 OTAN, Outreach and Technical Assistance Network. Good morning or good afternoon, I guess it is right now. Let me start the PowerPoint here. Hey, so my name is Greg Loudua. I'm a senior teacher at the Monterey County Office of Education. I am sort of in charge of the administrator, but I'm in charge of the adult education program for the California Adult Education Program. And Maribel Hernandez is here with me. She's a paraprofessional three and a teacher for our workforce readiness at the Monterey County Jail with me. We both also have independent study students. And along with us is also Josh Jocelyn Reels, our educational liaison at the Monterey County Office of Education. Our administrator was not able to be here today because he's at a parent conference for his daughter. So let's just get started here and go on. So what I want to talk about is what we're going to look at during this presentation. And what I'm thinking about is, you know, I want to go over the 21st century skills and competencies, which inform our high set and high school diploma program. I'm going to focus mostly on the high set, because we have been, I have been teaching math for 38 years at difference and 27 years here at the County Office of Education. But currently I'm mostly teaching the math and teaching the high school diploma for the CAPE program with incarcerated adults. So I'm going to talk about the incarcerated juveniles and incarcerated juveniles who are on what I would call moderate term incarceration. And then from, we took over the Monterey County Jail educational program in 2017. So I'm going to talk how we're incorporating the high set prep for both our incarcerated adults and our non incarcerated adults. We're going to present in during the pandemic in at the TD LS in 2021. And we're going to go over some of the same things, but not focus so much on the distance learning part of it today, as on how we actually can we are successful present preparing people for the high set. I'm going to talk a little bit about technology and I'd like you to be in, you know, in engaged and answer the questions, as you, as you see fit and if you have questions, Maribel will be monitoring the chat for us. So as I said, my name is Greg Ludewa. I've been around for a while, getting a little bit long in the tooth here. And Maribel Hernandez is my paraprofessional three at the Monterey County Jail. And she is also the workforce readiness teacher she is taking charge of the workforce readiness with us in the jail. I just want to look at what they call the four C's of the 21st century skills which inform the common core standards and then our adult education standards also the college and career readiness standards which are derived from the common core standards. Since most of my time has been spent in the K 12 environment or actually, yeah well seven through 12 environment. I've been pretty informed on the common core. Critical thinking is one of our important ideas in preparing students for the high set. And it's also one of the four C's of the 21st century skills. Communication also very important for us, because we work one on one individually with students. Try to inform them to communicate with me when they are going to have to postpone reschedule or when they will come on a collaboration working together as a team. Of course, very important in the 21st century. And then also creativity is particularly creativity in the area of problem solving. When we come to the high set. So, we worked pretty much with this a group from New Zealand. And what we're talking about when we're talking about four dimensional education is first of all knowledge what we know and what we understand. Skills. How we're going to be able to use what we know and this again a very important for our high set preparation program and our high school diploma program. For adults character, how we behave and engage in the world. Certainly, something that comes up in our national politics at this time. And then also we're very involved in the method learning of our adults and how they reflect and adapt to new environments, how they are resilient and how they come together and solve problems for themselves. So the 21st century education involves all four of these issues, not just knowledge, as I may have learned when I was in school during the 1960s. So, look at at this four dimensional education. There's components of it so what we're talking about when we know it understand we're talking about inter interdisciplinary studies how they interconnect with each other. Again, very important concept in the high set because one area depends on another area. We also talk about our traditional courses and mathematics he'll a I have developed my own mathematics course for adults because I don't think that the K 12 mathematics is appropriate for them. Entrepreneurship. Having to do things with model, you know, climate change, looking at what's going on the world and of course the themes of global literacy. Very important of course is this idea of what's going on in climate change in the world and how it will affect our families and children. In the skills area when we're talking about what we know and what we know we're talking about the creativity the critical thinking the communication and the collaboration those four C's of the Common Core and the college career readiness standards. As far as character very important, you know how we're behaving in the world, our mindfulness, our curiosity about what's going on our courage our resilience, our ethics and leadership and we see that resilience and our students as adults right of, you know I have a woman who's out surfing now because she can't afford an apartment in Monterey County for herself and her, you know, her kids so she's living with her parents ethics, she had all the time and in our, you know, national politics leadership taking leadership roles. And of course in the meta learning of our metacognition and the importance of a growth mindset that we can learn more than today than we did yesterday and we'll know more tomorrow than we do today. So that we're always moving forward. So, Fadal but be a lot of Fadal from Harvard University be our controlling world that in the classroom these four dimensions are all intertwined effective learning is a rich blend of the elements from all of them. And best learning experiences in schools around the world already integrate all these different learning aspects without necessarily referring to them explicitly. And what they use a typically is a this sort of a Venn diagram, where the knowledge skills and character all interact for the 21st century education. So overall overarching is this meta learning how we reflect and adapt how we are resilient, how we learn what how we understand what we're learning and developing a growth mindset that we move forward with this. So, we worked as I mentioned with a group from New Zealand, Brian and and Mary Wooten. And one of the things that we did previously with them they have a website called infinity learning map where they work with the prisons in Australia in New Zealand, primarily primarily but also in other countries. And if you reflect in what you are learning and living and make little adjustments along the ways you would develop positive ways to survive and thrive. If you skip making those little adjustments, you are likely to fall behind to struggle and to possibly join negative networks that take you down pathways that are not good for you. And of course, working with incarcerated adults. This is exactly what we're we're seeing. I think it's really in the last five years working up because I we individually in, you know, interview each adult that we work with what I found in anecdotally is for men. And for males, it seems like 44 is a