 OTAN, Outreach and Technical Assistance Network. So, hi everybody and welcome today to our presentation of engaging faculty in pandemic remote and learning. My name is Jill Wright and I teach ESL at the Oxnard Adult School. And Vicki is my co-presenter. Vicki, you're muted. Well, already a first mess up and we just barely started. Okay. So as you guys can tell, I'm a novice at presenting. But my name is Vicki Costa and I am a TOSA teacher on special assignment at Oxnard Adult School. And we are really excited to be presenting today. OTAN has been such a supportive program and staff to help us get to this point. So we hope you enjoy this. And first, I really, really want you guys to get started. It's completely off topic, but I want you guys to have a happy afternoon Friday. I want you to look around what is in your arms reach arms length or foot length of something that starts with your first name, your first letter of your first name. So for me, I'm Vicki. The only thing I can find because now I think my first name is ridiculous when I have to find something is the volume button. So as you guys can see, so if any of you guys can do that and share with us, that would be wonderful. And I'm going to call on Jill first, but I hope some of you guys also look around see what you can find and share with us. John. John. Jill John, Vicki volume anybody else want to share. I added it. I added it into the chat Renee remote. Renee remote that's awesome. That's a good one. My name is Tony at the Clovis adult education. Well, my name start with the sea and Clovis adult education start with the sea, and I am drinking coke with the ice. That's a sea. That's about that. Amanda Lee, our host or tech host from OTM she did money I like that one. Anybody else want to share. All right, well you guys can put it in the chat and for some reason if I missed the chat or Jill misses the chat. Amanda Lee is going to help us with that. And definitely, if you have something you want to share or something you want to ask of what we're doing or not doing. We are all free. We are up for, you know, you interrupting we will stop. It's, we just want to work this out with everybody and enjoy our Friday afternoon. And so now we'll begin. All right, so here we go. So, why is this not. Now I just. There we go. So our objective is today, we're going to tell you what we went through. This is a quote from Brené Brown, but I found this on the Oxnard adult school webpage way back in the beginning of last March. I thought it was quite apropos of our topic. Yeah, our administrative assistant is really amazing and she's really good at keeping up with our social media to the best that she can because she wears multiple hats. So she's always posting on there. And Vicki is going to tell you a little bit about our students. So, Oxnard adult school, our student population, we have a lot of migrant workers and field workers because we are known for strawberries, the strawberry festival. So a vast majority of our Spanish, our students are Spanish speaking, and Spanish is sometimes their second language because then they speak also mix taco and other languages so sometimes they come with us with very little skills, but 60% of our students are of the Hispanic culture and a little bit more than that. And then we have about 20% of the Asian and then the breakdown is a bunch of other different cultures, whether they're Caucasian or European, something from those categories. We do have 60% of our student population are in prelit to level three. And many of these students don't have any education like I was saying from, you know, their home country and so we have about 250 plus different variants of the languages so it does make it very difficult. Sometimes we have to involve three or four different translators just to communicate with our students. Most of our students are or a big population of our students are field workers. Sorry about it's my first time presenting over this without with having a script or a PowerPoint usually I just wing it. So I apologize. We have a lot of non documented workers, I mean that come in, and the students are not. And they're very hesitant about sharing personal information and that includes their name, their birth date, any additional information their social security number is another difficult thing. Our students live in multi generational homes. And at this time, we have a lot of movement with our students in and out of classes and differing levels of student persistence right now currently we have 18 ESL classes from prelit to level six. We also have adult secondary education we have a high school equivalency high school diploma and the adult basic education. We also have the CTE program, and that includes mostly medical is our primary pathway. So that gives you an idea of what Oxnard adult school looks like. So a little bit and I think Jill's going to take over. So once we have a small group, we're not going to do breakout rooms but we would like you to have to stop sharing to get the link to the padlet. We want to hear about what your pre pandemic class or school looked like. And I'm going to share the padlet link. So what she means by that is, what were you guys doing before we knew we were going to hit this pandemic before we knew that we were told we're not coming back to school and then when we left that day. What did, what did your program look like when you walked away, maybe not knowing you weren't coming back, or maybe knowing you were going to take a week off, how did that look. So we would like for if you want to go to the padlet because we'd like to share it with everybody at the end. And we would like for some of those of you who are willing to share it, you know, to all of us as a group. I can share. Go for it. I'm a Clovis adult education and I am our nurse instructor nursing instructor. We do have a nurse assistant and the vocation on this program available. And I've been teaching since 2014 when I joined the dirt education and they were scantron paper and pencil. That was 2014. And I started teaching fundamental of nursing and I converted to everything online and I started creating the website for students to look at the handouts and schedule everything. I actually created a by myself in the runs it and then find out a couple of years later after I joined the old time, and I found out the other education have access to Moodle, which is other to add courses calm. I learned that that was very, very convenient. So I learned