Speaker 1: Otan, Outreach and Technical Assistance Network.

Alisa Takeuchi: Welcome. Thank you so much for coming. I really appreciate it. Super excited about this. I've done a couple of times at different conferences. If you haven't been able to go to some of the conferences lately, this would be a good opportunity that you're here. Because this whole past year has been so crazy. And then especially on top of that are the assessments. And how are we assessing our students. Either formatively or summatively or through, for CASAS or EL civics. There's so many different ways. And because we were still just trying to learn how to teach online. Now it's how are we assessing and how can we move forward now. Because a lot of us have gone back into the classroom. So now we're either hybrid or high flex or where we have students in the classroom and students online still. Then how do we work with that.

So we're going to talk about all those different situations. I hope that you guys can see my screen. It says assessing students remotely. Are you guys all good? Thank you, Kathleen. Thank you. So I was debating whether or not to retitle this or put a little subtitle in there. Basically saying a.k.a. learn from Alisa's mistakes. So I'm hoping that by me going through all of these things that we're going to be talking about today that you can learn from my mistakes and not do them. So that it'll be expedited for you quickly so that you can go ahead and start working on these yourself.

So again, my name is Alisa Takeuchi. And I am an ESL instructor for Garden Grove Adult Education. And I am a subject matter expert for OTAN, and this is going on my fourth year there. My contact information is down at the bottom. You can always reach me at OTAN. So you can email support@otan.us as well.

All right. So many of you already know about OTAN's resources. So please, please, please go to the OTAN website, OTAN.us and check out all the different resources that are available for you. They're updated consistently, weekly with all of our trainings and webinars and articles and so many other resources for you to peruse. And it's free and if you become a member of OTAN, then you can also get these in your email too.

Oh and in addition, because schools are now starting to come back into class, I mean onto campuses. Please contact OTAN because if your agency specifically needs something then we can have a trainer go and talk to your agency specifically about your needs. You don't have to wait for a webinar. So in August when you guys are going back into the fall and you're having some issues with anything. Maybe you're using a new platform or you need to know how to do more troubleshooting with your AVs. Shoot us an email. Let us know what your needs are and then we can get a trainer to go to your site, sorry not go to your site but help you specifically.

All right, so here's my agenda for today. We're going to be talking about formative assessments and summative assessments and basically what they are and how you can go about doing them. We will talk about CASAS assessments specifically. We'll go ahead and go through some questions and answers if you have any. And then we're going to wrap it up, and that's it. So I'm going to take you on about an hour and 10 minute journey. And we'll see how it works.

So let's take a look at the bigger picture. So why do we assess? So if you would, two things, I forgot to tell you this. So two things, if you could-- actually I'll wait for this. So one thing, why do we assess. If you can go in the chat right now and type why do you assess, why do you assess your students. If you do. Yeah, exactly. So students can show what they know, to check for understanding, make sure they're comprehending. See what they understand at a given point, motivation to study, hopefully.

Find out what they know, to monitor progress. Yeah, exactly. These are exactly the answers that we're all familiar with. Yep, to see whether you need to go back and reteach something, comprehension, understanding. Yeah, perfect. I mean this is teaching 101. We assess because we basically want to know what they know. And whether that be at the beginning of the lesson like a needs assessment or at the end as comprehension and retention. So yeah, those are exactly it.

So the big picture here is now starting to think about why do we assess it, how do you assess it So how do you assess your students. And this is what we're going to be talking about today. And then what do we do with that information. So the motivation for this particular presentation is because we're in a WASC here in Garden Grove in a WASC year and it's all about evidence. Data and evidence and how do we know. How can we show you what our students know. And a lot of times I talked to the teachers here and I say how do you assess. Oh every day I ask them questions and I see how they react. And then I say, well, how do you know that they know. Where's your evidence? If somebody came in from WASC and said show me how the student is at this level.

If we don't have any sort of evidence or something that's recorded then it's just from our memory. Oh, because I know my student answers this question in a certain way or my student always answers the question, so I know. So it's embedded in us as a teacher, but then at the same time, we should be having some record of it like we do with CASAS and things. We'll talk about that too.

So formative assessments. If you're not familiar with that, I used to always get confused about formative and summative. I couldn't remember which one is which. So formatives are ongoing. So it's the scaffolding, it's the activities that you do daily to start building up toward the summative. Summative is your summary, it's your ending assessment. It's what did they learn in this lesson and how do I know that they learned it and how well do they learn it. It's mostly informal but you could have quizzes in there and the more that's graded probably the better.

I mean, I can't speak for all of you guys. But my students, they like tests. I mean, and I know that's strange but they actually do like tests because they want to know what they know and they want to know how well they know it. And so that's what's great about adult Ed is that students are so hungry for so many things that K through 12 aren't. So it's really nice to be able to give them assessments and they're actually happy about it.

All right. And again, formatives, they prepare you for the summative. They prepare the students for the summative assessments. So in your classes, if you haven't already been doing it, chat has been one of the most successful ways for me to assess my students on a daily basis, multiple times a day. So in chat-- when we were in the classroom it's like those little mini whiteboards. So I teach beginning ESL, so I used to use little mini whiteboards all the time. So the students would sit there and I would ask a question or whatever. They would write it down, they would show me and I could see instantly who knew it and who didn't.

And I could just give some feedback right away. The chat has become that for me. And I'll give you example right now. So you are all my students. And in the chat, please type in your last name. Perfect, Richard, thank you. Good. Wow, great. Students I love it, everybody's got capital letters, spelling looks good. Perfect, you're listening. OK, so Melinda don't forget, your last name capital H. Don't forget your capital. Can you do that one more time for me? Don't forget, so capital-- oh so close, now you have too many capitals. So Shift H and then O-L-T. Shift H, perfect, there you go.

So again, that's like the instant feedback that you can get from students that you can give and you get from your students by using chat. I was testing their listening. Did they hear the question, their comprehension, do they understand the word last name. And then the tech, could they type it. We had a student that was having a little difficulty but not a problem. And then we were able to move on. So this is how I do this with my students every day. We just go back through and we do very basic things. Last name, first name, their ID number, where are you from, things like that. So that they're constantly being reinforced the same basic information all the time. And then after a while, most of them get it. But the ones who don't, I'm still practicing with them. I haven't forgotten them. So again, that's a really good way.

So if you see on the slide you could do this with all levels of English. You could ask them about anything. It could be-- I do dictation sometimes with my students. We'll do sentences, so I will say my teacher is Alisa and all the students have to type it. I check for capitals, I check for periods, things like that. I'm checking for their listening. So of course they're not going to be long drawn out sentences. And the bonus part of this is that they're listening comprehension has gone way up since COVID. And they're typing has gone way up since COVID.