critical year for men of going back and reflecting on where they are and where they've been I had one 44 year old man tell me. He had been either in prison or in jail for 19 or the last, you know, 20 some years. So, you know, and he wanted to make a change 49 is another big one for men it seems. More and more men come to me all the time talking about how they need to make a change, get their high school diploma get their high set in their 40s. Women it seems is about 15 years earlier 29 seems to be one of the critical moments for women and into their mid early and mid 30s. And that has to do a lot with the fact that they ought to talk about their children and being an example for their children. So this idea of making adjustments is very important in our education with these incarcerated adults. This is one of the graphic. Let me get miss fellow in the admit of how these metacognition influence our local learning agenda agendas in the different areas. These this presentation is also in a link in the Google Drive, which I will show you at the end. So you can go back and use it if you'd like as a PDF form. Also, we have just another way of looking at it. One of the things that we've we found out here in California, of course, you know, through the research through Stanford University, etc. is that about 80% of teachers in the K 12 schools are audio linguistic learners. However, somewhere around 85% of our students are not. And of course the students that thrive in the environment tend to be learners who learn in the same way that their teachers are teaching us. I particularly am not an audio linguistic learner I'm more of a visual learner so I focus a lot on kinesthetic and verbal and you'll visual learning in my working with students, because that's the way that I've I learn and I and many of them are much in the same way as me. So let's go to the high set so we used an online and we've used both an online and a paper based curriculum. Oh, as I said we took over the jail program in 2018 but by the time we actually got into the classroom. In 2017 actually got into the classroom is 2018. And then of course we were doing distance learning during the pandemic, starting in 2020. And we're on lockdown we're off lockdown it's been a it's been a mess we have finally gotten back into in person instruction for both men and for women in in August of 2022 was the first time. We were able to get back into the classroom. We do the high set high school diploma. We have our requirements are 170 credits for adults now we got it approved by the Board of Education. We also do the high school equivalency but we only do the high set we do not do the GD anymore we stopped doing that in about 2014. And we use online curriculum of edge annuity which we also use with our K 12 programs. We also have a open door charter which focuses only on high school diploma for adults 16 through 99. So my big idea here with working with the high set adults is to focus on a few questions. First of all what skills do adults in the high set and high school diploma program really need. The things that these skills that make these adults successful and referring back to what Brian and Mary said about how to make adjustments and be resilient in the in their in their future lives. And I personally do not think it's the same skills that we want the nine to 12 students to learn because I think the skills that needs to be different. There are different needs. And then finally what is the really the difference between adult needs for learning in and high school students needs for learning. One of the things that I'd like to mention is when I started working in alternative education in 1997 was working with Steve Johnson from Santa Clara University he was kind of the guru of alternative education in northern central California. And one of the things that he said is the difference between college students and that he works with and the adult students which were of course mostly teachers at that time or educational staff. Was that for the adult learners, it needs to be relevant to what they're doing. I'm not interested in learning just for the sake of learning and experiencing the most varied curriculum as possible. It needs to be applicable to what they need in their own lives. And I think this is very true for all the adults that we work with. My skills focus in our skills focus in the high set in the high school diploma are first of all problem solving skills how do we as adults solve our problems. And not only the educational problems. How do we develop critical critical thinking skills and adults that allow them to look you critically at things that are going on around them and in their lives and you know in their jobs, and moving forward with their, their children and whatever is going on in their lives, critically important I also think is data analysis and this is also from Joe bowler who's on the Board of Education for the state of California. Statistical information skills. How do we see and understand our statistical information that is bombarded on on us all the time. And of course during the pandemic we saw that there was a lot of misinformation that was sent out. How do we evaluate that misinformation. And then general knowledge skills are also part of the, the idea is just the general background knowledge of how we interact with ourselves our governments in our community. And then finally the metacognition are reflecting and are adapting to our environment, and to available information so that we can be resilient and move forward with our lives. So these are kind of the areas that the skills areas that we focus on in our adult education program. How does this work now. When we're talking about problem solving skills I'm sort of thinking about how do we approach a problem, especially for the high set to help us foster an understanding of what the problem is actually about and what it's asking us. And how, how does close reading apply to our understanding of the problem, because if you look at the high set curriculum the high set test. You're, you're reading your social studies and your science and to a certain extent your mass, and certainly you're writing all use the same basic approach of having some kind of a reading content areas different information is different, asking for problems about that reading or having problems about that reading and looking at the information that is in the reading and having a close reading so you can understand what you're looking for and where to look for the answers. So, let's take a look at so we, one of the things that we use when we started in the jail program I bought a 2000 version of metrics high set secrets. And I wanted to work with the adults in the jail so this problem is specifically from the 2018 version of the metrics. I cannot give you the problems because you know it's copyrighted, but and you but you can go online there's a link at the end that you could go online and you can buy it if you'd like to, and buy a copy online copy. We also have a 2014 version which is quite similar but we have the paper based copy at that time. This is the first problem of the metrics high set secrets in social studies important dates of the international slave trade. This is a, this is the problem that I have to use with all my students and go over information about how they should approach these this test 151517 Spain begins regular slave trading 1592 Britain begins regular slave trading. Of course we're missing 1619 for the United States. In 1792 Denmark abolishes the slave trade 1794 we've got France 1807 Britain abolishes the slave trade 1834 Britain abolishes slave in all the colonies 1865 United States abolishes slavery and 1888 Brazil abolishes slavery. So this is the, the, the chart that's given at the beginning