 OTAN Outreach and Technical Assistance Network. Thank you for joining. We're from Grossmont Adult Education and we're just going over our site plan. We're on the DELAC Academy with OTAN, that's Digital Leadership Academy. And so we're sharing with you what we have so far and what we're moving towards. I'm Nikki. I'm our program specialist for Grossmont Adult Ed. I'm Jenna. I'm a distance learning teacher. I'm Barbara Bendica, and I am an ESL teacher and the Digital Literacy Integration Specialist. And I am Jennifer Owens, ESL director. And if we could just kind of hear from our group today where everybody's from. Okay. Welcome. Salinas, but I might be in the wrong room, so I'm done. Okay. Anybody else? Go ahead. Okay. Okay. All right, welcome. Well, thanks everybody for coming here from the sky right here. And for everybody on Zoom, welcome as well. So we just wanted to start with a little bit about our site plan in designing our site plan. We knew a few things already and then we've learned several things over the last few months. So because of the team that we have, we decided to focus mainly on our ESL program. And then kind of keep an eye for what could be a template for technology integration and considerations across other programs. We do have a pretty impacted ESL program right now, mainly in three areas. So in our entry point, when students come in for orientation in our zero to one or literacy levels and then also in our intermediate advanced levels. We also have limited space so we have to work with the facilities that we have. So utilizing our leadership to think about new ways that we could expand what we have to account for hybrid and high flex options that we don't currently offer. And then also share facilities with programs that maybe are underutilized right now. So we have limited staff so we need to map out what our teacher strengths are and consider their availability. And then in all of that though, so keeping a student centered focus on college and curriculals for where our students want to want to go. So we also know and I think know more and more that we need to understand that this plan is going to impact other programs because we're asking them to accommodate us share students with us. And we need to collaborate with them. So that we can, you know, work with CTE work with high school programs for our language learners and implementing it. I'll hand it over to Barbara. Okay, so we've got a look we have a whole list of them right here. We want to identify our learners, prior knowledge and skills, we want to know what they know about technology, whether that be, you know, to operate their, their iPhone, or smartphone, or, you know, if they're familiar with iPads or computers so we really want to ascertain where they are in their prior knowledge of computers. We are also looking at developing their digital literacy skills and, and those are linked to our growth of adult education technology outcomes. And I want to do this by integrating language learning because in our ESL program, many of the students are, they're just learning English. And so, well, the ideal is to get them on programs on the computer, where they're actually improving, you know, their apps that are helping them to improve their language learning. So, so that's another thing we're looking at we're looking at what the learner access to materials access to technology, you know, students don't have access, we want to know about it and we want to help them to make the connection so that they have the tools they need to access online resources. And we want to do this in an environment or in a community that it that cultivates continual improvement. And, and also, you know, be sure to have regular assessments, how the students are doing, are they actually learning from this particular app. And, you know, how, how are the improvements in their language learning. And, and, and all of this in a very supportive learning environment or community. And Jen. So these are some of our learners and pictures of our learners a lot of these are distance learning students are distance learning students that graduate from a program or holding them all certificates. As you can see we serve a large population of students with from all over the world. Over the years you've had the print influxes of refugees come in. When I first started it was all Hispanic 100% and then I remember we had a Russian influx of refugees come in. In 2010 or 15 but right now we serve primarily Afghanistan as soon as from Afghanistan and Iraq and Hispanic generous and go over the demographics a little bit more later. But our students are from all walks of life all over the world all ages, like a lot of your students are I'm sure, and their goals are varied some there they just want to learn how to use a computer and digital literacy. They want citizenship workforce readiness college and career language as a musician community so they have very close. Yes. Then I have a video. Here's some videos of some students that are talking about why this is very important to them. We're not going to play all of them, but go ahead and hear from one of our students. Hi, my name is if the cars are rainy. I am from the United States. This class helped me a lot because I can practice my lessons every day I request my teacher to send me a lesson that I want and make my own steady schedule. And I can do it from home. I like this time learning course because I have children, I have a very busy life based off my normal schedule I can make my own schedule to do my homework. Thank you very much my teacher. God bless you. Currently our distance learning students we do have the special circumstance student that