So at the very beginning about a year ago, a lot of students, their typing was not so fast. And that's OK, because a lot of them were on their phones or on tablets. So they're not actually typing they're like, dadada. And they've gotten really fast too. And the other thing is that you have to be careful because students will copy. I had somebody ask me this last week when I did this at a conference. And they said what does that mean, I said, well, it's like the whiteboards where it's a judgment free zone where if a student doesn't know the answer they can look at somebody else's whiteboard and then write the answer then show it.

This is the same thing. If the students have access to the chat. if they're not on their phone, It's just one chat at a time, if they're actually on their desktop or their laptop and they could see the whole chat box. If they don't really know the answer they could look at everybody else and then figure out the answer and do it themselves. But I found out a genius way. One of my teachers just the other day told me what she does is that she-- so I have my students use every one. I make sure that all students are on everyone. She does it the opposite. She has them click on everyone and puts her name in.

So everybody's doing a direct message to her. So they can't see each other's chats. Only she can see their chats and I thought that was genius. So if you really want to test their knowledge about something, whether they really know it or not. Then have them change everyone to your name. So we're going to try that right now. So everybody go ahead and in your chat box, click on everyone and then you should see my name and go ahead and type my name. And then I'd like you to type your first name, your first name.

Perfect. Yeah, perfect you guys. Great listening. Good. So there was two things there. You had to change everyone to my name and then you had to listen to the directions which was to type your first name. Yeah, that's perfect. And you can't see everybody else's answers, you can only see yours. So I can double check and see that Melinda has slight problems with listening and we'll work on that, no problem. Celeste, great job. Good job. Good, very nice. Good.

So now everybody, please make sure you go back to everyone. So click on my name and click on everyone. Go back to everyone. Me too. So now if you type in the chat, yes Melinda we can all see you now. So now if we do chat then everybody can see everybody's answers. And you can teach your students. If you haven't done chat yet with your students, it takes a little bit of patience. It takes multiple times for you to do it. But it works and it will happen. So don't worry that it's too difficult for them. It's not, they will get used to it.

So far everything in tech as far as tech goes, it may take multiple times for you to do but students really are resilient and they really have stepped up to the play to really acclimate toward what is expected of them. The difficult part is us as teachers to troubleshoot all the different devices. That's what's been really difficult because we have students on so many different devices. And I don't know anything about iPhones or Macbooks, things like that. I'm not an Apple person. So I do have an iPad, but yeah, I don't know things about iPhones and stuff. So I just have to Google it and I have to show them online.

But I have to try to troubleshoot or prepare them like doing how tos on many, many, many different devices. Also a way to individualize. To make sure that a specific student knows the answer is to call on them individually. So for example, I could say Anthony, please type your area code in the chat. Please type your area code. He may not be paying attention. So we'll see. Oh, I'm just kidding. All right, let's try something. Let's go on to someone else, Anna can you please type in your area code in the chat for me.

Oh, so close, so that is your zip code. That's your zip code, that's five numbers. Your area code is for your phone and it's three numbers, can we try that again. Perfect, that's right. Oh Janet, good. Oh, great guys. But wait we're calling on Anna so hang on but good job. Those are your area codes. So again, I mean this happens with my students all the time. I'm trying to call on one student but they only hear area code so they all start doing the answers. And that's fine and you encourage them and say a great job but.

Let's see if we could do one student at a time. Because I just want to check to make sure that Anna understood. And she got a little confused with the zip code and that's OK. We did it again, and she was fine. So what would happen was with your students, if you know that a particular student is having difficulties with a particular thing, a vocabulary word or whatever, call on them every day. So tomorrow during class we're going to do the same thing and I'm going to call on Anna again.

Hey Anna, in the chat can you put in your area code. And we'll see if she does it, if she gets confused still we just keep doing it. And after a while, she'll understand the difference between zip code and area code or whatever it is that you are trying to have the student retain. Let's see here, a lot of times something like this where everybody's having different answers. That's always the best. Most of my class is Vietnamese so if I say where are you from, all of them are you going to say Vietnam and the three of them are going to say Mexico.

So sometimes it doesn't always work to your advantage if everybody has the exact same answer, but that's OK too. They're still practicing their typing and their alphabetizing and I mean there are capitalizations and things. All right, so I would like for you in the chat everybody, please type one way you either do already or could use chat in your classroom, in your particular situation. If you're teaching or in a business meeting in a staff meeting. How would you use or how do you use-- attendance, perfect that's what we're going to do that with us too.

So you must have learned that from OTAN because you know OTAN every time we have something we always tell you to type your name and your agency. Yeah, a lot of you use attendance. Spelling, good. Perfect. Spelling test, yeah, dictation. Yeah even links to relevant websites. I haven't gotten there. I haven't done that yet because I have so many students that are on different devices. Navigating them to another site is not a problem with the link but getting them back is really difficult. So I have to think about that more about how I can help my students do that easier.

Upload of files for assignments, great. Yeah, again. Yeah, I just haven't gotten to that place yet with my students because they're not all on computers or laptops. And I'm worried that I'm going to be sweating if I tried to troubleshoot everybody trying to get them the link and then try to get them back into Zoom. Great, I love it. Thank you guys for your feedback. And the next question is what are you assessing. So always keep in mind when you're in here about what it is that you want to know from the students. Is it the listening skills, did they hear the question, do they understand what they heard. Is it the content, the vocabulary, do they understand first name versus last name, area code versus zip code.

Is it the technology, did they make a capital letter for their name or for where they're from. And then it ends up being all of them. So that's up to you. At first if it's just a listening skill, and maybe the content. What is your last name, and they typed their last name but there was no capital. Well they understood you, they just didn't do the grammar correctly, they didn't use the technology.

So then the next time you explain to them and then the next time they do get it. So you really have to be-- it's not an all in one at the beginning. It's not you must get all of it right to be right. It's just like when they're in the classroom and they're writing on pieces of paper. If they wrote their name correctly but there was no capital then we work on that later on. I beg you if you haven't been using chat in your classes, especially for beginning ESL students or beginning tech students, embrace the silence.

It takes a long time. Some of them have to process, their listening skills may not be high so they have to listen and process what was being asked of them. Their Wi-Fi maybe slower. I'm saying it and they're hearing it a second later. And I know when Wi-Fi is off because I'll ask them the question and it'll take about a second and a half. It's just long but not too long, then all of a sudden the answers start flooding in. So don't start stressing, oh my gosh my students don't understand or I knew I shouldn't have done the chat, this was a bad idea. It's not. Just give them some time. Let them process.

You'll always have at least one student who understood and can do it and then when the other students start seeing that, then they'll start processing it too. Texting may not be fast for them. If you haven't done chat or if they're not typing a lot right now, they're going to be slow at typing. So give them a moment to just process and get it in them. And then if most of your students have gotten it and some students haven't, move on to the next one. But then when the other students are slow and then they put-- for example, you can it right here.

So we were talking about time, if you look at the last little box here. They were talking about time, like what time is it. And you can see the students. And then she had her name, so that was before but she was so slow that it came late and it's not a problem. You just say, well, Tom, great job. I see your name, good. We're going to work on your capitals, things like that. It's not a problem that she does it so late everybody's on the next one, that's not a problem.