of the problem, three, three problems that apply to this that we're going to look at right now. What we see is that the first question is, which nation was the first to abolish slavery. Okay, if we go back to the chart, what our students are seeing is they're seeing abolish slavery. So I had a one of my 44 year old students who I work independently with. He had the right answer, but he then he looked at this abolished slavery he went back and he changed his answer. Because what they're looking at here is they're looking at the literal meanings of the words. We've got this chart. And what they're seeing is they're seeing abolish the slavery. They're not seeing that when you abolish the slave trade. They are abolishing slavery. So they will often answer that 1834 or even 1865 was the first we were the first country to abolish slavery. When in fact, the answer is 1792 Denmark was the first, the first country to abolish the slave trade, as far as the chart goes. So very important that they look at they read closely and they understand the meaning of the words and the phrases. And this is what we emphasize with with our students. As far as learning to the close reading and understanding the information that's given to them. Second question on this for this part is, if the United States had not won the revolutionary war one would slave Lee have been outlawed. So the main issue here is do they know that the United States was a colony of Great Britain prior to our revolutionary war in 17th and our Declaration of Independence in 1776. And so this is the background knowledge that we have to foster and part of that in that general knowledge of understanding that yes, in fact, you know, we were a colony of Britain. And when we look back at that chart it says that Britain abolishes column slavery and all the colonies in 1834. So, we look at that and this is what where the answer comes up again, but being able knowing that information that we were a colony of Britain is critically important. And that is our independence. Then last question is kind of interesting because this is one that we can delve a lot more into the combination of world history and US history. So which are the following conclusions is valid based on your prior knowledge and the information from the chart above right. More slaves worked in Brazil than in any other nation. French realized its ideas of independence sooner than the United States. Europe was the largest slave holding country in Europe, and Britain freed enslaved peoples only after losing the nations of the British Empire. So my question to you, and you can answer in the chart or, however, oh 10 let you answer is approximately how many slaves were in the US in 1863 at the time of the Emancipation Proclamation. Who would like to give me an answer for this. Maybe somebody raised their hand or anybody. Come on we're all over the 1619 project. No, I can't see the chat so do we have anybody in the chat that's given us an answer. No, not yet. Not yet. Oh my gosh. According to Library of Congress, it was 3,952,000. Okay, so yeah, my, my information is is that there were approximately a million. Yeah. Okay, good. Thank you very much. So that's I have to change that that's what I told the students. So yeah, over a million slaves, definitely in the United States at the time of 1863, when the Emancipation Proclamation was. Okay, so but the question is where more slaves worked in Brazil than any other nation that information is not given in the chart. So my second question is is then here's the question and approximately how many slaves were in Brazil in 1888 at the end of slavery. And the ideas. There was approximately 10 times as many as in the United States. So you know the general number that I've come seen is about 10 million. Brazil was the largest slave only owning company or slavery. I don't know how to put it even country in in the Americas in the 19th century. But do we do we know that more slaves worked in Brazil than any other nation know we don't because we don't have that information. We do know that there were a lot and it was more than the United States but we don't know if that's where that is in relation to the rest of the world. Not based on the information that they gave us here or the background information. So listen, these are kind of important ideas about you know where we are and where we've where we've been and where we're going right. Secondly, let's take a look at this. So it said Britain's freed enslaved people only after losing the Asian nations of the British Empire, when did a. Most of our students don't know when the Asian nations of the British Empire became independent. But when was that. The world war two. Well, yeah, it was in the 20th century right significantly before Britain outlawed slavery after Britain outlawed slavery and after you know, the United States Civil War and all the other things of the 19th century that were on that list 18th and 19th century. So that obviously is not well. We also know from our geography and our students should know this from the geography part of the test is Denmark. Likely was not the largest slave holding country in Europe because it's extremely small country, and it was the first country outlaw slavery. So that doesn't make sense. So the only reasonable answer is that France realized its ideals of independence sooner than the United States. And do we, does anyone have an idea what the motto of France is of the revolution in France. Beautiful. Yes. Does it get a gold star. It's a gold star. Yes, absolutely. Yes. And of course, our Spanish speaking students will automatically know what, what these words are English speaking students also most of them will know that really, you know, Liberty equality of brotherhood were the model of the French Revolution, and are the model of France today so they freed their slaves in 1794 I think it was the revolution was 181789. They were, they realized their ideas of independence sooner than we did, because we didn't free our slaves into almost 184 score and seven years after the declaration of independence. Okay, good. Very good gold star. This is a problem that my co teacher, George, who's a social studies says, what the fuck are they talking about here this doesn't make any sense. So much of an ETS of free test from 2013. The question looks like this, although the numbers are not included on either access it is possible to determine from the shape and location that the equation y equals negative 1.2 x plus four corresponds to which graph. Any ideas. Okay, so, yes, so T and Q are exponential equations they're inverses of each other. Right, one Q is has a positive. And he is probably a fractional exponential. You is x equals some number in this case it happens to be to about two. X is a has a positive slope. So our is the only one that is possible. And with this is a very important concept on the math high set. The probably the most important equation or function that you see on the high set is to understand the formula y equals MX plus B. And in this case, M equals negative 1.2 so the slope is negative. It's also if you notice that S, even if they guess that's because it's a straight line, the Y intercept would not be a positive number would be a negative number. And the Y intercept in this case is for so this we spend a lot of time on problems like this to build their understanding of how we recognize what the functions look like. And what information we can gather just by knowing a few basic basic steps of what it means, the function means, and the equation means, and Brian got it right, Mr little Brian got it right yes. So how do we approach the problem to foster understanding or deeper understanding of what they're actually trying to ask us. I'd like one of the big ideas that we have