all the skills, just by myself. I did not have any mental. So I already adopted using it before pandemic open and then but no other teachers willing to run and they think it's too much troublesome. But I created my own class about dozen of them, and I was using for the clinical and the fundamental nursing any courses that I was teaching I converted everything into the Moodle. And then if I don't teach that and I, when I have opportunity to give other teachers, I show them this is all my reference. It's stored in the Moodle. You don't have to go anywhere I don't have to give you the key to access to cabinet to get the test and all that things. So, I started a kind of like we have dozen of us instructors in the campus, but I did a maybe about two three teachers I converted for them to use the Moodle. The pandemic just happened and they're not going to come back and actually a couple of teachers ran away. They think they're just have to retire they're not going to teach. And they're not responding any phone call, but that weekend, I went on and YouTube and got the idea how I can deliver a lecture and I adopted the Zoom over the weekend. And we got to come up something. I had no clue using zoom but I attended as a guest a few times zoom but that's all I could think of it, but some other teacher introduced me that they can use a disco. I don't know whether you heard about it, but people who play game and they adopted this code and so they're willing to use a disco or discord yeah. So, I let them use whatever and then, and then we will continue roll out and the lecture whatever we have it in the computer already. And it turned out we never stopped the program. We let us three cohorts to graduate. It's an 18 month program. And we continue push them and use the Zoom and the Moodle. And that's all we did and then Google. And I also learned some of the Google Doc and so I, you know, I'll use the Google to have them to upload a converted their assignment into Google Doc because that was the only students can have it so they can upload it Google Doc and share so that's a Google Zoom Moodle. And that's how we survive through. Right. So, so you didn't have a lot of tech proficiency in your school. Nobody has it and I'm very in profession and but I do everything and then learn from YouTube. Right. All right. So I see somebody's on the padlet and saying that they also had primarily Spanish speaking, mostly female and five ESL levels about 700 students and significant attrition during the pandemic. She says our older social student are older adult students in ESL are really there for social connection and a lot of them dropped and I see that in my class actually many said they'll return when they are back in person. Yeah, anybody else. All right, well, I encourage you to share out what their school, you know, without putting in the padlet, you can speak out your program. Okay, well, thank you for sharing your program. I definitely want to visit Clovis a plan of mine I keep looking at it so you're going to get a call from us soon and we're going to come up there and visit. Thank you. Like, is it he shared. We also had low teacher tech proficiency and those teachers had not much interest in becoming more tech proficient. Most of our teachers, maybe most teachers are closet perfectionists. I may not wish to agree with that. I certainly am. Maybe not closet perfectionist. Anyway, we don't want to fail in front of our students right and we certainly don't want to look or feel stupid, just like our students. In the pre pandemic, there were very few teachers using online tools or accessing digital learning resources and very few people who could help others learn how to use these resources. OTAN of course but you know people like right here right now in person, not so many textbooks were king and ruled most classes. Now, we were using Burlington English and we've been using Burlington English since it's roll out for in 2016. There was the additional. There was the initial normal and anticipated resistance to Burlington English that new tech, even though in class tech help was available to teachers. That lasted about a year. And then after that there was always someone available to help troubleshoot in the class if necessary although in class tech buddies were no longer available. Some teachers even resisted using Burlington, even with all this help. They some printed out the worksheets for students and gave them out like a paper packet. Low level students, one or two didn't use Burlington at all. And then there were low level students and their teachers they just used very little tech on a regular basis there was no teacher accountability regarding usage of tech. They used their strengths and their experience to teach and they were not hugely open or hugely flexible in moving to new platforms. And then there was the transition from outlook to G Suite that was in about 2017 2018. And that began transitioning to Google and to G Suite the district created self paced online training on a different platform called alludo for all of our teachers and initially, adult school teachers were not included in those who could access this program some couldn't even access their new emails. Some teachers worked with alludo and learned a lot of new stuff. So life in school moved along as normal even though we had begun hearing about the strange new disease that was discovered in China. I think most of us didn't think much of it, even when it was detected in the US didn't really touch us here in Oxnard initially. And then last year in March, some of us flew up to Sacramento to attend the 2020 TD LS, and we were all close together and no one more masks saw the we were a little bit nervous. So, we went from this. And then that fateful day, March 13. Those who wanted wanted were given Chromebooks by the school. We were all sent home thinking we had one week off and we would return and carry on as we had been. How wrong we all were. And those, and let me clarify who those were were only teachers for the adult schools for the other schools the comprehensive high schools. And all the students, a majority of the students already had one to one devices, except for a handful and they were already making arrangements to do that but adult ed. We were left out of that whole dynamic of getting one to one devices for our students. It was not important, but our principle is the principle of another of a high school so she had extra Chromebooks and she said any of our teachers