really needed because they do work full time or they're on call, or they have health issues or they're taking care of someone or young children or babies where they can't attend in person classes. And then we have our distance learning students who they want extra homework they want extra lessons so they're attending classes in person as well, and doing both so it's more like a support. And my teachers, contacting me saying this student, you know they need this this and that. So I can give them lessons that will help them achieve their goals, specifically that are tailored to what they need. So we would like to, can we do some work. Oh, we debated I was just going to put one because we only have a limited amount of time and I'm like, um, is there one in particular that you would like. Pretty short. Okay. She's, she's been with me for a while. Hi, my name is. I'm originally from Afghanistan. I came to the US since 2017. I've been to this learning class since 2019 with teacher Jennifer. This class helped me to improve my English. Also, this class helped me to how to use the computer. Also, I like this learning distance learning class because at the same time, while I'm doing my homework, I can watch my children too. This class is very helpful. And I want to continue this class until I get my, like, certificate or something from my teacher. She is so shy. This was so hard for her. And, and, you know, she was super shy and embarrassed, but when I explained to them what it was for, and it helps them and helps her school and helps other students. They all went for it. It was really cool. Do you want to hear one more? It was a short one. Okay, he'll this is really short. Hi, my name is Hilda Corral. I am from San Diego, US. I'm learning online studying because I work full time in my school. She's actually a caregiver that works full time. She works like 60 hour a week. So, and she's killing it in distance learning. And she's doing one every day. It's incredible. So those are some of our learners. They have quite a few. These are some of the standout ones. They're like extra good students for distance learning, but I will give it a try. So this is just a quick snapshot, just one particular demographic of our students. We just kind of selected out the most frequent student languages. So this kind of gives you an idea of the students we serve. We have 36.8% are native Arabic speakers, 35.4% Spanish, 10.5% Farsi, and 3.5% Pashto. The other 13.5% are the others all combined. We do have translators in our program. We have one translator that speaks both Farsi and Pashto and we have a Spanish translator and we're in search of an Arabic translator. This isn't a job posting announcement just that we're in the process of doing that. Since July 1st, we enrolled 2,133 students in our program. And then here again, it's just the same information on the chart for accessibility. And this, when we started this, I kind of just took the text survey that we all give our students, everybody familiar with what I'm talking about, the one that comes out annually. And I just went through and I supported through and found the ESL responses. And I was just looking as we're going forward planning for different types of options for students. Where are students at? What do they have? And I think some of these are important factors and as we're going forward in doing our planning. I found really interesting was 20% of our students set in the survey do not have a quiet place to study. So at some of our centers, we have incorporated a student center and we're in the process of creating one at our ESL campus. And so this can just be a place where students have to go if they don't have a quiet place at home. 71% of students so they do not have a device that be online. So as we're going forward to, this is an important, whether it's identifying what the devices they need, but these are questions and issues that we need to adjust going forward. And 13% of students and they do not have like my internet and help again another factor for creating a digital and a distance learning program with various components. These are important pieces of information to take into consideration as we move forward. Okay, so as far as recruitment goes. You know, getting the word out is definitely a challenge. I think because our programs can tend to be siloed. I don't know if anybody else experiences that at their school. So, you know, if we have a CTE program with language support that we're calling it, and someone comes in and they're advanced to our ESL program, they mean, they may not hear about it. So we know that as far as recruitment goes, we need to make sure that that the word goes out across programs and that we continue to find new ways to do that and I do think being part of DLAC and and having a team that includes our teachers and our ESL director is going to be one big piece of making that happen going forward. We are looking to, I think, really focus on our beginning high ESL students and up. When we're looking at creating high flex and our hybrid and high flex classes, so that those students could participate in those we have a chance to work on their digital literacy, and then really are going to be one of those students that could participate in those we have a chance to work on their digital literacy and then really our lower level students could be in person, but with continuous technology support in our lab. Most teachers are taking their students to the lab to work on technology every single week. We're really hoping that those students would be more and more prepared as they move up through beginning high and above to be in some of our hybrid classes. We do currently