is that we connect the problem to our learned experience. So, this is a problem from ETS again, again. This is the capital Oshel's Gagola, a large island that is divided into two independent nations Braga and Matsu. High mountain range extends north and south about 50 miles from Braga's western coast. And you see a picture of the map there and I can't see my notes because I have the apps in the way, but how do we interpret this map, how do we, you know, how do we understand what's going on with this map. The map is this map is a map of California basically right. So if we look at this map 2013 was sorry. Yeah, that's right. So the question is, if the prevailing way wins come from the West which are the following statements about rainfall in Braga must be likely true. Well if we look at the map of Braga right. What do we have we have wins coming from the West right over the Western sea like that. Okay. Let's take a look at it. So here's our connection to the problem. Here's our map. A closer look at the map what do we got the Western sea is our Pacific Ocean. There's the Monterey Bay. And the Monterey Peninsula. We've got the Santa Lucia mountains on the coastal range. We're in Salinas so we are in Monterey County, big sir. Southern part of the Santa Lucia south of the Monterey Peninsula. And what's on the other side of the mountains. There we go the Salinas Valley. We've got an exact replica of Monterey County in the in the country of Braga, what you're talking about. Where does the rainfall, will the mountains catch the rain. So it falls on the coast. Consequently big sir is considered a temperate rainforest with about 36 inches of average rain a year. The Monterey Peninsula gets about 17 inches. And the Salinas Valley gets rain also but from the mountains along the Eastern Valley, running down the slopes, which is where the pinnacles monument is in Fremont peak is. But it's almost an exact replica of what Monterey County looks like. And it's connecting that idea to our own learned experience of, yes, this is where we live, what is going on in our own place. How do we apply it to this information that they're asking us about. So the correct answer would be, yeah, the rain falls along the coast because the mountains are catching the clouds and dropping the rain on big sir. The southern coast of Monterey County, San Luis Abisco County, et cetera. So, this idea of being able to connect it. We had a student who graduated last year. And she was, she was reading a weathering heights for us. And it describes the, the trees in, in weathering heights, how they're, they're stunted because of the north wind off of the North Sea. Et cetera, et cetera, et cetera. And I asked her, did she ever notice what the trees looked like in along the coast in Monterey or in that area. And I took a few pictures of actually a pine tree and a cypress tree, which is in my backyard, my neighbor's backyard. And the pine tree is completely bare on the North face where the wind comes off of the bay. And it is an exact description of what is described in weathering heights. So this idea of connecting our problem to our own learned experience and how it, how it is, how we can understand it. So there's the, there's the answer. So the answer in this case was there will be more rainfall along the coast and in the areas, each of the mountains that would be the answer for D just like it is in Monterey County and along the coast of much of California. Looking at critical thinking skills, you know, what, again, what background knowledge can I apply to the problem that will help me to understand how to solve it and what, what the answer is. Is this question supported by the data and information in the readings. And then finally, does it make sense from a rational scientific or logical standpoint. And of course, in our national politics since, you know, 19. Since the 2020, a lot of what has been, you know, published and put forward is neither makes sense either from a rational scientific or logical standpoint, right. And so we need to be able to critically think of what we are evaluating and how this helps us then to have high success. So, let's take a look here at another problem. Now, a lot of students don't have a lot of experience with the, you know, the genetic makeup, or what we call the Punnett square. So the allies. The domains are different forms of a gene of a trade for a certain dog the long hair all the way is dominant the short hair all the way is recessive. They should be able to understand that the dominant is always going to come out. And for this breed, the two genes of the two parents and the possible gene combination of their offspring are shown in the chart below right. So, you got the female parent that has short hair the male parent has long hair, because the male parent has the dominant gene for long hair. When we look at it, which of the following best describes the hair of the two parents pretty straightforward question. The male parent has long hair the female parent has short hair because the male has the dominant trade for long hair, and the female has to recessive genes right. So, that's pretty clear but what about this idea if the female parent had long long hair LA, what would be the expected percent of the offspring with long hair. Well, how does the student solve that problem. So what we can talk to them about is you've got this breed right. There's our short haired female long haired male. And when we're looking at number seven, what we're going to encourage them to do is to duplicate that punnett square. That's the information that's given. In other words, you've got the female with dominant long hair and then recessive short hair, the male with the dominant long hair and recessive short hair. What do we end up with we end up with two dominant long hair and a dominant short recessive short hair and then one dominant for both and both sides of the other one. Number four will have of the offspring will likely have long hair. Three fourths that's 75 cents three quarters of a dollar or 75 cents. The answer is clearly then 75%. Connecting money. The idea of money to percentages is an important concept that I've been teaching in math for 38 years, because our kids and our adults all know about money. It's a little bit about money from the time they were my three year old granddaughter knows how much a nickel is worth and how much a quarter is worth and there's that's better to have a quarter that it is to have a nickel right. So they've been using it for a long time using that idea. Again, that 75% 100 cents to the dollar connecting it to the idea of percents because all kids hate percents in middle school. But they are important to learning and succeeding as an adult. So, trying to bring those ideas together and make it important and information. So here's some something else. I'm going to go over a little way that I teach writing for the high set. This is an example from the one of the 2013 ETS. It's a very easy example to show students how to organize their thoughts into a coherent essay. Staying physically fit involves practicing habits such as exercising regularly eating well and getting enough sleep. Remember that the more the most important part of the essay is the organization. Can I take what's up in my brain put it on paper so that when you read it you understand what I'm trying to say. And does it follow a lot, some kind of a logical pattern. Research has shown that people who are physically fit fit perform better at school and work. The employer is printing a special newsletter informing employees about the important ways they can practice staying for physically fit. And then a persuasive essay now all the essays on the high set are almost all persuasive essays, and there are about eight different ways