And then you can see I did it myself. So I typed her name so I can show her what it should look like as an example. So these are some of the things that we do. So we do their name, please type your name in the chat. So some of you guys, you said you used it for attendance. That's exactly what I do too. And then what is your ID number. I checked to see do they know their ID number, can they do can they type with the numbers. And then where are you from. So these are all basic questions that I ask almost every single day.

And then where are you assessing. So before I start that, you can look at the slide but do you guys have any questions. So far from what-- I know I'm spewing out a lot of things. Or you can unmute if you want to or you can type in the chat. Any suggestions or questions or this is what I do. Zoom has an attendance feature built in, yes. And it's nice because it gives a time stamp. You'll know exactly when your students signed in, when they left. If they got booted out, if they left and came back. Why did they leave and come back. Sometimes it says the internet was off or they got booted out for whatever reason.

Yeah, Richard that's exactly right. Anybody else have anything that they want to ask about or contribute. Embracing the silence. I'm kidding. All right, so let's get to the meat of it. Where are we assessing? So up until April 5th, prior to April 5th, Garden Grove was all online. And then April 5th, after our spring break we welcomed students back into the classroom if they wanted to. And so I currently have six students in my classroom and 20 in Zoom. So now the mindset has shifted. How do I assess my students in class and in Zoom in an efficient way?

And so prior to the students coming to class everybody was on Zoom. And I used breakout rooms. So all of the teachers here did something different. We weren't very uniformed in that sense, in that we just let the teachers make their own decisions on how they wanted to assess, what was easiest for them. Because this whole year's just been so crazy. It's been survival this whole year. And so to give the teachers the choice on what works best for them with what they know and learned for their classroom was probably the best solution for us. Whether that will stay true for next school year, that's going to be up to our administrators to figure that out.

But for me, I felt that using the breakout rooms was the best solution. But it is time consuming because I only do one, and it's one to one. So it takes a lot longer. But if I needed to really assess my students and get to know what do they know, then that's what I had to do. So breakout rooms, if you haven't done breakout rooms with your students, again it's one of those things where you have to do it over and over again for them to feel more and more comfortable with. And for you, on your end too as a teacher assigning breakout rooms and opening the breakout rooms. That also takes a lot of doing over and over again where you feel comfortable with it.

Yeah, that's a good question Anna. I'm going to explain that in just a second. The first time I did a breakout room with my students, majority of them got it. Some of them didn't. And so I ended up having about four students still in the main breakout room and everybody else-- I mean in the main room. And everybody else was in the breakout rooms. So instead of trying to explain to them, find join, it's blue, join, tap, click, I just said, you know what, let's just make this a breakout room. So those four students that were in the main room, they just chatted with themselves

I didn't try to force them to go find their breakout room. They just did the exercise amongst themselves. And then I went to the breakout rooms. And I only made two because I have to go and bounce between the other ones to check to see if everybody was OK. And I didn't want to have five or 10 bouncing around. So the first time I did it I just made two so that I could check, OK did these guys make it, oh did these guys make it, great. And then they had some easy practice like what's your name, where are you from, very simple conversation just to get them in the room.

But the nice thing about it was they thought it was magical. Like I had some magic powers. And it was almost like Star Trek, they got transported into another place. And then when I closed the breakout rooms, they came back and they were like oh, and we all laughed and laughed because they just couldn't believe that that had happened. They were just there with their friends and now poof, they're back in the main room with everybody else again. And it was so funny to them.

And I didn't anticipate that. So we just laughed for three minutes, we just laughed and laughed. I just let them think that I was magical, exactly. All right, and so again, this is what I did. So this is what the picture looks like. This is an EL civics picture, and we'll talk about that in a second. When you put students in a breakout room just expect that they're probably going to speak in their own-- OK, I'm saying from my level, for beginning ESL, most likely they're going to start speaking in their language in the breakout room. And the first few times just let it go. They're so excited. They're super excited that they actually made it to the breakout room and they haven't spoken to their friends in the classroom setting probably for a long time because I don't really let them speak Vietnamese in my class.

So I just let them, they were all talking about the breakout room in Vietnamese and things like that. I just let it go. But after a while, there is a point to the breakout room. You are going to the breakout room to blah blah blah. And that's what your expectation is, and that's what they should do. All right, so Anna was asking about what do the other students do while I'm in a breakout room with the student taking the test. Excellent question because please, please, please learn from my mistakes.

So the first time I did it I had this brilliant idea that I had the story, it was quite lengthy, and some questions. So I was having my students copy the story so that it would take quite a while. Because I needed them to take a long time so that I could assess the students coming in and out of the breakout room. And then they were going to copy the big story. And then they were going to answer 10 questions. And it was brilliant. I was so proud of myself. And I opened up the breakout room. One student went to the breakout room with me. We started doing it, I shared my screen in the breakout room. Lo and behold, the share in the main room disappeared.

So the students that were in the main room, copying ferociously that big story had nothing to do now because the story was gone. And I didn't know that because I'm in the breakout room testing the student. Until I went back into the main room to grab another student and the students were just sitting there. And I said what's happening. What are you doing. And they're like, no story, no story. And I didn't understand what that meant. I was like what, and I said no, no, copy. I'm thinking they don't understand.

I'm like copy, copy the story. And they're like no teacher, no story. And then I realized what happened. So I had to quickly redo my thinking and I kept the story up there. I kept the questions up there. They all copied it all. And then they were able to work on it quietly asynchronously while I took the students into the breakout room and shared my screen. So just let me warn you that when you share a screen in a breakout room, it affects your main room. So yeah, you will have to think of something for your students to do.

Either maybe that particular day is testing day. And the students are just in the main room, and they're just waiting until it's their turn and then they leave. Or you have them do what I did, they just copied something. Or if they all have books at home, they're doing something asynchronously while they're waiting for their turn to go into the breakout room. So again, it was just those little things that I didn't even know until it happened. So please learn from my mistake. When you are assessing and you're thinking about the end result. You're thinking of the summative, whatever that form of test is, you must practice it. You must scaffold it and practice it because otherwise they're not going to know how to take that.

You can give them all the content, they know it. But if they don't know how to take the test, they're not going to be successful. It's like the CASAS test when we're in the classroom and students don't know how to bubble. They just x or they check. If we don't teach them how to take the test, they still won't be successful even if they know the answer. So keep in mind the kind of assessment you want to give your students and practice that over and over and over. The technology shouldn't be the barrier. It's the content that you're trying to establish. Unless the assessment is the technology. And again, but you still have to keep practicing it so that the students are successful.

So whether it be a Google form, whether it be an oral assessment, remote control, which we will practice in a second and/or a paper pencil. Maybe it's a paper pencil. So the content is the same but the tool is different. So make sure that you keep it brief. So if you're scaffolding the content, do it in different ways. Maybe it's multiple choice or maybe it's writing or maybe it's whatever the content is. But then also practice what that test is going to look like. If it's a Google Form, do a Google Form with them in different ways.