and Barbara will talk about it in a little bit have a beginning low to high hybrid class. So we do want to make that available to the lower levels but we also want to be really aware of what's working at other schools and what's working for our students at the very beginning of their language learning. We also want to make sure that our students who are able to go into our CTE classes with language support, have the digital literacy that they need to be successful in those classes, a lot of times those classes don't stop to to support them. So we're also starting some some new classes that will be kind of free classes like foundational classes and computer basics and then be more intentional about our digital literacy pieces in our vocational ESL classes so that students get a stronger preparation piece at that level. So, and I wanted to make sure that I talked about working with transition services. So, we do have a very strong transition services program at our school so we have a transition specialist that's focused in, in each program we offer, but also that we work across programs. So, so making sure that transition services knows about all of the classes that are available, and that we really collaborate with them to make sure that students don't really see that they see a seamless process of support to get into the classes that they need. And then orientation and assessing readiness. So, ESL introduction classes two weeks right now we're also taking a look at some of our programs that have successful orientation specifically our Health Occupation Center, you know they have like a two day orientation process. We're looking at, could that be a better fit for more advanced students than spending, you know, two weeks in, in an introduction class, would that get them into their class faster would that get them into an IET class faster. So, we're working with a two week introduction class but also looking at other models that might be a better fit especially as we're bridging our ASL students into other programs. Currently in our ESL intro we offer or we do take care of the process assessment. And then we also want to make sure that we have a digital literacy assessment going on in the introduction so that we can find out right away what students can do and if they'd be interested in a hybrid class. And, and then it's, you know, really key that they're meeting with their teacher that they're meeting with transition services, and that we know what is their prior learning look like what is everything that they're bringing to the table, so that we're honoring what they've done before and maximizing it so that they could go into the right path. Okay, and yes, so registration and accessibility. So, the idea is that we're designing a, ideally we're designing a student centered process. So, we're working towards students being able to register online, as well as in person. And, and that I think that'll streamline or we think that that'll streamline things a little bit better for our students. Also incorporating in our orientation a digital literacy diagnostic score that will assess their readiness for digital distance education and blended learning or not be sorry. Okay. If they don't meet the requirements, we're, we're going to look for ways to help them to get there. We'll take a look at a prerequisite for the classes for students that are interested in distance learning and blended options that maybe they are not ready yet. And that's one here. Okay. All right, so hybrid classes. I teach a hybrid class right now with beginning low and to high students, and we meet twice a week on zoom and twice a week in the classroom. Right now we are so fortunate to be meeting in the computer lab at our foothills site. And by the way, my director and you know, my, my hierarchy here. Those students they love working on the computers because they're going into that lab twice a week and getting on the computer. Most of them don't have that much experience turning on a computer, or accessing resources using a bigger format. But the biggest format they have is, you know, a smartphone. And so for them to get onto a bigger, you know, a bigger monitor is liberating for them. They get to see for the first time, you know, what this learning looks like in a bigger frame, so to speak. And so one of the main things where we're headed with the hybrid classes is communication. Communication is really the key, keeping contact with them, either through email or in canvas, all of these students are enrolled in canvas and they're required to complete a certain amount of work in canvas to become oriented towards that learning environment. Most of them are accessing canvas on the phone. So they're seeing a teeny tiny little canvas. But when they get into the computer lab, canvas becomes bigger and it gets a little bit easier for them to understand how to move through the program. Through canvas, there are wonderful tools, there's announcements, there's email, there are things you can time them, and these are ways to keep the communication going with them consistently, you know, every day or not every day, but a couple times a week at least. And, you know, when I send them a video through canvas, it lights up their life, you know, their lives, you know, they, you know, they, oh, here, teacher Barbara, she's, she's in my living room with me, you know. So, you know, this communication is really, really important. And, you know, it's crucial aspect, teaching strategies. So, you know, when we have these classes, we really need to figure out how are we going to teach in this online environment. How do we take what we do in the classroom, which, you know, we may be experts