can use. And, and sign out for a Chromebook so that was helpful, and that's what we started doing. All right. So what, and again we're not going to do breakout rooms there's just a few of us so we all have a chance to speak, but think about the questions. What was it like when your school shut down, and how long were you closed. And what was us, and what was, what were your responsibilities, if any, at the time of the closure. So at our school, our superintendent told us on, I believe it was that Friday that 13 that we will be closed for one week. Yeah, of course we all go home. And I'm thinking well if I need anything I'll go in but we didn't have to do anything we're just taking a week off. Okay, so we all planned a week off. Then we realized this is going on so we got another notice we're going to take another two weeks off after that. So we didn't, we weren't prepared, and it was just a shutdown we put signs up on our gates, and a few people were there not letting anybody in but just putting signs up and, you know multiple languages all around. So that's how it initially looked like for us. And, you know, what was the responsibilities. Well, of everybody. Well for me. It was one of the, because it's just my principal and then it was myself as next steps. Just take the week off, and if you can maybe send an email to your students maybe contact your students so that was the only direction that we were going so if some of you can share, that'd be great. Let's see anybody have anything in chat. I want to share mine since nobody's speaking up. I'm sorry. No, we want you to share. Okay, so remember when we went up to Sacramento for that weekend, the week before we close. And actually, I borrowed the school laptop to take with me up that conference, the old town conference, and I never returned that laptop to school because well, they close it. That's what happened. So what good thing I was thinking God must have had a good plan, because I had a computer I'm the only person have a school computer went up came back, we close, and then nobody else around the campus. I had a computer, and I worked on it with the school computer because I was access to all the school, you know, email and everything. And we did the same thing. Oh, it's going to be one week up and we ended up for the entire week but I did have my daughter in law was having that 13 weekend, March 13. And so I took my computer with me and went down and my, my son is a computer developer. So here I shared with him Hey, I, you know, he was the one actually helped me to put all that online things because he's a kind of computer problem troubleshooter so everything I turn around the instead of my it guys. And I asked him consulted along the way while I was teaching it turns out really great because that he was the one suggested. Oh, you could use a zoom you could use all that so I just started on myself and he was available I was visiting his actually his house while waiting for the baby to come and here I got all coordinated and ready to roll out, you know, every single class, we can do this we can do online, we can teach because you're all expert in the subject area. All you need to do is just just sit in front of computer and making sure you you go back in class, the school and pick up the laptop school laptop because they have all this screen thing you don't have to purchase anything. So that's all we did. We started giving those, you know, the laptop that goes to computer lab and then take a bag and they charging sitting there. They just converted to teachers and they all the teachers get to have their computer started a lecturing following me. So, pretty quick change. Yeah, you sound it sounds like we were all in the same place together because at first, it was like we're not getting any direction. You know, at the adult school level. And I had teachers that were calling their students because they had no tech skills at all. In fact, they didn't even have a smartphone they had a flip phone. So they called each one of their students each night that they were supposed to have class. And then by the time they got done and have conversations it was midnight so they would call me at midnight to tell me okay this what happened with this one. And I'm like, 6am to midnight, but I didn't know which direction to go into. And so then that's where Jill and I were talking and a couple of us who had some skills and we were working with our principal and we were trying to figure out the next directions to go. And see, I hope I'm saying your name correctly Sima in the chat says that they also had one or two teachers who started with zoom and encouraged others and the teachers supported each other and that's what we've heard from a lot of people that the teachers were supporting each other. So let you know we also had one teacher, she was just didn't want anything to do with tech she is an amazing teacher and now she's on board, but she did not respond to emails did not answer phone calls she ran away from it all. Like I just, I turned on the computer, and it kicked me off so I decided I was all done for the semester so that freaked her out but she finally got on board we spent one on one time with her. And now she's, you know right in line with all of us and right on the same page with us all. We had a one teacher and he's actually 73, but he's still teach and he sent me an email long email that he finally decide to retire. Yeah, I think a lot of schools are experiencing that sort of teacher shift right now. So you remember we had the picture of the teacher writing on the whiteboard so we went from that to this, and then spring. And then the spring came so at that point, once we realized we may not come back till after spring break. You know what we're going to do. How did we prepare at our school site for emergency remote teaching and learning. And so we want you guys to discuss what you guys did and you know I know time he you per, you know laid it out there and did you feel ready to go remote. Lisa's saying, excuse me Vicki started interrupt. I didn't mean to cut you off there. Lisa saying that in her district they had some classes that were strictly online and that sounds really fortunate to me. However, our nursing assistant classes were canceled until we received a waiver from the state all of our classes were transitioned online we had to be creative without classes with lab components. Oh, nice. So we did not actually close or cancel any of our classes. However, our