All right so this is how I teach my students, my beginning ESL students. Remember language and digital literacy don't always correlate. So language literacy could be low but tech literacy could be high, or vise versa. You could have an advanced ESL student with low tech skills. So you have to keep that in mind. There's a big balance about how to know what you need to teach your students at all times. So for my students I introduced the skill all together as the class. So whether it be on the big projector, I'm sharing my screen, whatever it is, we're all doing it together. It's teacher directed. I am teaching them how to do whatever it is I want them to learn.

I demonstrate the skill step by step by step and I usually make a Google Slides or some sort of presentation with step one, step two, step three. We go over that usually at least two times, the presentation. After the third time I'm asking them, OK, what is step number one. And they're telling me what step number one is. OK, what's step number two, they're telling me what step number two is. And if they don't remember or they don't know, of course I'm there to help them.

After we've gone through it a few times now I'm going to give students remote control of my computer. And one student is going to demonstrate what it is that we were just practicing. So we'll talk about remote control. In fact, let's do that. In the chat right, now can you type yes or no, whether you've used remote control in your classroom with your students. So we're pretty 50/50. Good. Yeah, so we're pretty 50/50. So some of you are familiar with remote control and then some of you don't. So we're going to talk about it. And please for those of you that have used it with your students, please feel free to chime in too with suggestions or ideas of how you use it.

And then the student demonstrates doing the skill. And then the students do the skill on their own after class. So now it's basically the A in WIPIA. So they're doing it on their own. And they're demonstrating the skills to me because remember, they're preparing now for the assessment that's going to happen. So this is an example of one of the things that my students had done with remote control. We used Google Maps to find a health center near their house for the EL civics nutrition task. And so I had to show them how to get to Google Maps. How to type in their address. How to click on nearby. How to type in health center. And then what to look for, and then how to copy the information about the name and the address and the phone number and the hours of the health center that's near their home.

All right. So let me get out of this real quick. All right, so you are my students and we are learning how to use Google Maps to find a health center near your house. And for the example I'm going to use our school address. All right, so students, number one, we're going to Google. Number one, go to Google and type maps.google.com. All right, maps.google.com. All right. And now we're going to type in our address. So let's do the school address first. So 11262 Garden Grove. And it's right there. I know it's hard because they just keep typing. I try to tell them that it's right there but a lot of times they just keep typing away. So for the sake of time, I'm going to click on it. And I'll say, well there's our school. Here's our school.

And now we're going to click nearby. Look for the word nearby, and click on that. Tap on nearby, and then I'm going to type health center because we want to look for a health center near our home. And enter health center, enter. All right, so students all of these in red. All of these reds, these are health centers. The H means hospital, hospital. And you'll see them over here on the left hand side. So you need to find three, three health centers close to your house and write their name, their address, their phone number, their hours, blah blah blah. So I tell them, what's the name of this one, and they say Orange County, dadada. All right, what's their address, what's their phone number. So this is how I'm getting them, introducing them. So I would do this at least 2 times with them.

Now I'm going to come here. I'm going to open up, so I'm on Google. Let me close my chats. All right, I am sharing my screen. In order to use remote control, you as the teacher need to be sharing your screen at the top or wherever your toolbar is. Where it says mute, stop, video participants, chat, that toolbar, you will see remote control. So you won't see it right now because you're not sharing your screen. But I see it because I'm sharing my screen. I'm going to hit remote control.

And I'm just going to pick on Kathleen. So Kathleen, all right it's your turn. So I'm going to choose. So when I choose remote control, the participants that are able to remote control are listed. Now if you are on a Chromebook or your students are on a Chromebook, you won't see their names because Chromebook-- you can't do remote control on a Chromebook. So that's one of the caveats. You have to be careful about your devices and with students. They can do it on a phone, they can do it on a tablet. But I'm telling you it's pretty difficult because the manipulation with the finger and the cursor is a little bit tough.

Tablet is a little easier but phone is pretty hard. So if you can encourage your students to, for one day, borrow somebody's laptop or maybe they could come to school or something. I would encourage it. But if their only choice is a phone or a tablet, you just have to be really patient with them because it is difficult to manipulate with their fingers. All right, so let me choose Kathleen. Let me choose Kathleen. All right, so Kathleen you should see you have remote control--

Speaker 2: Remote control, yes.

Alisa Takeuchi: Yeah. All right, so what is step number one. What do we do first?

Speaker 2: Go to maps.google.com

Alisa Takeuchi: Perfect. So I'm not touching my computer. She is using my computer as her computer. And she's showing me how to do it. So let's use the school address. 11262 Garden Grove Boulevard. Perfect. All right. Good, so now what do we do.

Speaker 2: Nearby.

Alisa Takeuchi: Perfect. That's right, so click on nearby. And what are we looking for?

Speaker 2: Health center.

Alisa Takeuchi: Mh-mh. And enter. Enter. Good. And now which ones are the health centers, do you remember?

Speaker 2: The red are health centers and the H is a hospital.

Alisa Takeuchi: Yes, that's right. So you can choose any of those. And so let's take a look at-- let's just pick one. Let's go to OC wellness center. So up the top. No, no that's just-- what is the phone number.

Speaker 2: 714-618-1054.

Alisa Takeuchi: Perfect. And so that's what you're going to write on your paper. This is, of course it's beginning lesson. Kathleen's a genius. So of course you did so well. And for the demonstration part of it I would choose a student that I know is a little bit more tech savvy. Because if you pick somebody who's maybe struggling a little bit. I mean it's a lot of pressure on them and they're starting to sweat and there's a lot of mishaps and things like that. You want the students to feel like they're going to be OK. So when they see a student do it, then they start to feel a little bit more confident.

And so I would pick a student that's a little bit more high tech the first time. But then the more we practice it again and again, then maybe I would find a student that's middle ground tech and/or middle ground listening too. Because again, it's a lot of listening and a lot of directions. So I would pick another student to do it. And maybe for about three days in a row or four days in a row I would have one or two students demonstrate this for me. If a student is very low tech and very low listening skills, it's very difficult for them. And then they start feeling a lot of pressure and they feel a lot of anguish. And so--

Speaker 2: Alisa, then would you have volunteers to put in there. So then they could discuss about what their address would look like when they put it in there as far as spaces and stuff.

Alisa Takeuchi: Yeah.

Speaker 2: No problem, OK.

Alisa Takeuchi: Yeah, exactly. So the first time I want to do like something that's neutral. So that's why I always use our school address. But yeah, exactly. When it's actually their turn, Kathleen, you would have put in your address. And so you actually would have done the work ahead of time. And so you would have had the work done for you. I'm not looking at the chat. I'm going to stop share. And let me just stop real quick as I see there's some chats in here. Let me just go through this real quick.