at a live classroom and put that in the environment of, say, campus for on Zoom. And some teaching strategies I have are using, you know, I use a Google slide presentation with every zoom, and that keeps us on track that's basically our lesson plan. And, you know, in Zoom, embedded support. And what we mean by that is supporting students and teachers in learning canvas and learning, you know, how, you know, what this educational environment looks like. And teaching teachers how to teach in an online environment and progress. Always, you know, we need to measure our progress, what's working, what isn't working, and then assessment, and who's next. Yes. Love to hear what you're doing with Canvas. Okay. But I also wanted to ask what you're using for your digital diagnostic, digital literacy diagnostic. Well, the digital digital literacy diagnostic is, it's basically a survey. And I have it both in, you know, the doc form, where they fill it they can fill it out online I can print them out they can fill it out in the classroom. That's probably the best place, you know, to kind of hold your hand through it, especially the students that are beginning low and beginning high. And just find out what they know and don't know and the questions on there are, you know, I can turn on a computer. I can hold a mouse. I know what click on it means. I know, you know, and it goes, it gets the questions get there's like, I think 32 questions. It's a little long. You know, a little more difficult, you know, they're the more difficult tasks as you go down the page. Barbara, you developed it when you were teaching the digital literacy class. Yeah, but there's, and there's also one that you've utilized three more star is that accurate. Because North Star has one too. Yeah, yeah, and some of your students I think. But my main go to is that you can tell when you work with them online, you can kind of get an idea of what they know and don't know when you get with them in the classroom. Some of them cannot hold a mouse, you know, some of them can't click on the trackpad. And it's because many of our students, you know, they have their what's familiar to them is, you know, rural Afghanistan. You know, where she may be the closest thing to chewing gum might be, you know, for a sort of there's something might be an error, you know, that they're, you know, this is so foreign to them. So, and you can find out right away who is struggling and who is it and then you can figure out how, how to support them in their digital literacy and become literate in this environment. Any other questions. No, okay. And so one of the reasons why we joined the D lab and started this adventure one of the many reasons is to find a compatible resource for distant education with our LMS, which is campus. This is a lot of language up here but something that meets a lot of these needs, finding online curriculum for various levels, because in distance learning we serve various levels the multi level class. It's also a very large class. I mean, I've honestly I've had a 250 students. I had 10 off sites that I was visiting so a lot of the students were dual enrolled, but on average there's probably over 100. Yeah, so it's a large class with a multi level class, and currently, each student has an individual class. I'm trying to help them reach my goals so they're getting individual lessons. They're at different levels so it's a little bit challenging and hard to keep up with. At the same time, I'm searching we're searching for something that is compatible with our LMS as well, which is campus which is awesome, but to serve the needs of the students currently and how it's structured. It's a challenge and that's kind of one of the reasons why we're here. We're finding an online curriculum for various levels meeting various student goals in a large class, tailoring and modifying lessons already talked about a lot of this. Right now I do have a website that I use, and it has a calendar on there where students can make appointments with me so I'm accessible to them. And I have a little QR code which is blocked I think so I don't know if it's actually open it, but on there there's a lot of online educational resources OER's have a little page of them that you guys are welcome to look at that I put together over the years that actually we've all compiled over the years. And I've checked all of them so they're all current. It's a very, very long list but it's, it's helpful. And so I use a lot of supplemental materials. I have a digital literacy assessment that I give them that's online that they can do to. Yeah, curriculum that's user friendly and here towards adults is also a little bit difficult to find as you guys know, as ESL teachers, and can be monitored by the instructor anytime anywhere as accessible to the student on any device. Like Barbara was saying a lot of them recent phone so you need something that's compatible with that. So, if you'd like to look at my website or anything we can go ahead and click on the job. I don't know if it can even try it open. Okay. What have you found for advanced students besides burning to the English for ESL. I'm using Ellie which is the library the digital component of Ellie as one of my main platforms. Also reading plus and touch on Burlington a little bit and North Star. So was it reading what reading plus. Yeah, students, that's a higher level program it's usually for the higher levels but they enjoy that one quite a bit. I have a question about how long does a student stay with you can they continue semester to semester. I mean, sometimes, you know with any of our students you have to kind of push them along a little bit. But he's really shy girl, she's