medical classes we have a CNA class, we have pharmacy tech, and we have medical assisting and back office. And we were able to keep those thank goodness are there somewhat tech savvy, and they would give additional work, you know, virtually remotely to the students also while having them in class just as extra study skills. And we got approval from our superintendent to, if you have three or four students and proper PPE, following the CDC guidelines, you can come in after a few weeks so we made up the hours, a little bit towards you know we postponed it and pushed it off. And so we did not cancel any of our classes and we're thankful for that part of it. Because the teachers teaching those programs were very flexible and willing to make up the hours and be creative, like you said, and certain skills, you have to do on hand. Yeah, we were supposed to completely close our campus. But our principal was a little flexible and was very convincing to our superintendents so we were back open right after spring break. Oh. And now Seema is writing again that they were using Burlington in class and some Google tools tools so the students had some skills however many of them did not have a laptop. Uh huh. So we use some info that West Contra Costa adult school had shared to adapt lessons with tools on cell phones like WhatsApp zoom app on the cell phone. They did paper packets for some lower level ESL students. I've heard a lot of schools did paper packets. So anyway, so here we are now. Yes. So, and our spring, after one week off, we heard we would not be returning to school, we returned only online by the end of like two weeks later so that was around March 23. As Vicki said during that hiatus teachers were supposed to make contact with their students and the goal was to keep in touch. As everybody was uncertain what would happen, everybody was wondering what going forward would look like everybody was a little or a lot scared, uncertain, feeling inadequate to the task of online pandemic teaching. At this point our goal was low intensity teaching and learning just showing up seeing everybody's faces and having some conversation was satisfying and enough. In the beginning, we were missing the connection that we had lost with in person teaching. In terms of teach of tech for teaching remotely. There was not a lot of guidance, like Vicki mentioned on how we were supposed to be doing this. Many teachers at our school took advantage of the training sessions that OTAN offered, which was amazing. And in the fall of 2018 while working through our district self paced online learning game. That's the eludo that I mentioned before. The district made available when we transition from outlook to Google. I had created a Google classroom for OAS for Oxford adult school OAS teachers. And I called it Google training and I had already invited everybody, but a lot of people hadn't joined. And so, once we all went home. I started putting a lot of stuff on there. And frequently and a lot of teachers joined and paid attention. So there was increasing communication. Teachers were encouraged to participate in the OTAN trainings. They were encouraged to use the Google training classroom. Our district started offering trainings and we were initially included, but teachers were not encouraged to take part in the beginning. Our district were not aware of these offerings and most of the sessions were not on topics relative or excuse me, relevant to adult ed. OAS teachers also got together in smaller groups to learn and practice together. I learned about Zoom from OTAN and I created a free educator account. And some other teachers at our school were using Google Meet. Again, no directive on how we were expected to communicate with our students. It was like whatever works, do it. And a lot of us were doing many, many different things. And then we had spring break, which seemed really strange. And a lot of teachers taught right through some teachers who had good contact with their students, like I said, taught through others took the break. And of course we remained remote. Artrition was extremely high, about 50%. So some teachers transitioned well, made good contact, got them connected, carried on. And the challenges of getting everybody connected to Zoom or Meet were very, very real, as we are still discovering, like on a daily basis. Some teachers did not transition well, like Vicki mentioned, and they just vanished. So somewhere around April, I think, our office began phoning all of the students just to connect with them, see what was going on, were they attending, were they not attending, what were their plans. Teachers were using everything to connect with students. Some teachers became very adept at managing multiple accounts. We had district email, which is Google for the school communication and then personal Google for student communication. And our students at this point did not have district Google accounts so they were unable to join district classrooms. So we're going to talk a little bit about the pub and the club in a little bit. This threw several wrenches into everything. We did no testing at this point, no causes, no GED, no HSE, HSD, no EL civics, not in person, not remote and initially all EL civics units had been canceled. And they were reinstated. Later in the semester, EL civics testing was conducted via Zoom or socially distanced in the parking lot. In person causes testing resumed in June by appointment only, masks and other PPE required and socially distanced. And the semester ended. Let me add something to that. So, you know, Jill said no causes at that time. Now is true. We were fortunate to have a wonderful testing and accountability coordinator who is very on top of the causes testing. So as soon as they had their hours in, she called them in and tested them. So when the pandemic hit. We went through the school closures, we were pretty good with our numbers. So the reports were ran and it was only time for her to do makeups for the causes test. So that was one benefit we did have, even if we could not get any more students tested. Really quick, I would like to introduce one of our teachers from our school, Kim Kavanaugh. She is our high school, our AC teacher. She does both high school diploma and high school equivalency students. She has joined our room. She's also one of our high school teachers at the comprehensive campuses as well. There she is Kim. Would you like to add anything else of how the spring semester went and how