Can you only do remote control with the paid version of Zoom? Nope. Yeah, so Melinda answered about the free version. Again there are some little caveats about who has access. OK, thanks Melinda. I wasn't very clear about that. Yeah, I tried to show you that I was handsfree when Kathleen was doing that. Yes, so there are two ways for remote control. A student can request remote control or the teacher can give remote control. I personally want it to be as least amount of steps and processes for my students. So I give them remote control. And but yeah, definitely a student can request for a remote control. And then I say yes or no on my end.

I did have a teacher a couple of weeks ago, I did this at a conference. And they said that it was very difficult for their district to be on board with this remote control because they didn't feel like it was secure. And so I explained to them. I said yeah, I could definitely see where that is. But the teacher always has control of what the students control on their computer, what not. So as you can see, I mean I don't have all my tabs. I mean that most of the time students are not going to be roaming around. And if they do, you just relinquish the control.

But I showed them, on here I have the-- let me see if I have the CASAS. There is a link that I put on there about CASAS. Because CASAS promotes the remote control because that's how we do some of the CASAS testing. So when I showed them that link and they were able to show their district and the district IT people, then they were all on board with it as well. So if you ever have some difficulties-- I see that there's a link that Melinda put in there about remote control. Yeah, if there's some questions from your district or your IT people about security and things like that, just show them the support from Zoom and see if that helps.

Melinda are there any-- I'm not really seeing the chat very well. Are there more questions?

Speaker 3: There weren't any other questions Alisa. So you're good.

Alisa Takeuchi: Thanks. All right. And if you do, I mean, please again, you can unmute if you want or you can just type it in the chat. Sorry I already went through this. All right, so let's go ahead and move on to summatives. So now that we've practiced all these different ways of giving a test. Now at the end of a unit or CASAS or whatever it is, the more formal test. It's more at stake for the students. There's a grade involved whereas before maybe the quiz and things, that weren't very many grades. So giving a CASAS exam through remote control. Yes, Laurie. It is. And CASAS actually acknowledges it and then they give you step by step on how to do it.

You have to register. We will talk about this later. But there are steps involved on your end as the teacher or the administrator or the proctor. But yeah, it can be done. And I will show you, I just did one today. So I want to talk a little bit about different kinds of assessments. So if you could in the chat, could you please type what kind of assessments you give your students. What kind of assessments. Whether they be just oral. Whether it's Google Forms, paper and pencil, what kind of assessments. And maybe there are others that you guys are using that I just didn't list. How are you assessing your students? Oral and Google Forms. Canvas, yeah. That's my 2021, 2022 job assignment at OTAN is to learn more Canvas. So I'm not really familiar with it right now. I'm more Moodle right now. But yeah, that's my next.

Google Forms. Mostly multiple choice. So Margarita are you just putting down on a slide and giving them choices or is it actually like a Google Form or something like a board form. Oral, Google Forms, multiple choice. Yeah, so a lot of you are doing whatever is working best for you. And it's got to be easy. You can't develop assessments and tests that are difficult for you or the student. I want to get to the good stuff. So we're coming down to it. Oh here's that thing. Here's the link. So if you're looking at the handouts you'll see the link for the CASAS website remote testing also if you didn't catch it in the chat.

So CASAS assessments. When you are giving the E test. First of all, you have to be a proctor. So you have to go through that also. You have to do the agency wide proctor signature and then the individual proctor. A little training and the training that you have to go through. You must register the device to be used as the proctor, the test. You must set up the test. So there is some background things that need to go. There are some steps that need to be happening in the background. But once that gets done and you're doing it quite a bit you'll get used to it. It's fairly easy.

Now, I haven't had these problems but my agency-- I heard from them that other agencies, well it's like a CASAS thing, there are some glitches that are happening right now. And so sometimes the student will be in the middle of the test and it'll shut down. The whole thing will just shut down. And so we have moved away from doing remote control testing to having the students actually come to our agency. So we moved on from that. But for me as an individual sometimes I have to do one on ones and so they'll come to my and I'll do a remote control because I haven't had that problem yet, fingers crossed. But it's only just have to be one student.

So you must explain the protocols to the students about checking to make sure that, first if it's not my student I have to check their ID, their photo ID to make sure that it's them taking the test. This is all from CASAS. So this is about the authenticity and security of the test. I check to see that the person taking the test is actually them. They have to either show me with their laptop. They have to show me their workspace. Yeah, so I can't do it very well. Their workspace and the room, they have to swirl around the room so that we can see that nobody else is in the room to help them with the test. So those are the things that the student needs to do in order to actually take the test remotely.

And then while they're taking the test, everything freezes and then I watch the student take the test and I can only help them with technical questions or situations. I can't help them at all with the test. Just like we would the CASAS paper pencil test. And then we end the test. So for EL civics we, just like many of you, if you continued to do EL civics during the pandemic, you might have had to switch from paper and pencil and transfered onto digital assessments. And so that could have been tricky. In fact, it was really tricky for us at times because of again, CASAS is very, very big about security and authenticity. So we had to make sure that the tests were authentic still and that there were secure so that the students are actually doing their own tests, not getting help or using books and things like that.

So, no. Yes, so Laurie, well, yes and no. Oh no, no, no, I'm sorry. So Laurie, yes CASAS test, E-test is done through my Zoom, through remote control. Yes. So I hope that answered your question. I don't know when you wrote it. But so yeah. So I prepare the test for the student. I give them my Zoom link. The student comes on to my Zoom, I check their area, I check their ID if it's not my student. I share my screen and then they proceed with the test, they put in their ID number and then we begin the test. And then I'm watching them do their test. So yeah, it is through Zoom and it is through remote control.

So again if the student is on a Chromebook they won't be able they won't be able to take the test. And if they're on their phone it's difficult. If they're on the tablet it's difficult. So the ideal situation is if they're on a desktop or a laptop. For EL civics we had to transfer the skills that they were doing either in-person one on one like interviews or role plays or on paper digitally. Because at the time I only had remote students. So I had to think how can I assess my students for EL civics in a remote situation. And so a lot of it had to do with Google Slides and Google Forms. Those are the two ways that I did it.

And so let me show you. I have the two links here, see if they load. All right, so for example, I would be in a breakout room with a student and they would be all prepared. They knew that the test was coming. So if I can-- let me get rid of my. All right, does anybody want to be a brave volunteer, to unmute and maybe possibly start your video. Anybody? Anyone? Anyone? Lori, love it. Thank you. All right, so we are going to start your tests. So I'm going to show you the picture. So what is the job and what does she do.

Speaker 4: Oh, well--

Alisa Takeuchi: Oh. Would be nice if I shared my screen. That's always helpful, just a minute. There you go. Can you see it now?

Speaker 4: Yes.

Alisa Takeuchi: Great. So what is this job and what does she do?

Speaker 4: He's a secretary.

Alisa Takeuchi: And what does she do?