that you can persuade somebody to something. I never remember all eight of them, but we do can talk about things like holding an expert. You want to quote a reasonable expert or an expert that applies to the situation for instance, we know Einstein is an expert but he's probably not an expert on physical fitness. So we would want to necessarily quote Einstein as a specialist on physical fitness, but we might call, you know, quote our former governor. And I'm not talking about Jerry Brown talking about Schwarzenegger, of course, on physical fitness. But you, we could quote it we can do something like you know, it's it's something it's a general it's general knowledge that being physically fit makes you healthier. You could do general knowledge you can do opinion. You can do things like our teenage kids have done to us when they want to go to a party on Friday night and we ask them if their homework's done and they say no. But mom everybody's going to be at that party I have to go to it right everybody knows this to be true. Right, so we can use those ideas so here's how we would, I would teach the students to form this essay. We're looking for a five paragraph essay. Remember that's what they're looking for on the high set. You will pass with a three paragraph a well written three paragraph essay, you will not pass with a one paragraph or two paragraph essay. So, we're going to write a five paragraph essay really quickly paragraph one, we're doing right a topic sentence about what staying physically fit means. We're going to write one sentence about exercise. We're going to write one sentence about healthy eating. We're going to write one sentence about getting enough sleep. And we're going to write one concluding sentence about how our employer will support these good habits, five, five sentences in my first paragraph. What happens next. We're still talking about physical fitness. We're talking about exercise we're talking about my paragraph to what happens in paragraph to I'm going to write a topic sentence about exercise. Now, I'm going to reword the sentence from my first paragraph to make it a topic sentence. I'm going to write one supporting sentence with evidence, a second supporting sentence about exercise, a third supporting sentence about exercise, and at least one and a conclusion again and how the employer is going to support these three ideas that we just talked about about these things. Paragraph three, what are we going to talk about now we're going to talk about healthy eating. How is the pair, how are we going to reword that first paragraph sentence about eating into a topic sentence. Supporting evidence sentence to supporting answers sentence three supporting evidence sentence for, and a conclusion about the how the employer is going to support these things in the workplace for us. What do you think it's going to be about. It's going to be about sleep. Why do employees not get enough sleep, primarily because of their kids and school schedules, trying to get their kids to school schedules daycare working around all those things. We're going to follow that same basic pattern with sleep and say how we're going to do that. We've now got four paragraphs, 20 sentences, a problem maximum. And all we have to do is write our fifth paragraph. So our fifth paragraph, what we're going to do. We're going to restate our topic sentence about staying fit from our first paragraph as a conclusion. We're going to rework our concluding sentence from paragraph two about exercise. We're going to reword our concluding sentence from paragraph three about eating healthy. We're going to rework our concluding sentence from paragraph four about getting enough sleep. And we're going to write one final concluding paragraph or sentence excuse me to wrap up the essay tie it off in a bright, bright colored bow and hand that essay in for a score four or five. We're going to go forward very clear how to organize the essay so that it ties together the pieces all tied together and are organized to one supporting the other going through it very easy, very easy way to write an essay teach the students to write an essay for the high set exam. And this is a very easy question question to answer. As long as you're connecting it to the employer now the big idea that I try to get through my kids, my students had is that they're not kids or adults, but is that you don't want to think of your employer being the mom and pop grocery store down on the corner. What you want to think of is, what would a company like Google meta, you know, one of the big companies tech companies with a lot of money be able to do to support their, their employees in practicing these habits that we just talked about. How do they do things where they got the money and unlimited amounts of money to give the employees these opportunities that we would not necessarily get from a, you know, a small shop on the corner or a local very small local employer. So we would really want them to think big and think outside of the box and think of what would you know what would be the best thing that they could do about this right. Any questions so far about that, or comments. Because you're so quiet must be Friday afternoon. So again, when I'm talking about data and statistical analysis what is the data and the information telling me right. Can I make sense of the information by using easy numbers. And I didn't actually get in a slide in for this I forgot about it but anyway I'll tell I'll explain it to you. And where's the data and the information coming from is it a reliable source right. Do we know we just had Rupert Murdoch go on, you know, in saying court that he knew that the information that Fox News was presenting was false and he just let it go anyway because it kept to read you know they're the people viewing the information and then how does the reading support this understanding of the data right. So, when we're looking at this data right. Here's an example from ETS 2017 showing the 10 most popular in US cities from 1800 to 2000. So we look at 1800 we see actually the first thing I think I most of the students see is that New York is the is the biggest city all the way from 1800 to 2000 right on the East Coast first big city in the United States. But when we look down the column now we see that every one of the cities in 1800 is on the East Coast or an Eastern, an Eastern state right. In other words, where's our immigration coming from, where's our development coming from it's coming across the Atlantic right. It's coming from, you know, from the East, going West right. By 1850, what do we have we still got New York Baltimore Boston, Philadelphia. What do we know about New Orleans though it's not on the East Coast. However, it is a port on the Gulf of Mexico right. So we've now have information and transports coming in from the Gulf of Mexico into the ports of the south. Cincinnati Ohio where Cincinnati it's on a river. We've got movement in 1850 going up and down the rivers. The Missouri's on the Mississippi right Albany New York's and Hudson. These are all the big cities are all river cities or port cities still in 1850 so the movement is by ship is over water right by 1900 all sudden Chicago shows up right where Chicago on the great lakes. St. Louis has moved up now on the Mississippi. We still got Baltimore coming in Cleveland another one on the river Ohio River Buffalo New York on the Hudson and Lake Erie. But now we've got San Francisco on the West Coast it's also a port city on the West Coast right and by 1900. And of course, our students all have a pretty good idea of what the 49ers and you know the immigration. And you know that time period around 1849 and 1850 is happening in California right. By 1850, where are we going. We're still got kind of the same