we just went through the immediate shutdown all of a sudden and we didn't have much warning. We just knew it's pandemic and we're off. Well, one thing I thought was really great and there's a few of us were at the TEL conference last year and it was pretty much the last like in person conference that really happened anywhere. So at that conference, we kind of think it was going to be happening very soon. So we started like learning everything we could. I was listening to like Burlington train to get to different things. And we need to go, you know, off, like out of in person and online. So we started taking so many notes so we could do that transition pretty well. And then also with the classes, our classes testing, especially with the HSC and HSD room. Our students had that like 40 hours, we would test them. So that was really great that we were constantly always testing them. So when we did move into that, we didn't lose a whole bunch with that because we did make sure that we were always doing the testing. I don't know if that helped you. Yeah, no, that's great. Kim, thank you for sharing. Is there anything else you wanted to add in? Um, you know, I just, for a wedding that we didn't notice and I'm sure you're really breaking up. At least with the agent program. I'll be quiet. This is Zoom in action. Yeah, this is where technology sometimes fails us. You know, she's been on zoom all day teaching her classes at the high school level. And maybe if the reception comes in better, she can get in and speak. Jill, did you want to. No, I'm just our tree man is outside. Oh, yeah. Anyway, so we went from to this now we're tired. And at the end of the semester, everybody took a deep breath. And so we'd like to offer you the opportunity to also have a little relaxation break. I'll set my timer for two minutes. We're also available to take questions. So if you've got any at this point. It's a good time to ask. Stretch, run to the bathroom, grab a cup of coffee, iced tea or coke. It's still a little bit early for that after five o'clock beverage. So anybody have anything exciting happening this weekend. Jill's going to go hiking tomorrow. I'm going while watching. While watching. Fantastic. It's a good group on families going. Look at the trial ends from afar. Beautiful it's supposed to be a beautiful day the weather has just improved throughout the whole week you know where it's going to be a gorgeous weekend so everybody better enjoy it do their walking or hiking their well watching this weekend because next week I think it's supposed to be raining and cold. And just we're not done yet this is just a break but remember when you guys leave to go out and take a few moments to not only fill out our evaluation but all the other sessions you went to throughout the last three days. I realized I forgot to do one from yesterday so I was able to do it earlier this morning. There's some fantastic speakers and presenters so please make sure you fill those out. And remember we have that 230 to 330 session and I know he will go over everything before we leave. But that's it. All right, that's my timer. All right, which I use all the time with students by the way, they laugh. Okay, so here we are back at our. There we are so now we have summer. Now before we got to the summer though, right before and we had to have them go and relax and relaxation break was you heard me saying that I get phone calls at midnight phone calls at 6am. That is not an exaggeration. My earliest phone call was at 610am by our lovely Dan he's the amazing teacher. And he would call about 1045 at night and we'd be on the phone an hour or two hours and so our days were 18 hour days and I'm sure all of you preparing for it. Our days extended out to so at the end, we just told everybody, don't even talk on the phone don't text just step away from your computers you have to have some downtime, because you know you get tech tech fatigue is, and our principal would say, you're, you know, a couple of times I cry. Oh my gosh, am I doing this correct. She's like, okay, the key tech fatigue has hit you step away from the computer. So, you know, we have to remind ourselves of that. All right, so. Did any of you have a summer session. Last year. Yeah, we had a summer session at our school. All right, maybe some of you will respond in the chat. Talk about ours and I'll watch the chat then. Thank you. So, we decided after much deliberation and calculation of pay points missed. We decided to have a short session in the summer of 2020 and really it was a pilot program. We were going to have classes in ESL only 30 hours over four weeks and the curriculum would be one EL civics co app we chose health teachers were chosen. So, they had to mean that they wanted to teach administration, handpicked different teachers, one teacher per level, who was fairly comfortable with tech, who had had good results and decent attendance during the spring. Like I said, it was a pilot program to see if we could do remote testing and how that would go. And it worked. It worked well. We advertise summer classes online only so students knew what they were signing up for causes testing resumed. We were doing that face to face by appointment only again safety protocols in place in place. I keep losing my cursor here. And we discovered we could do it. Maybe we should say, we could do it with the mask. Nina, you did a similar session in June and one class per level did that seem to go well. And did you have, you know, good attendance from the students. Yeah, and just to kind of go up what you said and what Jill said we did one per level we just, you know, try to stretch it out and same with the ASC program. We had high school diploma teachers and high school equivalency teachers available also there were four teachers and Kim was one of them that was representing that department. All right, all right, so we discovered we can do it even with masks, but it was tired. It took more time. And then the fall came. And we'd like to hear how did your school implement what you had learned from the spring to move forward into the fall. And I think we're going to dispense with the pad let just either share in the chat or break in now. And during where did you guys feel more prepared for the fall semester to start. And were you guys ready to come back and did you have a plan or did you walk in the same way as you walked out. Jill and Vicki I haven't my name is Renee I haven't said much because I am not at a school