been with me for quite a while and you know, when that when it seems like it's like when they're ready to move on. They kind of meet with them and help push them to go towards their goals, you know, like it's it's time to go. I think we all deal with that as adult teachers they want to stay with you sometimes a little bit longer than they should actually. But on average, I would say probably a year depending on where they're at when they start with me. And a lot of them are, they're pretty high in their English and their capability so they're, you know, they're going to get a job sooner and get their citizenship sooner and reach those goals sooner and then probably leave some of them if they're a little bit lower when they start with me. They're with me a little bit longer. Obviously if they're in our in person classes and with business learning they're going to move a lot faster. So how do you utilize Canvas for independent studies and keeping track of your individual conversations that you have. See that's the struggle with me right now Barbara would. We're in the previous. So we're trying to move to Canvas. Yeah, yeah, yeah, yeah. Okay, Barbara would be able to answer that better than I would. So what was the question one more time. So how do you utilize Canvas to keep track of the individual meetings that you have for independent studies. Well what I do is I go in and under people are you familiar with Canvas. Okay, so you go to people, you can take a look and see how much time they've been spending on each class. And that's pretty much the way that I'm doing it. And, and, you know, seeing where they're spending their time, you know. Now, it's on assignments underneath there. You have assignments that you do and then you can see their assignments when you go to people. Yes. Yes, but much of what I'm doing. She said how do you track individual. Do you have a suggestion. This is our LMS coordinator. Do you have a suggestion for tracking notes? Like would you put it under an assignment or submission maybe make it to Excel. You could, you could, I mean, it would be probably a function of like teacher feedback on an assignment so you could create an assignment or whatever. And then you could, you could, sorry. Okay. Yeah, I think you could, I think you could do something like that with teacher with the speed greater function basically. You know, when it comes to Canvas, I feel like a neophyte. You know, even though I know how to put things up there and I know how to look and see what they're doing. There is so much that I'm not tapping into yet. And it really drives home the point of getting as much training as you can in it. So you can really master the medium. So I think I'm like, you probably know way more than I do about it. You know, but this is why it's important for us to get together and talk about these things and right show each other the nifty little tricks. Did you have a. Well, there's a user manual for Canvas and he has 5668 pages. So information over. It is so huge. Yeah. Yes. So, as you listed resources mentioned something called Ali. Can you spell that out or is it is it. Yes. Oh, they did a name change recently. It's an excellent resource. It is just, it's, you know, they've got so much there. The digital component is, is really good for remote learning. Yeah, just needs to be compatible. Moving on here. And so, and so that kind of brings us to where we are with our distance learning programs. So, you know, we just had our watch review last year and something I think for, for most of our ESL program including the distance learning component is a really looking for alignment. And so, currently we're using ESL library, but we really need to have some sort of mapping of what it looks like in a level so that if a student is beginning high in our distance learning program, they would have something that aligned with our in person classes. So, if we, if we stick with ESL library, then we would need to kind of have something documented of how a student would move through the program and what that might take different branches, but right now it's not aligned with our other ESL classes. Something like Burlington. I worked with many years ago for vocational ESL but we had a recent presentation, and they have, you know, core courses that are NRS aligned and would be pretty easy for us to align with our current ESL classes so that might be something that makes a little bit more sense for as we try to align our distance learning program and we already have Burlington seats that might work nicely with the number of students that we have on our on our DL caseload. Currently, and you know when we met with Burlington, like their, their EL civics is not canvas compatible but I guess their core is more canvas compatible or closer, but it still seems like we would need to embed a link and take a student away from the canvas page which is what we're hoping not to do. So, so you know we're looking at that and then as far as North Star goes that's also something that we use. And we really want to look at how can we align the digital literacy aspects of North Star alongside our ESL curriculum. And then we could kind of put that alongside in person as well as distance learning classes for that DL component. We have this year had our ESL programs have been working through PLCs on a program ride pacing guide to align our ESL levels. So that's a work in progress but they've been able to kind of, you know, show time frames show competencies identify objectives, and then, and then really hopefully get closer to a project based focus, where they have activities that are that are primary assessments, and then we're not really believing that