things we're bringing in now Detroit motor city right Cleveland Ohio St. Louis Washington DC becomes a bigger city as a center of government. So by 2000 all sudden where we got we got Los Angeles moved up to second place Chicago's in third place. Phoenix is now there Houston, Texas, movement is from the east north to now the West into the southwest right. We've got San Diego we've got San Antonio we've got Detroit. These are questions that are going to be asked about this chart is where how does the movement move. What is it coming from and why is it coming doing going the way it is what's going on here. And this is the end this is the kind of understanding of looking deeper into the information that we need our adult students to look at where how what is making these changes right. How is how these changes coming about and what's causing these changes in our in our information. How do I best learn we talked a little bit about that, you know, what's our learning style, I have to tell you, I didn't really realize I was a visual kinesthetic learner until probably graduate school. When I had to learn foreign language, because I was living in Europe, and realize that the only way I could learn the language would bite was by practicing it and visualizing it I also understood by that time, starting in high school that the only way I remember something is actually to write it down. I can't sit in the class and listen to the teacher, without taking notes and understand it. So how do I best learn very important for them what is my learning style so I think this is a great failing of our educational system in high school is not helping students understand what their learning style is. Are they kinesthetic learners are they visual learners are the graphic learners. So when I start working with adult students I often asked them, you know what would be a typical person that's a kinesthetic learner that uses their body to learn. And, you know, typically they won't come up with the idea that it's a dancer or a sports person right. Because they're not they don't think and we don't teach them to think in that way right. And how do they learn best. And then how do I maximize my test taking strategies to take advantages of my strengths and knowledge right. And then also we look at this and this is an example of one of our incarcerated men. This is actually a science test p stands for physical science, he stands for earth science. L stands for life science. And, and he when he took this test he got this his first time he took it, he got 1323 correct. So 57%, which isn't bad. But it's not exactly high set ready. But look at the how he answered the question I understand that this is really a very limited the price and it's only a one one example of what he's doing and I'd like to see much more than this. But if I look at it, I notice that out of the first four questions he's gotten too wrong. In fact, the first two wrong. He skipped five and six. But then question seven which is life science which typically is one of the harder sciences for our students. He got everything from seven to 15 right except for one question that on 16 he got distracted. 1234 out of five wrong again up to 20. And then at the end, he probably was rushing to finish, and he got two of those wrong. What's going on with this kid with this kid right with the student right. Well, first of all, what I see is that the first part of the test, like me, he wasn't in the testing zone. He wasn't thinking about the testing he wasn't looking at the information. I'm going to look into this student, I'm going to tell him. What do you need to do when you you need to leave yourself time at the end of the test to finish the test and go back and look at those first, say 10 questions or so, and see that if you understood what they were actually talking about. At the number seven he apparently all sons is started into the into what's going on with this test, because now he's showing what he can actually do right. He probably be he's incarcerated he probably got distracted between 16 and 20 with something going on. But, but it gives us information that we can use to help our students maximize their knowledge and experience and efforts in order to. You'll do the best that they can on these. Okay. And that's what I'm looking for. I'm looking for them to do the best they can. I'm not expecting them to be brilliant, but I'm expecting them to do the best they can. I would say that general knowledge on the high set is and for the JD, since the common core standard is probably the least important component. But you really have to have a basic understanding of what came first and how it affected what comes after it. In other words this idea of cause and effect. Okay, so we're going to take a look a little bit about this. There's not much world history on the high set. It more is how the world history interacts with us history. In other words, they're not going to ask us what your Caesar Augustus was, you know, Emperor of Rome, or you know what happened in ancient Rome or Alexander the great but they will be expecting us to understand how world history and us history interact with each other. So we're going to take a quick look at kind of a little timeline that I tend to do. So typically the first industrial revolution is starts around 1770, and they say that it goes to 1830 it's almost exclusively limited to Britain because Britain passed a law that limited the export of machinery in the early 19, 19th century. So it kind of gets sucked so but the two big ideas here is, we get the invention of the steam engine anybody know when the steam engine was invented the approximate date 1823. Actually 1783 was the first version of the steam engine, but that was a good guess. That's what I usually tell students was actually 1783 around 1783. And then we have the invention of the spinning Jenny, which is actually the first machine driven power loom in history right. So what what happens to that when when we all of a sudden we get the spinning Jenny what happens in England. So from a cottage based economy of your people sitting in their homes primarily women, making clothes and selling them to the rich people of Europe to factories in London, stuck stacked with these power looms now making and you'll having people come into the city to make the power looms. So there's this movement from the countryside to the city, not because it was necessarily what they wanted. It was because that's where the jobs now go. This industrial revolution caused this movement from the rural to the urban, because of the invention of machines. This is the second industrial revolution around 1850. And they say that it goes until about 1914. But the big important parts of it are at the beginning. We get the invention of steel around 1850. What is that have, what does that do for us. We get to discovery of oil in Pennsylvania around 1859. And because now all of a sudden we have a fuel that burns hotter and cleaner and faster than coal. We get the industrial production of steel coming around 1870. So, how one thing affects what's going on after it and how we can understand certain things because of something that went before it. What's what what does it mean. Well, we've got the Civil War 1865 to 1860 1861 days and 65 excuse me. Okay, what's important with the Civil War you probably have heard it stated many times that more Americans troops were killed in the Civil War, then all the rest of the wars put together. Why, anybody have a reason why that happened. We're fighting ourselves. Technology, technology, we're fighting ourselves. Well, we're fighting ourselves certainly that would have had something to do with it but yes technology. Because of steel. And this brilliant person named Springfield. The Springfield rifled