site. However, we did a lot of surveys with OTAN and Cape Tap. In the late summer early fall and most most agencies indicated that they did feel ready to go back. I would say probably in the 70 to 90% range felt felt like they had the, you know, the means and at least a plan in place to be able to go back successfully. Thank you for jumping in and saying that. Anybody else want to share anything. Well, if you change your mind decide you want to please jump in so once we started. Go ahead, Kim. Okay, I was going to say something I know that originally Jill had mentioned that our school district did a pretty good job for the case, the K through 12, or not the K through 12 the high school section of making sure that there was like their technology and everything and sometimes the adult school teachers didn't quite like know that they were able to do it but I know that they every summer or district does a really good technology. Program and I didn't know about it until Jill told me. So that was one thing that like that I really learned a lot like about tablet and different things that I can use with my, even with my high school students and with my adult school students. And so that was really thing that helped me feel prepared for the coming up. Thanks, Kim. Yeah, and that's one thing that we didn't that we didn't really make a point of noting in here but the communication really increased. There was a lot more communication and it went a whole lot better. Sorry, Vicki, go ahead. And just to add to that is our districts really supported by us and they do work with us. So, to fairly say that, you know, we didn't have access to the district stuff it was just as much. We never really had to communicate with the district because we were all on our own little island and they were on their island. And then all of a sudden, now that we're in this situation that none of us ever expected to be and we didn't know how to handle it, we were just separate and so, you know, the pandemic has done so many awful things so many horrific things but it's also done a couple of fantastic things it's brought us together to work as a district. So now we work we have a supportive superintendent district management it's really wonderful. And we are part of their district, but also it's pushed us to the next level because, you know, technology was not our thing it was not any of our things we were moving along without it because that's the way we always did it. And so this really Jill and I and a few others, Kim, we always wanted to bring technology in, but we were shaking it up, and it wasn't, you know, really accepted. And now that just, yeah, it really did so there were a couple of positives out of this. Thank you. So when the fall rolled around. There were more changes, of course, but also a lot more intentionality so we all knew in advance that classes would be remote and students also knew in advance that classes were going to be remote and that was a really positive thing for everybody who knew what the baseline was going to be. It also precipitated some teacher attrition as some of you have mentioned, administrated so we switched from outlook to Google and now administration mandated use of Google classroom. And this was fine, except that we didn't initially have district Google emails for students we had district Google emails for teachers. So now we're talking about the club, like Melinda likes to say, and the pub. So we were trying to do the interface with district Google and public Google and the interface was extremely bumpy and difficult so what ended up happening was our teachers created Google classrooms in their club accounts and then needed to create a parallel Google universe in their pub account. This was difficult for a lot of people to get their minds around. So, in addition. Oh, and we were no more Google no more zoom, unfortunately, but we could use Google meet so again we've got the same kind of interface difficulty going on with the district Google meets and the public Google meets and it was stressful. During the fall district emails for students finally rolled out. So, yay, we were very excited about that we were actually we were thrilled about that we've been wanting that for like three years. But district accounts rolled out mid semester and it was very bumpy. And my class was the first class, we piloted the transition so I was able finally to get all of my students and rolled or signed into their district email, find the waffle, sign into my new old district Google classroom in the club, and we made that transition bumpy difficult, but we did it. Teachers had less difficulty communicating with their students. That was great. And many students enrolled for classes, many students were still rolling in and rolling for classes in person. When they did this as part of the enrollment process they took the causes test. They signed a teacher they were provided with the teachers email as well as instructions have signed into Google meet to Burlington English to Rosetta stone. And so that mini orientation was really helpful it reduced stress for the teachers and reduce barriers for students. And here we are. Most students were returning students in spring. They had had experience using Google meet Burlington Rosetta stone. However, spring semester brought continued bumpy roll out of student district emails and parallel difficulties, joining Google classroom and meet classes and the interface difficulty still continued teachers encounter difficulty managing multiple Google and Chrome accounts. Ah, and one thing we learned is that the Chrome account supersedes the Google account so if you are signed into a public Chrome account doesn't matter. If you are signed into your district Google account, the Chrome is the Chrome supersedes. So it dictates the parameters of what can and cannot be accessed. So using Google meet in lieu of zoom has also caused some bumps. So we've had a student's child join class and error. We've had student walk down the hallway while on the cell phone in class and then the family member came out of the bathroom clad only in a towel. We also have had incidents when a student thought they had left class and proceeded to go ahead and change clothes. So the difficulty with muting cameras and meet that doesn't exist we can't meet cameras and meet but you can and zoom. We learned that Google meet links can break and they can be reset but not while a meat is in session. So the tech problems that we're dealing with have