Speaker 4: He answers the phone.

Alisa Takeuchi: Perfect. So for this particular assessment I had a piece of paper with their name. And it and this particular one was a score of two or zero. Either they got the answer right. They got two points or they didn't get the answer and they got zero points. So I would do number one and I'd say two and I'd circle two. So I did have a piece of paper for each student so that I could score them. But that's exactly how I would do it. We would be in a breakout room and then she would look at the picture, give me the answer and we would move on. So we'll just do one more. So what is the job and what does he do?

Speaker 4: He's a janitor and he cleans the classroom.

Alisa Takeuchi: That's right. So I'm marking. We just go bop, bop, bop, bop, bop. And we go through it and then I score and then we're done. So whatever these tasks are, this is how I conducted it with my students. So that's one example. And I'm going to show you the other one because I'm hoping-- yes. So this one is on a Google form and before each student takes their test we had to make sure that they understood the testing agreement. So for every student they had to acknowledge that their photo ID was of them. Because I'm not your teacher so I had to check to make sure there are no books or papers. There's no one helping me and they will do the test by themselves.

So then the student says, yes I understand. They acknowledged the student agreement form. Me as an assessor, I typed my name here. I acknowledge that they acknowledged, basically. I'm saying that as the proctor, they have understood that they will not cheat on this test. Now, this is not from CASAS but I was talking with Kathleen because Kathleen is our new EL civics coordinator. And I told her that I thought it would be a good idea for us to do this, just to keep it secure and authentic above and beyond even what CASAS wants. Because I just think that it's good to have the students recognize that this is a test and that they can't cheat on it and it's important.

So we developed this ourselves. And I think that maybe at some point CASAS is going to understand that that probably should be part of it as well. They go through. So this is where we could do remote control. So let me see if I can do-- yes I can. All right, so Laurie you have remote control. So you use your computer just as if you were-- I mean use my computer and you're going to choose. Perfect, and I'm the only teacher. All right. And again so the students would do exactly what Laurie is doing right now. They would fill out this information while I'm watching her. And you can just put nine or whatever you want. Yeah, well that's all right. That's OK.

And next. Perfect. So look at the picture and then what is the internet use. So I'm not touching the screen. She's doing it all on her own. And I do see a person. She does have a virtual background on but I do see a person in that. So we would mention that she shouldn't have anybody in the room with her while she's taking the test but we understand. Yeah. Perfect. And so this is exactly what our tests look like. Yeah.

Speaker 4: [inaudible]

Speaker 5: So she's coming-- well, that part first. [inaudible] off. I told her [inaudible]

Speaker 4: So which collab is this?

Alisa Takeuchi: This one is 40--

Speaker 2: 48.1.

Alisa Takeuchi: 48.1.

Speaker 4: 48.1. I'm writing that down.


Alisa Takeuchi: And Laura, I'm sorry. I'm going to stop you real quick. I'm going to stop the share. Let me... Oops. But yeah, I mean, so you can see-- let me share my screen again. I mean that's basically, how I did my students with the remote control.

The nice thing about this one was that for those of you who use Google Forms, it grades it for you. As long as I put the grade in there and I put in the caveats of the spelling part of it, it would pretty much grade it. Otherwise, I go back and I just grade it myself because if they use capitals, you had have to put it in every single variation of what they could type and still be right in there.

So I just kind of left a blank. And then I went back in there just and graded it myself, but everybody had a record of it. And then you would have the Google form. You would have the Google form that had the proof, and then it would have all the answers, and things like that.

So that's how I used remote control to do EL Civics Assessments, and same thing with the CASAS test. And it's the same concept, where you give remote control, and then the students would do the e-test on my computer. So they never have access to the e-test or the EL Civics on their own. They only have access to access through my computer.

This is one of this is the health one. Yeah, health. I think it was 27.1 maybe. And one of the questions was to look at a prescription bottle, and they had to answer questions about it. Same thing. So they had their student agreement form, and then they went through all the different questions for the assessment.

The thing with Google Forms that you have to remember that Kathleen and I've been going back and forth with because we're trying to figure this out, but so far we can't, is that if the rubric is a 2, 1, 0 concept, you can't really use Google Forms for the grading part of that because there's no way to determine what is a 2, and what is a 1, and what is a 0.

So that's why I kind of use the paper form. And I had a 2, 1, 0, and I just circled it myself. So that's kind of one of the bummer parts about using the Google Forms.

Does anybody have a question? Let me see. Melinda, are good with questions, or are do we have a question?

Speaker 2: Alisa?

Alisa Takeuchi: Yeah, Kathleen.

Speaker 2: Wasn't there a question about whether or not it can be-- because I can't really see the other choices for your medicine bar. They can't be a multiple choice?

Alisa Takeuchi: Only if-- OK, you have to read the standards for the tasks. If it is a label, if it's like labeled the picture, you can't give them multiple choices.

Speaker 2: What if it's identify?

Alisa Takeuchi: Yes, then you can.

Speaker 2: OK.

Alisa Takeuchi: Yeah.

Speaker 2: Because that would be-- OK, so.

Alisa Takeuchi: Yeah.

Speaker 2: All right.

Alisa Takeuchi: There would be choices.

Speaker 2: OK.

Alisa Takeuchi: But if said label it, that they would have to come up with the word on their own.

Speaker 2: So it would be a fill in the blank?

Alisa Takeuchi: Yeah, just like the--

Speaker 2: Lori did. Yeah.

Alisa Takeuchi: Yeah, exactly. How the LOL and things like that. Yeah, that's a great question.

So the CIT. In the chat, if you could do me a favor, can you tell me whether your agency does the CASAS CIT? Thanks, Melinda. If you could just say yes or no in the chat? Oh, good. I'm so glad to see many of you do, or so far too.


So if your agency does the CIT-- or maybe, you don't know. If you don't, then you might not need. If you don't know what the CIT is, your agency might do it, and you don't even know.

Kalinda, I think what you're thinking of is the government in history? The 975?

Speaker 2: 965. Yes.

Alisa Takeuchi: 965. The CIT is an oral interview, and it prepares students for the actual US CIS Citizenship interview. And it's about 28 questions or so. And the first third is personal information. The second third is about kind of more their personal life, and then the third part is actually, like questions regarding citizenship.

All right, so a lot of you are yes, and some of you were no. So I would highly encourage you. If you are one of the powers that be at your agency or you have some clout, I would encourage your agencies to start doing the CIT. I find that it's one of the easiest ways to gain a pay point.

I mean, there is some work to it that the students have to prepare for it, obviously. But the way you can sell it to your students-- because even if your students say, I'm already a citizen, or I'm never going to be a citizen, why do I have to learn this?

It's a speaking test. And if you give any of your students and a needs assessment, one thing that they usually always say is that they want more speaking practice. So what better way to do it than to give them a test.