musket of 1861. The muskets were used during the war. Now the, the rifle. They actually have a bullet that's oblong like bullets we see today. The bullet comes out of the musket spinning so it actually goes straighter and you hit your target. They're fighting the war like they did in the 18th century at the where we got two lines of troops standing on each side of the valley firing at each other, but they're firing muskets and they're not hitting each other right. But now all of a sudden you got this rifle musket, still only one shot, but they're hitting each other. And it's interchangeable parts so you're no longer a farmer with a musket who breaks his or her trigger or hammer has to take the musket into the blacksmith in town. The best blacksmith disassembles it takes out the broken part forges a new part for it puts it back in, and then eventually gets it back to the farmer for his hunting. This long period of time of replacing these. All of a sudden they're taking this spring field. They're taking sending it back to the back lines. You've got people there that are interchanging the parts and it's back in action right away. So you have this idea of interchangeable parts which of course Henry Ford uses in developing his, his, his cars right. The other thing about the spring field rifle musket is that you get three aim shots per minute takes you, you can put three bullets in that gun and fire them and aim and in per minute anybody have an idea how long it takes to reload a musket from the 18th century revolutionary war. Two or three minutes exactly. So now we've got a gun that will fire nine times as fast as that musket did in the 18th century, and it's firing bullets that actually hit the target right a longer range target. So yes, there's a reason that, and the other thing big thing is about 7080% of wounded troops die of infections, or of their wounds of on the battlefield. So that is of course a big, a big part of the, but remember we got this invention of steel in 1850, which allows for this rifle must musket now. And then we have the development of railroads. Originally railroad tracks were made of wood. Of course they found out that that's not the greatest material for railroad tracks and they don't last very long. So we had making them out of iron, but iron is very brittle and breaks easily. So we really didn't have effective railroads until we have the invention of steel which is not only flexible but has tensile strength and is long lasting. In 1869 we have them driving the golden spike in the transcontinental railroad, which then adds to the development of the West which is what we saw in that movement from the east to the to the west in the development building of the cities right. And then we have the invention of the skyscraper first skyscraper 1885 in Chicago Illinois, first building with a metal skeleton inside, holding up the floors and the walls. Previously you were limited to about 20 stories when you're building with brick or stone, because as you move the wall as you go higher you have to make thicker walls, the weight of the stone crushes what's underneath it. At one point you, you're, you can't get any inside space because all the thickness of the walls and the weight of the walls, crushing down on each other right. So we get the invention of the skyscraper in 1865 Sullivan actually designed a building at the turn of the 20th century that was designed to be a mile high was never built. But he came up with the idea of how you could build a mile high building by by the beginning of the 20th century. So here we go. Let's look at that one other idea here. So we just said that 78% of wounded troops die of wounds and infections. There are minimal antiseptics and poor hygiene on the battlefield. But we do get the beginning of the Red Cross and beginning of field treatments that where the soldiers are being taken to field hospitals and helping to save some of the soldiers right by World War one. We've got now 50 to 52% of wounded troops dying of their wounds and infections. We do in fact have better hygiene and better antiseptics. What's the big difference. How do we manage to save 25% more troops from from wounds and infections during World War one ideas. What's that. So it runs. Now so for didn't come play I don't think so if I came later. I'm not sure. Yeah, I'm not sure but yeah I think so but we do have the introduction of field ambulances and field hospitals think, think Hemingway right. They're not only are there their field ambulances but they're actually using vehicles now instead of horse drawn carriages right to get these soldiers off the battlefield into the hospitals in away from the battlefield. So they're moving the wounded faster from the battlefield, but we're stuck at still about 50% of wounded troops dying of their wounds and infections. Then we come to World War two and now 1939 to 1945, we're down, we got it down to about 25% of wounded troops dying of infections, and that's primarily because of the invention of penicillin. And the first antibiotics like you said the sulfur drugs better drugs, but we also have better antiseptics we have better hygiene we have more rapid trans transport to hospitals with these these troops. We're still talking about 25% of troops dying though, right, just from wounds. Basically in the Korean War and the Vietnam War, we're still at around that 25 to 20% dying of wounds and infections. That's the reason for this because we kind of maximized our use of antibiotics we maximized our, you know, our medical skills and Heidi, but we do have a one thing that hasn't we improved it slightly and this was this idea of the mobile air ambulances. Getting troops off the field faster and into, you know, surgical hospitals, save another five, five to 10% of those troops right. And this last thing that I want to talk about. So when we're only talking about medical science we're also talking about technology right golf war 1990 rock war 2003 to 2010 war in Afghanistan 1999 to 2021. We got it down to less than 10% of troops dying of their wounds. But because of that, we now have these horrific troops coming back with these horrific injuries that we don't know, at least, we're just beginning to understand how to take care of and to treat right. But what what was the big change here that we go from 2020 25% down to less than 10%. I was I was shocked when I saw that number actually in the publication I was reading. Why is this huge change. Any ideas. Thanks to go Mr little one. Okay 14 years ago. It's development of artificial blood artificial plasma. 1890 1983 we've got the HIV epidemic. They're looking for an artificial way to bolster the blood supply without because of HIV, and they come up with this what it's called ringer solution. It's basically assault solution. But what happens is we get the development of artificial plasma artificial blood. It does not have to be refrigerated, and the medics can carry this artificial blood into the field. And the soldiers are not bleed out before they can get to a surgical hospital right. So, let's go ahead and move ahead. I actually use a process. It's a productive struggle and I'm going to show you what that looks like. We're not interested in getting correct answers were interested in their struggle to learn and understand. Okay. So here we go. The brain research at Michigan State University set demonstrated two responses when we make a mistake. We get this ERN response which is increased electro activity with the brain experiences conflict between a correct response and an error. And we get a PE response with the brain signaling conscious attention to the mistake. And a little bit further Joe bowler Stanford University researchers found also that the greater responses are when they make mistakes than when their answers