next year you change the dates and then if the class, you would remediate or accelerate depending on your students. This is very similar. Canvas is just a much nicer version of PowerPoint, but you used to be able to drop in videos in PowerPoint, you used to be able to, oh, you still can. And you used to be able to drop in pictures and then in Excel, you used to be able to do a lot of interactive work. Okay, so that's one out of 25 to 30 teachers that would do that. The COVID changed everything and my son and my daughter-in-law are both educators in the Reading area. And we in Corrections sent everybody home when they had to still teach and figure it all out. My daughter-in-law is a second grade teacher, which is herding cats when you're in a classroom. And then she was herding cats when she was teaching them all to use technology. And it was so inspirational and fun to watch and it gave me a lot of ideas that when we were allowed to go back into the prison setting, we at our site instituted some of what she had to do, which was, again, it was learning to compute way before. I mean, there's so many little steps that get missed and then it changes. So you are right now on a cusp of a huge, at least in a tidal wave of change. I've had 15 conversations here with educators and administrators who are now working part-time from home, part-time in the classroom, students are part-time from home, part-time in the classroom. And that changes your discipline structure. That changes the organic classroom nature and the synergy that you can sometimes get in face to face. I haven't seen that come really to fruition in a Zoom setting. I don't see a lot of, whoa, at the end, man, we learned something. It was hands-on. My son happens to be a physical education teacher and I was talking about standards and he was having him do push-ups and he wanted to do 25 for each of five weeks for the semester that was Zoom or for the quarter, excuse me. And then there was one student and I was watching him and he said, look, I guess if you can do all 125 right now, you have met the standard. So the kid banged out 125 push-ups right there. He got his standard that he met. I think when we look at our ability to gather information, hardware, software, teachers, students, and I think that we can create rubrics here at OTAN and in these digital symposiums that will guide the future. So that's my two cents worth. And I will thank you for that. And I will kind of, because your last point just reminded me again just to check out this digital literacy guidance. Not only does it have really good information but it has different agencies that are doing different things. And I love that you brought up your daughter and what she was doing and using some of the good stuff that she has done and learning how to kind of bring it to your population, which is really different than what a lot of us have experienced with. So thank you for sharing that. And the link is up. Oh, good, thank you. Any other quick shares? I'm gonna take us to probably our last one or two slides because we have a, yeah. So you're real quick. So going back to WASC because it was such a thing for us. Usually what happens with WASC, and I'm pretty confident that this happens in a lot of agencies, you get your WASC visit and then you build up to it, you get your WASC visit and hopefully you get your six years and then with a three year mid review. And what happens is that in three years, nothing's been said or done or talked about until almost the time where they're gonna come back. And then all of a sudden it's like this big, crap shoot again to try to get them all up to date. So what Cardi Grove has done is that we cognitively, we meet every other month specifically for WASC and we have a living document. And so all the things that are in our action plan, we go through and we update our action plan every other month with our teachers in the different focus areas so that it's not just this catch up after three years. It's like we're documenting all of our data from the get-go, from the time the WASC team left until the next time they come. And it's been so much better. Like the attention on the teachers as far less because it's fresh in our minds instead of like three years, like what do we do the last three years and trying to like make up or figure out stuff? And it's not on paper, right? It's in a digital folder that you can refer back to and add on. As you said, it's a living document. It's so great, yeah. I hope that other agencies can like, I mean, if we all have it in our brains to do it, but it's like cleaning out the closet or whatever it is, you put it off, you put it off and put it off. But if you really just have a plan to do it, we schedule it every other month. So that's been really helpful for us. Yeah, it's awesome. All right, I'm gonna move us on. We have about six more minutes. I feel like we've gotten through maybe six slides of the 15 I had, which is fine. I'm gonna skip us. I'm gonna skip us out. Ooh, this is one I really wanted to get to and this is probably our last one. Who's using Canvas out there? We are. Was that Omar? Was that you? We're not on Oracle, yeah. Five or seven. Six or seven. Good. Can anyone talk about what they like about it? Well, our curriculum works with Canvas. It's something that I know they use at the college level. So I'm glad that the students are getting that time to understand it, to know how assignments show up. The teachers are also getting... We use it in the university level because I used to teach at UCR in the summer. So it's great if it becomes like the educational way to have things available, I guess. Yes, thank you. And I'm gonna just point to the last little bullet I have, which is one of the best reasons to get started