They have to prepare for a test, or they actually have to speak in order to pass the test. And then you get an extra pay point. It doesn't count toward your EL Civics. It's above and beyond EL Civics. So you get your CASAS reading gains. You get up to six EL Civics-- three for 231, three for 243.

And then and then you get the CIT, which is an oral interview. And then you get Government in History, which is a listening test, which is another good one to do for your students. That's a seller because again, it has to do with Government in History, but it's a listening test, which is another thing students always want to practice more of.

So you can get extra pay points for money to help your agency with these two simple tests. And especially because Garden Grove-- we cut back on our EL Civics. So that's going to hurt us financially in a couple of years. So to have both of these kind of in our pocket-- really helps us financially.

So again, I would encourage anybody to look into doing the CIT or the Government in History. The CIT, the proctor has to go through training. And I'm not going to lie to you. It's kind of tedious. The first time you do it-- it takes about six hours because they want everybody to be very standardized in the way that they score.

And then you have to recertify every year, and it takes about two hours. So it's not really an easy process to be a proctor, but it is worth it. If you can get enough of your students to do it and get the pay point for it, then yeah, it's worth it.

What I've been doing with our agency is I go into-- the teacher tells me, my students are ready for their CITs. And I say, OK. I join his or her Zoom room. And then the teacher puts myself and the student in a breakout room, and then we do the oral interview one on one.

And then after they're done, they leave the room. They leave the meeting. They don't it they don't go back to class. It's like they're done for the night or the day. And so again, all it is just a speaking test, and it's just one on one. And if they've prepared, it goes by very quickly.

Probably 10 minutes maybe? 8 to 10 minutes. If they are not so prepared, if it takes on quite a lot, I mean, it could take up to about 15 minutes. So really kind of depends on how many students you're doing and how fast you need to get those done. But it it can be very useful.

And a lot of them really take it seriously because they know it's a speaking test. And if I don't understand them, then that affects them. So yeah, it's a really, really good way for you to gain an extra pay point.

All right, so I'm going to go over here. Does anybody have any ques-- "What EL levels?" Oh, OK, good question. So for the CIT, the CIT-- it's called the Citizen Interview Test-- usually, it's about, I would say, beginning high end above. I think it says, like it's recommended from CASAS like intermediate low, but we've had some teachers, who have gone through and practiced with their students.

And so we have some students that have done it in beginning high because again, the first part of it is basically personal information. And then the second part is more about like, how did you learn English? And what do you like about-- do you like living in the US? Why? Or what do you miss about your country?

So they are a little bit more involved questions. And then the last section is, when you are a citizen you are able to vote, what does it mean to vote? So they have to give the definition of what is a vote. What is the Constitution? What does it mean to bear arms? Things like that.

So I mean, it is kind of higher-level thinking. But if a student just practiced the questions, they could get it. And then the listening test-- I think, we have everyone from beginning low. Beginning low? Beginning low, beginning high, and up do the listening tests because I think, they only need to get 18 to pass and out of 30, I think.

It's a listening test. It's a multiple-choice. So they don't get to see the question. They listen to the question, but they see the answers, and then they get to choose the answer. And CASAS has just developed-- they're doing a pilot right now with the 975 about using flash drives and stuff for remote testing on that.

Anybody else have any questions or suggestions? Any other suggestions about how you are assessing your students, and whether you've been successful, or if you've had some challenges. That would be helpful.

A couple of things I did want to mention while I'm kind of waiting for people is going through some of the things that I've learned from doing all these different assessments is again, being mindful of the devices that your students are using. And also-- oh, testing.

OK, so not only be mindful, but if you can test your tests on different devices. So if you made a Google Form, do the Google Form test on your phone. Log into the Google Form on your, phone and take the test. You will get a very clear idea of what your students are going through.

So whether it be what is the question look like, how big is it, things like that. Also on your iPad if you have an iPad or a tablet because for a long, long time even something as simple as the date-- I have a form that my students fill in every day. It's a health, like a how-are-you-doing type thing every morning, and one of the things is a date.

And I kept telling them, oh, because they kept getting the day and the month mixed up, how they do like for December 5, they would put 5/12 instead of 12/5 vise versa. And I kept saying, oh, all you have to do is Select the calendar picture, and just choose the date today. Well, I didn't realize on iPads, that little calendar thing doesn't show up because I didn't do my form on the iPad.

I was just assuming it was all the same, and it's not. So yeah, it's right here on the screen. Oh, can you see my screen? So Lori, if you can see it, it's on the bottom. It's a alisa.takeuchi@gmail.com. OK, yes.


You can also do a.takeuchi@otan.us.


Sorry. Melinda is trying to break me into that, whasshh. She's trying to break me into the habit of using my OTAN accounts.


But yeah, so being mindful of the devices that your students are using. And if you are giving them an assessment, then check it out on different-- as many as you can, even if you have to borrow somebody else's iPad, or borrows somebody's iPhone, or somebody is thing, somebody's something to take your assessment online.

And then one of the last things I was going to mention also is now that I have students in class, I made the paper version for them and just handed it out to them. And they did it the old fashioned way with their paper and pencil.

And then they just gave it back to me. And I graded it, but I didn't hand it back to them. I kept the test and just gave them their scores. So that's the other thing too. I--

Speaker 4: Alisa?

Alisa Takeuchi: Yes, Lori.

Speaker 4: Are you doing simultaneous instruction?

Alisa Takeuchi: I am.

Speaker 4: And--

Alisa Takeuchi: Yeah.

Speaker 4: --what's one of your top pointers on that you've learned so far?

Alisa Takeuchi: So we were very fortunate in that our director allowed us to come to school a week before our students came back. So we can take an inventory of our-- because we haven't been in our classrooms in a year. And so I had to take an inventory of my classroom and how did I want to set it up.

And before I even came back into my classroom, I had a vision in my head about what I wanted it to look like. So for me, the biggest thing was my setup. So I can't really show it right now, but OK. So you're on my laptop. My school laptop is in front of me.

I have a plexiglass that's on my table, and then my students are after that. And then I have a second monitor off to the side. And so then I'm able to have you, Zoom students, on my computer and then whatever I'm presenting on the external.

And then because our school-- we also have, like smart boards, we have electronic whiteboards, then I'm also able to project to the big whiteboard so that my in-class students can see them. And my Zoom students can see it. So I mean, it was kind of a lot of thought.

There was a lot of thought process into it, and it's not for everybody. So a lot of our teachers still only have just their laptop, just one monitor, and then their whiteboard. And that works for them. For me, it's a little difficult because then I have my Zoom, and my slides, and I lose the Zoom students. I can't see them.

To have just one monitor, really, it doesn't work for me. So I actually purposefully made it too because that's what I had when I was at home. I had two monitors the whole time. So my second monitor and my projector mirror each. Other and my second monitor to my laptop extends.

So they are not the same, but then my whiteboard and my external monitor are the same. They mirror each other. So it really just depends on your level of comfort with tech. Do you feel comfortable using two different monitors? Or maybe, you have a desktop and a laptop.