were correct. And the brain activity was greater following mistakes for individuals with the growth mindset than for individuals with the fixed mindset. And finally the research shows that mistakes are opportunities for our brains to spark and grow so I don't care that students make mistakes. I care that they try to figure out what those mistakes are. And there are not only opposite opportunities for learning, but they are actually opportunities for our brains to physically grow. We don't know we made the mistake. So we go ahead and we our brains are growing and when we're making mistakes but not when we're getting the right answers. So getting the red answer is bad is actually bad for learning. So I'm going to skip through this one I use three two to three test versions of these free practice tests that ETS put out. I think they're being charged you get charged from now I do go and have them do a mometrix, which are 40 or 50 and then I do very difficult questions, but I'm going to show you what that looks like. Since we're running out of time here. So the first time they take the test they do the problems they do try to take it themselves they can ask everybody we correct the answers and we return it to the student. Then the student goes and corrects their mistakes. This productive struggle they're working towards a solution they're not guessing. They can work with a partner they can collaborate to help better understand the question. And if we go and do it a third time. Then we work with the remaining questions with the teacher or the aid to focus on the big ideas and the content background. So what it looks like is it looks like something like this. So this is the same student that we've looked at before so terrible. This is also a science test, but it was graded a little bit differently it was talked about analysis synthesis interpretation. So it's an old version of the test they didn't break it up according to language, but you'll notice that he got 16 out of 25 right. The first time he did it right. And he's kind of at this point, you know, on and off, but we don't have the the same pattern that we we showed in the previous time, excuse me. What we have here now is I break it down and I tell them what they're getting so eight out of 1173% on inference analysis six out of 1060% synthesis and generalization course these are all from blooms taxonomy. 10% but our reading social studies are all focusing on the inference and interpretation areas and the analysis, less on the synthesis and less on the comprehension in all three of these sets. Finally, we look at it this way. The first time he did this particular test he got eight out of 23. Corrected it gave it back to him the second time he did it. He got 25 out of 20, 20 out of 25, because he had skipped 16 and 22 the first time. Then we would go over this again a third time and go over the few, the five questions that he got wrong and talked to him about those particular five questions. But this is basically the procedure that we use. So to find a learning technique. I'm going to skip through this. The five minute course is a Nobel Prize winner in physics. The ultimate test of your knowledge is your ability to transfer it to another. This is this is an example of our students now. I typically will choose to take the reading or and or social studies first I consider the reading sort of the gateway test. If the students have taken at least two tests. If they drop out after two tests or before they're testing at about 71% range on the reading. However, if they go on and take at least two tests and go on to the third test. They're testing they're passing the reading at a 98 almost a 98% passing rate. Social studies were about a 92% passing rate. These are all incarcerated by the way. That's 93% passing rate. math course is the most difficult for most students about 83%. But I actually have 100% passing rate on my essays. I do have one student that didn't pass but he basically didn't write the essay he he had like, you know, 1920s on his other tests and decided he didn't have to do it. And then overall and writing about a 92% passing rate on writing. High scores were in the 20s 19s and 20s. median scores were in the 613s to 15s on the high set. Perfect score would be 20. Minimum score would be two I guess or somewhere around there. So we're we're achieving these rates because of following this idea of for strut and productive struggle. Students on the outside, we have quite a few less students on the outside and we haven't had an opportunity to test, but you'll notice that we have very similar rates on the outside for outside students. 92% on the reading 100% on the social studies. 92% on the science 90% on the math and 100% again on the writing. Now, again, these don't necessarily mean they only took the test one time, but they they're highest score on the test. And sometimes they will have to take the test twice, very seldom three times. But these are the way that we we get these because of the way we focus on the idea of productive struggle, and you'll accessing that back down knowledge. We do have use edge annuity to a certain extent, not very much. Which is our online curriculum. Because we find that they spend a lot of time doing stuff which they don't actually need. Because it's really more of a high school curriculum. And let me just skip through this a little bit different courses that we have an edge annuity. Now workforce readiness is what we do with and Maribel has taken charge of that. And she we have about 16 industry certifications. And we do also tend local certifications in court in court and certified nursing assistant prep counseling and mental health and family and community services. And then we have, they've been adding new ones. So we have a new we had a new one added recently, which is residential construction skills. Which we were, we start out with our tech construction technology. And then we put them into the residential construction skills from the housing bureau of Alabama. And then see what else we got 23 certification courses. So the text is a PowerPoint or video. We give them printed materials and interactive components. And they have to do the assessments online. We're using at low as our secure online. A correct server. So I didn't I focused on at low in 2021. So I didn't add it today to this one. Because I figured I wouldn't have enough time certificates come from these different companies. So we do a personal financial literacy certification. We also do a principles of small engine technology and as I said now we've got the construction professional communications, etc. We have been trying to put together construction trades programs we do have one at our community school up at Rancho Cielo that has for career technical education. And that's technically part of us so we can send students up there to enroll in their ag technology ag welding, building trades, and then also their diesel diesel mechanics course. Salinas being the bread one of the bed bread baskets of the United States has a lot of agricultural needs. So, the Google Drive has the PowerPoints and the demonstration documents. We can put this into the chat. And then you can take a look at some of the things that we talked about if you'd like, or you can email Maribel and I, and we're both at Monterey coe.org. G Ludewa or MA Hernandez. And you'll, and I'll send you the link to the Google Drive into PowerPoint information. As I said, some of this stuff is copyrighted so I couldn't put it into the Google Drive but a lot of the stuff was free free educational use so it is in there. And then this is just our references. So anything and also the PowerPoint is in the Google Drive PDF format if you'd like to use it, you feel free to use it, or any information from it.