our book is a curriculum. That's really just a tool for mastering those competencies. So, so that's something that we hope ultimately we could find something for DL that matches up with the work that we're trying to do for our for in person ESL. Program materials, program measureables. Yeah. Okay, surprise. All right, so improved digital literacy skills, this is something that we can measure because I think this is where they are now, and in three months from now, six months from now, it's probably maybe four months, you know, you know, we can measure it and see how they're doing. And we can also measure their language proficiency from today, you know, three months from now, after using a particular program. And we can also because we've got the computer and, you know, we're in a digital environment we can. It's very easy to measure these things you can see how much time they're spending on a task what they're doing. And, and, you know, if they are, you know, they're engaging, or if they're just laying on the couch. Positive feedback from learners, do you like this. Yes, teacher. Yes, no teacher. No, I don't know teacher. So positive feedback reduced barriers to learn learning, are they able to access the information. Are they taking away those barriers that are keeping them from getting to the, the curriculum that we're offering them in the online environment. We're looking for consistent participation. And so we're questioning, what is it that we have to do to ensure that they are online regularly. And then another measurable would be, you know, how many students are completing the program. You know how many are getting a certificate how many are moving up and maybe from low beginner to high beginner, you know how many are moving up that way. And was there anything you wanted to add. No, okay. So this slide called administrative issues and I have to say that my objective and my goal always is to be a support in whatever way I can to such amazing teachers I don't know if when I say that working with them is absolute pleasure they're all very genuine and what you see is what you bet, and students are always at the forefront. And so I think that's what makes my job so much easier because they're, they're genuine in what they do they care about the students they go above and beyond. And yeah, I mean it is just such a pleasure so one of the things that when I started and I've only been in my job since June 1 so I still say that I knew. I get to say that for like a year right. One of the things that always six months. Yeah, shoot. One of the things that that we tried as a pilot in July is that first bullet you see there, we are trying to expand not only student use of canvas but teacher use of canvas. And I know for myself I mean I taught in academics for 15 years and we had a new mixture come in and say that digital literacy. I don't know what to do with that. So, when I started my job I thought I want to create what I wanted when I was a teacher which is someone like Barbara, who co teaches with me, at least the day. So what would have what happened or hasn't happening is classes come into the computer like she said like this, and I made up a title for her. She didn't get a pair is or anything fancy with it. But we come. It's coming. She's our digital literacy integration specialist which is totally made up and not by any means, legit, except for that the fact that is the six months that we've been doing this not only has Barbie's teacher digital literacy class where she would, you know, serve 20 students and they said, Why can't we expand that out and other than just 20 year meeting with 150 students a week. And so, yeah, Barbara works with the teacher. She they have built or improve campus courses for most of the teachers that she's worked with. So not only your students going in and learning Canvas and how to use it, the teachers are simultaneously. And I think a lot of teachers were kind of shy. We kind of, you know, we're getting better. In COVID we all kind of scrambled to survive. And you know that term, but you know we build the plane as we're flying it so it's been my priority to make sure we build the plane first, before we start flying and participating in the future. And I think that has afforded us the opportunity to really examine that. Look at what we need. Look at what our students need the resources we have and how can we build this plane, get things set up and then kind of roll it out so that teachers are comfortable teachers know are know what's going on, so that they can help students better I think it's just, in my opinion, the best way. So again, that's this core right here. We have some teachers like I said not everybody's into all of the digital technology and all that. But I think that he is letting them spread the gospel of digital integration and digital literacy and how to use technology in a way that helps students and helps students at the same time so our strategy is to start with our, our core group and just let it, you know, organically spread out which I think that it won't. And I think it has even just doing the integration specialist. The first thing too is we make it mention the very beginning you have limited space we just had three new buildings out to our site which is super great. But we still have limited space for how much we have so we're really looking at having more hybrid options to maximize classroom usage. And so part of what we're building now hopefully rolling out for the fall. But, and hoping trying to have more of those hybrid digital options where we can have two days in person two days on zoom, like are some kind of synchronous on canvas or whatever that bar is doing right