shifted from big how to like how do I do zoom. How do I do Google meet how do I sign into my district account. To smaller and more detailed questions like how do I create an assignment in Google classroom so that each of my students have a copy. How can I use a whiteboard and meet how do I get breakout rooms and Google meet and how do I use them. There's the ongoing issue of teacher accountability and that big related question of how do I continue to connect myself with administration. We have answers for some of these. And now moving forward. How about go ahead Vicki. How is your school planning to move forward. I mean that the restrictions in California are starting to, you know, everything's starting to open up slowly, our schools are allowed to on a voluntary basis, at least our district we're allowed to return, following guidelines. So what's your school planning to move forward now or in the future even next school year. And what will that look like for you. I would like for some of you to share or just even moving forward because some of us don't know what it's going to look like for the 2122 school year, but how is it going to look forward from today till June. And if anybody wants to share please jump in or anyone. Deborah, my class sessions in summer 2020 at El Monte Rosmead adult school. A majority of the teachers had the summer project 2020 with pay, always they like the pay to be trained for hybrid classes and use Moodle as their learning platform starting fall 2020 for ESL ASC and CTE. Excellent. Nice. And for us to move forward, we just got notification this week that March 15, we can return back to school till June 10 is our graduation day. We can return back to school on a voluntary basis, voluntary for teachers, and staff and students. We are having another meeting early next week with the teachers to discuss that to see who wants to return. And our student ratio will be 1414 to one. So we'll see how many teachers were supposed to get they had a survey and completed it today let's see how many teachers want to come back I don't think the number is very high. And that's been the decision right now, how we are going to move forward till June so if anybody would like to share we'd like to hear how your district and your school is taking the next step. Yeah, our adult school will stay online for the remainder of the school year regardless of the K through 12 decision. Our students said they want to stay online this year. Excellent. I think a lot of our students, the ones that have finally gotten the hang of it and have the devices have everything they really want to as well. I think blended instructions will continue. Yeah, absolutely. Yeah, we agree with that as well. Because I think there's one more in the chat. Yes. Mr see. How do you guys deal with the fact that budget cut shortage while teachers being left alone with new account abilities technology and transitions. Additionally, it is discouraging knowing that while teachers are being asked to carry more responsibilities and the response that we get from the admin is the cut from your paycheck. Well, I have to tell you. Our district we are very, very fortunate. Extremely fortunate. We have a great union. So we have not had any cuts. Our principal has been our administrative school site and district site have been. We cannot be more thankful to them. They've been very supportive. They have not had our hours. They have provided us with some paid training and some non paid training. So it's hard for me to answer that question because all of us have had the opportunity to continue with our pay and to earn extra pay. Now I do want to tell you we do have some teachers that work harder than others, but I find that that's even when we're on site as well. So, but I found that certain teachers have actually seem to do a lot better and they're more productive working remote. So that's an interesting thing I find. It's very exciting to see that when that happens. Jill or Kim did you have anything else to add to that. Yeah, there's one more comment in the chat. Yeah, you're very welcome. So we are Vicki and I are part of the third cohort for the DLAC training, and we highly recommend if you ever consider to join this. It's a digital leadership academy and it's so far it's been an awesome experience. As part of the DLAC program we are, well you go in with a project idea. And our project idea is to write a curriculum that will be again an online orientation and orientation to online learning curriculum. That's going to begin with signing in and learning vocabulary geared towards the total newbie. Hopefully aligned with either or both of the EL civics co apps, the civic objectives and alternative assessment plans that deal with digital literacy. They identify strategies and resources to effectively use the internet safely effectively use online tools to learn communicate and collaborate with others. I suppose this as our project because this lack was such a glaring need in our school community also tech is not a trend it's here to stay. And somebody commented that blended learning is going to continue and our school Oxnard adult school has made the decision to continue online learning, even after we are able to return to in person instruction. We shouldn't should know how to do at the very least these things on tech. And we have had a tremendous amount of administration support and that's really really encouraging. And also the reason for us to fortunately be able to move forward with blended learning or remote learning or face to face to have a variety of different ways to present and to teach is because we have the data to show that we are doing really well. We have students that are progressing at the ESL levels that are actually moving up and that they will continue moving up. But also in our ASC program, they have been able to their graduating their passing. All their classes a lot of courses are being passed as well as we have probably per the percentage proportion size, probably more graduates so far this year. Now, we do see a downfall in our high school equivalency program. They, the students do better being on campus and doing the practice test practice work to move forward, but we definitely saw a huge improvement in all the other areas. Now our CTE programs, we have some of them they're hybrid, because as you know, some of them have to be skills and they have to be taught in person. We've broken them up and four students come in at a time or three students