You have two separate computers. Some teachers do that also. So it really kind of depends on, yeah, your level of comfort. So for class, we have a plexiglass. So we have two levels of protection. So then we have my student-- our school gave us these face shields also, but the ones that we had were the ones with the headband. And it was too hard for me.

So my student actually gave me one that has the glasses, and so that's what I use for my in-class. So we always have the plexiglass, and then I have the-- sorry, this thing just came off-- the glasses. And then if I walk away because I have in-class students coming, and I have to check their temperature, and they have to do a health QR code, health screen, I have to step away from the plexiglass.

So I'll have my face mask, and my mask, and my shield. So this is what it looks like. So during my class, this is what it looks like.


So this is what the students-- my in-class students see me like this, and then my Zoom students see me like this. And then if I have to walk away from the plexiglass, then I'll have that face shield, and then I'll have my mask. And then I can go, and take their temperature, and get them their health screening. And they do that every day that they come.

So those are the two things. And then I can't switch my camera around. We have it so that the students only sit at their table-- only them, like they don't move tables or anything. So they choose a table that they want to sit out. It's one chair per table.

And then we have their books and everything on the table. They marked their own tables so nobody else sits at that table. So they know not to sit at that table. So those are just kind of all these things.

Speaker 4: So how do you do like a conversation with the students? I mean, you're not going to be getting them to, OK, so you're going to have a small group over here and a small group over here.

Alisa Takeuchi: Yeah, yeah, that's a good question. So when we were all online, right? It was breakout rooms. But now, what I do is the students that are on Zoom go into breakout rooms. And then the students that are in class, they're kind of situated enough, where they're somewhat close.

I mean, they're 6 feet apart still. Our tables are 6 feet apart. So I can have them sort of like kind of triangulate and talk with each other at a distance. And so I could have two groups of three. And so it just happened to be that that's where they chose to sit, or I could do two, and two, and two.

Yeah, so it does work. I wish-- I don't know. I might have a picture of how the classroom is situated. Yeah, it hasn't been as difficult as I thought it would be. Yeah, I mean, I'm pleasantly surprised. Some teachers-- I think we're getting used to it because it's been about a month.

It's been about five weeks or so. I think we're getting used to it, but yeah, I mean, I'm happy with it. I like my situation. We are very lucky in that-- I don't know. Kathleen, am I allowed to tell them about Owl?


Is that a thing?

Speaker 2: About what?

Alisa Takeuchi: Owl?

Speaker 2: Oh, yeah, why not?

Alisa Takeuchi: OK. So yeah, it's not set in stone yet, but our director informed us last week that we will be getting Owls. I don't know if anybody-- does anybody know what an Owl is?

An Owl is a 360-camera that is placed in the room so that when we're allowed to get rid of our plexiglasses, and stuff, and I'm able to walk around the room, the Owl will follow me around the room. So I'm able to walk or write on the whiteboard.

So right now, I'm kind of limited to this area of the whiteboard to write on. Mostly everything, I project on the electronic whiteboard. But with the Owls, now I'll be able to walk around in the classroom and write.

And the Owl will follow me so that the in-class students can watch me. And then the Zoom students-- I don't have to be stuck behind a computer like this. I can actually walk around freely, and the Owl will follow me. The camera will follow me.

Speaker 2: And it can follow the sound if there's two people talking.

Alisa Takeuchi: Yeah, and so they'll split the screen. So if there's a conversation going like on the Zoom, it will take it. It will split the screen to show two different people or however many people are having a conversation. So it's pretty high tech and pretty neat. So we'll see. That's what she had told us.

Russio is asking me if I'm sharing? Am I sharing the screen? Do you guys see my-- am I still sharing the screen or no?

Speaker 4: Yes.

Speaker 2: Yes, thank you.

Alisa Takeuchi: Do you see? Oh, you see [laughter].


If there's anything else, I mean we have 7 minutes. If anybody else wants to see something, I could try to find it real fast, or if you have a question. Or again, I mean if you're assessing or you're doing something, please share with us what you're doing. And maybe, there's been a challenge that you've overcome, or that could it be helpful for somebody else, or if--

Speaker 2: I'm curious to find out who's still distance learning and who's back room.

Alisa Takeuchi: Oh, interesting. Good question. So if you could in the chat, if you can tell us whether your online only, yeah, in-class only, or both? Oh, many people are still distance learning.

Oh, until this fall. Yeah, so a lot of people, a lot of agencies decided to wait until the next school year. Are you worried?


Are you, guys, stressing out? I told OTAN. I think that in August, we're going to have a lot of demand for how to help teachers set up their classrooms. I think that's going to be the big push for August.

Yeah, Kathleen, looks like we're the only ones that are in class.

Speaker 2: Huh.

Alisa Takeuchi: Hm. Interesting.


Speaker 2: I know the community colleges are still online.

Alisa Takeuchi: Online? Yeah.


Yes, please, everybody, contact Marjorie for your AV needs.


I'm sure. I'm sure she will be doing one of her troubleshooting workshops. It's so hard to know because we don't know. A lot of agencies don't know still what their fall will look like because we don't know. I mean, who knows if the state standards will change or whatnot. Yeah, so it's hard to plan for the future when you don't know what the future is.

Speaker 3: And Alisa, this is Melinda.

Alisa Takeuchi: Hello.

Speaker 3: I'm just going to piggyback on what you just said.


So folks, OTAN does or did face to face trainings, where we would come to your site, and we would all get in a room. And we would do stuff, right? We would learn about something. You've been troubleshooting-- how to troubleshoot projectors, or computers, laptops, what have you. We can still do that.

OTAN is learning how to do distance learning as well. So we've put together a bunch of different workshops. And we're figuring out how to do all of this stuff so that teachers can still learn, even though they'll have their hands on their own device. Like OK, this is a coffee cup. Here's the little button on the coffee cup, right? That you push so that you can drink.

So we're figuring that out. And if you think of a workshop that you don't see on the OTAN training site, send it our way, OK? We will do it. We do have some minimum requirements. We ask that there's at least, I'm sorry, 8 to 10 people in the meeting, in the Zoom.

But again, we've got a bunch of different stuff coming up. We've got some trainings that have been scheduled from May until the end of June. Alisa is going to be doing a couple of more. Not on this, but she'll be doing a couple of more as well as some of the other OTAN trainers.

So OTAN is still in it with you. And if you have a need, if your site has a need like, man, I wish we knew how to do, fill-in-the-blank, contact us, please.

Alisa Takeuchi: Yeah, and again, in case we don't know what's going to happen-- or you might not know what's happening in your agency, but they could tell you, oh, we're all going to start using Moodle. Or your platform now will be Google Classroom, or you will start using Canvas. And if that's all brand new to you and your agency, have us come and help you because that could be a big one right there.

I think that's going to be one of the big ones too, where agencies are going to start unifying the teachers in the agency to use a specific platform.