now so administrative issues like my job is easy by their professionalism and their knowledge and their dedication to our program. So I'm grateful for that. Can I ask you a question about this hybrid or the high blacks is the daughter education. We made it to adopt this hybrid and flexible flexible high flex class and organization yeah we can. So you belong to COE and green because I understood that it's a we have to be 100% face to face now after the pandemic so I just want to. I could, I could speak to that a little bit just because that's where I'm reading right now it's just a lot of I'm doing a lot of advocacy in my district. So pretty much adult education is unfettered by the bounds of AB 86, which only fight to the academic year, you know, 2021 2022 so at this point, we're no longer, you know, agencies are no longer bound by that to my knowledge of they may want to double check. So just based on my research. It really comes down to what your county and your district, you know what their policies are in regards to distance learning I know I had the right I wrote basically a research article to convince my board or my district to open up one high flex which is what I what I teach in the morning. So it really depends. We have to kind of talk to, you know, your district. I asked that question because I am really into this technology and use it, but they just let out and told me that you have to be 100% face to face, because the pandemic is over. So what I feel that all these things now it's in the face to face so I'm just curious how you get approval and so I want to just, and I would say Jenna, Jenna's been doing distance learning for way before COVID. Yeah, and I think a lot of it is maybe just how it's. There's certain, you know, like funding guidelines that have to be followed and I think if you're very specific but you might want to ask somebody else. I don't know. I'm just curious. I'm not a county but I know our school is not supported. Yeah, yeah, and we like I said, we've had a distance learning independent city option for way before COVID. It's not just COVID related. Yeah, no way, even before COVID. This is the 90s. Our, I know your health occupations our health occupations also has a hybrid option for at least three of their programs. How would I know because I have to get full approval. Yeah, but it's a school wise it's not committed. So I won't bother to go get. I mean I have to get accreditation from California State for the nursing department and then CNA is a CDPH that's different one. We belong to the school district so I like to know you know the school district get the permission I would influence definitely. We can, you know, we will all have somebody higher up than me. And we'll get back. Yeah, we'll get we can get back to you. We'll find out. I mean we can help you with. And it might just be based on whatever the parameters are for the district or the area. I do think it's a district. And if you're referring to see a nation, maybe a separate thing that you have to ask the feeling right. You know, Iowa, physical Iowa, are you. I definitely be running this morning program. All of that under case you could do all of that. Yeah, it's really based on the district. And often the district is focused more on the pain 12 and then they're automatically including until dead. So sometimes you can make the case to do something differently. I didn't go to the conference. They're all encouraging these high blacks and the blended. But then when I come back to campus and they were not allowing so I kind of like a really. Yeah, I'm just wondering how they got a pool so I can implement it. Yeah, it sounds like it's just. Yeah, thank you. Thank you. So we just just kind of according to our, our whole site plan outline, we did kind of want to share some of our action steps and what the timeline is that we're looking at right now. So this spring, I think today's presentation was a marker for us because we wanted to really have kind of a general idea of what we thought was possible for us as far as the site plan goes. We had that additional Burlington meeting I mean for us. Finding something else that we already had approval for that we could possibly use for alignment for distance learning was big. Part of my job is new to us program specialist so working with something within that kind of group of materials that for EL civics, and that also could be a tool that we use working with our students with something we wanted to find out how up to date it was. So we have a new bridging classes or classes will be presented as a bridge classes and that is kind of a new menu of opportunities for intermediate advanced students to consider if they hadn't before hadn't even known about them before. And then two hour classes, high school completion classes, CTE classes with language support. Our students are already in those classes but it's often not presented to an ESL student that just walks in. And then this summer, we really want those new course offerings to be student facing so that students know about them and are registering for them. And we'd really like to see through our work in D lack of how distance learning could be a support for our IT classes so students coming to us either they've joined a CTE class and decide they're going to step out and give themselves more time, or they decide that they're ready with language support, could we offer steps that they could take to prepare themselves. So just one example, I'm working with a student right now who was in our CNA course. She decided that she wasn't ready she wanted to step out. So she has time for an in person class, but she also would really benefit from contextualized