with Canvas is to really make sure your students have that familiarity, comfort, confidence. They're gonna see it when and if they go to college. They're gonna see it often in their employment if they're in the educational world, even if they're not in a teaching position. And then it promotes access to your classes and to your course instruction. Is there anyone who is thinking about Canvas but isn't so sure? I'm not sure if I should use it. We're good. I use it at the community college where I teach, but they don't use it here in the adult school because it's too expensive. But I do push for it whenever I can. Oh, so they need to learn about the Canvas pilot with... I was gonna say, they need to talk to us about our special pilot. Do you wanna talk about that, Neda? Just give a quick, cause it is not expensive. Right, right. Yeah. Well, I'll talk to Sarah. Yeah, yeah. Perfect. All right. I cannot recommend it enough across different programs. We've been... Oh, go ahead. Well, I was just gonna say, so what typically is a $20 seat with Canvas for a student with OTAN, it's about $6 a seat. Yeah, talk to Sarah. Yeah. I've been pushing it for years and they like it, but it is the money that's going on. Right, no, I understand that. And I think that's typically the problem. I mean, everybody's feeling sort of Canvas as our instructor in the LMS, but we're full of California distance learning cooperative. And so it's just, now we're just trying to get a group of California adult educators to kind of join the cooperative. And so that we kind of negotiated these prices. And so I'll talk to Sarah and Ryan and see if there's anything else that we can do to support their decision. It would help. Because I think they're using it in the 7-12 part of the district. And so any of our adult students and children that are using it in the 7-12. And that's why we made the move. And I think they would be more, a lot of my students are resistant to Google Classroom. And I think they'd be more happy with Canvas, especially if they didn't have to log in for the study. And then their children couldn't help them. Right, right. And their children are likely using Canvas, whether they're in high school, I mean, more than likely when they're in high school, but middle school too. So it's that access, that familiarity, that comfort, that confidence. It's really important, I think, to expose our students to Canvas. And I'm going to say that my staff that are using Canvas, and we're mostly using it in ABE and ASC, and we're going to look to move over from Google Classroom into Canvas for our home-carried class. It's just easier to navigate and use and move things around and play with in terms of moving classes and modules and timing and adding. And it's kind of looked at as a living document as well, even if it's a full course, that you could just continue to change. How do you remediate in Canvas and how do you remediate in Canvas on the fly? Yes, yes. Are you asking how or you're saying you do it? No, no, I'm saying how do. Oh, it's just easy. So it depends on how you're doing it, but the way that I've opened my classes is I go by modules. So modules can be weeks, right? Week one, week two, week three. One, you can move your modules around. You can drag and drop them and then change the date. You can go into a particular module and look at what you have planned and change either the lesson plan. You can uplink or download, change the links, upload a video, put a new picture. It's really easy. It's really easy. Class. Only by the class, by the class. Yeah, so no, because, well, the way the class that you're creating, the template, your course template, is what all your students will have access to. So as you change your master document, the students see what you've changed. It could be, we could be looking at this slide right now as a module, and then if you liked this picture better, they would see this. So I've sat at a homogeneous grouping like level or skilled students. No, it's one, yeah, it's one course. You can also copy the course from year to year or semester to semester or whatever timeline you choose and change it in that way too. So you can have a master and you can change that master and just sort of decide what you wanna add to it. And within a week, you could probably say, this level goes here or this level goes here and put the link right in. We have one more comment in the back here. Go ahead. You should make group assignments too. I don't know if your question was geared towards assigning things, like if you have a class full of people that are at different ability levels, you can make assignments and then make them like a group assignment or you can assign them, I believe, to individual students, right? So if that was something that, like there was just more of your question. Yes, that was, I- You can have assignments where you create an access coded and then you give those students that access code for a certain level of assignment that you want. Yeah, and so it would all be assigned, whatever your assignments are, it would be assigned to that module, but you would have, I believe, the ability to assign certain assignments to certain students or organize it that way. So I guess every class in Canvas that I've taken has been at the college level and therefore I didn't, there was no remediation. You either, you needed to learn the skills, but in the lowest level, especially where I am in the lowest levels in the best way I was looking for, is it simple? I've never used Canvas in a classroom except for as a student. I've never created one. And so I was curious if you can differentiate by the individual and sounds like you can. If you like Google Classroom, I think you're really gonna like Canvas. That's my sense.