in at a time. So we've had to pay them extra to rotate the students through. But we've had students and we know that we've been successful, because they have passed the state board like the pharmacy exam and passed the state board, we just found out last week a couple more students. So it is working for our program. We have the data to prove it that we are able to move forward. But we definitely need to look at each an individual program and then also look at each individual teacher to see which ones want to continue which ones feel comfortable and confident to move forward. Now, and I want to add a little bit to the D last, if you guys have not participated or don't want to because your plates are full rethink that because my plate was full, I said, absolutely I will not join it. And then we had a couple of shift changes. So I wanted to support Jill because they knew how important it was to her but I came in with kind of a negative attitude. I don't have time for this. I can't do it. This was the best decision I've made. It's the best thing ever. We have Susan has been so supportive of us. She's our mentor, but everybody from OTAN has helped us in some form. And I don't like presenting. I can present to our school because to me that's not presenting it's just telling everybody how we're doing things and getting feedback and asking them what do they need from me. I have difficulties. So I'm learning new things, but also I'm learning how we as a school site and as a team, what do we need to do because we need systems in place, because we lacked systems prior to the pandemic. So when we had to move forward with remote teaching, it was how do we do this. And it was stressful because I felt like I was the one that should tell everybody and have an easy answer. And I didn't have one. I was like, just do your best, do your best. Well, after a while, do your best. When teachers are working, you know, 18 hours, they don't want to hear my mouth saying do your best. They want me to have solutions. And so that's the one thing this has helped us come up with a plan. The plan is not set in stone and we're going to keep changing it and it's going to continue to grow and develop as we learn what's right and what's wrong, what's not working, what's failing, what is working, what's really successful. And those are the things that, you know, I really, really want you guys to know and DLAC, I'm going to continue with whatever I'm able to continue with because I've grown so much and I have learned so much, and I am and was, well, I'm not in an administrator anymore, but I was an assistant principal at the high school level nine through K mean nine through K sorry nine through 12 for years and years at the continuation schools. So this, I'm really learning so much that I normally wouldn't have learned from any other programs so definitely take your take the opportunity and do this program. It's a really great program. And so these are okay I put select this link but I'm going to put the link to the PDF in the chat. These are our emails if anybody of you, if anybody would like to get in touch with us. I'm going to stop sharing and find that PDF and upload that in the chat. Does anybody else have any questions, comments, or would you guys like anybody want to share their program would like to hear what your programs doing or not doing or wish to do. Well, while I'm looking for my to share what I really want you guys to do I want you to put it in the chat box. If you don't want to use your microphone or you don't have the accessibility to do so. It is, I was going to, I won't. Okay, yeah I found it. It's in the chat. Thank you Renee. Thank you so much. Thank you. Hi guys, can you hear me. Yes. It is Seema though by the way Jillie you got that right. Thank you. We were able to get our ECE, early childhood education CTE pathway off the ground and it was a late start in October in partnership with one of our ESL teachers co teaching with the professor from the college. And they did afternoon sessions Tuesday, Thursday, fully online it's been completely online and they use canvas for the first time which our school doesn't use so there was a learning curve for the teacher he had to do training on canvas and for the students who, you know they're on Google but canvas is a little bit different so that was a little stumble but the fact that they've completed one three unit course in the fall and they're on the second, it's a four course sequence on the second course, and the feedback we're getting from the professor, our teacher and the students all love the online option. And so it's something that we would have never tried pre pandemic, but now that they've had that opportunity to do this in this way. It might be the way that we continue on with this with this pathway the CTE class so just wanted to share that that that's kind of like a silver lining that we didn't anticipate prior. Thank you so much. You've been doing that program the child. This was our first year was it. We just it was designed over spring of 2020 and then some summer meetings that we had and it really I mean who knows to the teachers, the professor from the university and our teacher to really take this on and I mean our teacher is she teaches every evening and then she's teaching this afternoon session so she's one of those go get her teachers just on board to try new things which is really amazing. So it was our inaugural pilot year and we started it in a pandemic so yeah. You guys that's outstanding because that's a difficult program to start with all the insurance and you know liability stop and then doing it during a pandemic. Yeah, and that was the one thing like the students aren't able to get the hours on site. So that's the one thing that's kind of been put on hold and we're hoping in the summer session we can build in those hours but the fact that we got students interested I think started with 24 whittle down to about 18 students and then 16 actually passed that first class in the fall. Wow. And then I also just wanted to say Vicki you did great on your presentation I know you're a little nervous at the beginning but you knocked it out of the park so good job. Thank you. And I'm not nervous to I was telling my staff I'm not nervous with them because I know them and they're my friends I tell them what you guys all of a sudden I thought I'd be okay and then like oh no, because you guys are all great all the other presenters and thank you though for the kind words.