distance learning, which is something within the Burlington modules, especially because we don't have right now a contextualized medical preparation class. So, so we want to be able to offer multiple stuff for a student to prepare themselves for the CTE course they're, they're going to enter, and then training and professional development for our ESL teacher so this will come through our professional learning days that are sort of designs with our leadership, and we have canvas, a time for our teachers to join for one on one meetings, and then professional development through their PLC. So, we just wanted to also give the last few minutes, if you have any more questions or suggestions for us ideas that could help us or that's work for your schools. Sure. It will be an ESL introduction class was mentioned this two weeks on. Could you go into more detail as far as the hours and what you do in that introduction class and actually registered for that class or it's just prior to registration. So, the orientation is to before they can take any classes down now they come in and they could take a two week orientation. We want to get a baseline on the cost of score for them. We also want to introduce them to our campus to, you know, help them to become familiar with the environment that they're in. And it's a two week course. And it combines both. Well, when I taught it ESL games, you know preparation for taking the process test, because that can be very grueling. And for the teacher, you know, kind of ascertaining who can actually take the process test, and who would go right into a pre lit class. You know, so we got that two weeks were identifying their levels. Yeah. And is it. We, we, the week is it. So it's four days with process versus four days a week for two weeks there are three hour sessions we offer morning afternoon. And other components in addition of our research, other writing assessments that we place from the future and then the students leave the class with a portfolio of writing samples so when they get to their assigned class. Their new teacher now has not only their reading and listening causes for but they have some writing samples as well. And they also have digital literacy. They, if they don't have an email account, and we hope the teachers get an email account assigned to them. We're always kind of looking back just started in July. And so, after a couple, you know, it or those it's just changing and involving all the time. And then introduced to all the programs that gross on adult education offers and what's available to our consortium are transition specialist come into the class and do a presentation. Our academic counselor comes into the class students know that they have the transition support and the academic counselor. But I think that's pretty good, but you do correct them you actually correct them for constantly don't take classes with me like just what they know. But I created a website where I put the classes practice up there so they get Chromebooks and you know we're ascertaining if they even have to turn on a Chromebook. We're teaching them how the other students in the class that help they're more than happy to help the ones that don't know. And they're going in through that, you know, that link in the website to practice causes questions, and then a few days later after they've had some, you know, some practice on there and then they actually take the test. Yeah, so do they take this like you have a class every two weeks continually. A two week cohort and so that class finishes they get enrolled, then the next two weeks. Yeah, and they register they come into the office and what we did is we moved because the intro class at our campus where our other CTE programs are and academics are so out of just ESL campus. So that they're familiar with what else other options are available to them. So they come in they do the two week class and they register at the end of the class and yeah it's part of that like the last day of class we do just kind of that registration and whatever option they're doing, but they initially register in the ESL office that command a lot of registration form we have to select an intro class to start based on when they're available to do it. And when we finish that the way I did it is it was like their ticket, their ticket to, you know, roll in the class. It's just cheaply done in the last day of class. Yeah, their dedication to the program, their motivation for them. That's really interesting that you asked that. So they enroll and they take classes after the orientation class. So how does that improve your attrition rates by any chance by any measurable. The ticket is a part of that orientation. That process is that's really the heart and center of that orientation. Yeah, it's part of that intro class. Yeah, they're going to write it on a basis. Well, they said they write it and then bring it with them right. Just so you have a teacher that's there also that you don't teach the right and just give them the time to write. Yeah, there's there's a new teacher now that she's like, can I do some writing instruction? Yeah, I mean, if you again it's just one of those evolving things that teachers were kind of asking for. We can see that process scores, but sometimes the writing is, you know, that last minute. Yeah, so just kind of helps. And it helps when we're getting the intro teacher helps place them, you know, talk to the student about what boss they want to go in. That's what they're used to kind of help. You don't have a list of all that you do in an intro class because I'd like to get. You could email me. I don't get to email. I don't know. Thanks to everybody online. Thank you.