[AUDIO LOGO] ANNOUNCER: OTAN, Outreach and Technical Assistance Network. 

ROSA CAUBLE: All right, David. Are you ready? 

DAVID CAMBEROS: Yeah, we're ready. So if you can hear us, I'm going to have Lynette here start us off. 

LYNETTE BROWNING: Do you have to see the picture first? Oh, there we go. Hi, everybody. Hope you're having a great time in Sacramento. Sorry we couldn't be there. We have our great team with Christina Hyatt as our mighty leader. And then we have Mr. David Camberos, and Rosa Cauble, Maria Camacho, and myself, Lynette Browning at Fontana Adult School. 

And at Fontana Adult School, we serve over 3,000 students every year. We're located in Southern California in an area known as the Inland Empire. We offer classes in ESL, HS diploma, HS equivalency, CTE, and Citizenship. 

And if you want to take a look at our enrollment numbers, it starts from 2021 and 2022 and it goes all the way to '24-'25. And you can see that if you look at the Citizenship classes, the enrollment has continuously grown, as well as the ESL classes have continuously grown. 

However, the high school diploma class, it has not grown. It's decreased in numbers. But the HSE class has grown. And the consensus of our team was maybe that would be a great idea to do a little online class through Teams for maybe some more support for students that are unable to attend due to childcare, transportation or other reasons that they might not feel comfortable leaving their home at this time. 

DAVID CAMBEROS: All right. So Ideal 101. As part of DLAC, we were enrolled in this online class called Ideal 101. And the question being posed here is, how did it and the development and completion of a site plan help meet our program and DLAC goals? 

So right off the bat, it gave us exposure on navigating Canvas. It's something that not all of us were familiar with. So being enrolled in this class allowed us to see what a Canvas course would be like online through the lens of a student, and that was very beneficial. 

In addition to that, this course exposed to us that there were things that we didn't know we didn't know, if that makes sense. So Ideal 101 reiterated some things that we did know we had to consider when designing access for our students online, but it also exposed the things that we had not considered yet. 

So it caused us to really consider some components of online learning, such as screening for digital literacy, which, by the sounds of a lot of your presentations, I think we really need to look into Northstar. Shout out to my administrator that's here. 

We also have been making considerations for remote testing. So the last two months, I've been working with my college tutors who normally proctor our courses tests to practice remote testing, and we have hit a lot of snags that are likely to happen in a real setting. 

I like hearing from the institutions here that are already piloting remote testing and are successful with that. And so another benefit of Ideal 101 and DLAC in general is that now I have this network to collaborate with on best practices for online courses testing. 

And then just little things like considering what are you going to do if a student is not succeeding online, is that going to be any different than a student that's not succeeding in person? Or let's say their attendance is leaving a lot to be desired. So what kind of protocols do you need to consider for those types of situations? 

So yeah, as a result of Ideal 101 and the work put into developing our site plan, our team has more thoroughly considered every aspect of what exactly we're going to need in order to support some kind of form of online learning. 

ROSA CAUBLE: OK. All right. So our accomplishments are to date. All right. I'm going to start with yes, from what David said, our Canvas licensing. That was a big one. I feel we don't give ourselves and David enough credit for getting that MOU because now, we successfully acquired it and now it'll be able to enhance all of our digital learning environment. 

We now have access to online resources, communication with our students, student engagement more effectively. Obviously, this will all be a process because it's new, so we're just going to have to-- trial and error type of thing, but that's a huge accomplishment. And I think the timing of this was perfect because we became part of DLAC. 

So even though we do face some obstacles, they are not barriers. They're just challenges for us to find a different way or rethink something. So that was huge for us. OK. And we also started a asynchronous ESL DLM class, which we just piloted. I did that. And that was to be accessible and flexible for some of our students. 

We started it with more of a support. I went into the ESL classes and I explained what it was so that it-- and the hours of it were right after their class. So it was-- I introduced it as a support tool. Once you're done with this-- or it's also online. You have access online, so if you can't come in, we offer it as an option along with taking the class. 

And that allowed them to be curious and to come in. So the students that I do have are the ones that I went and recruited from those classes. But it's allowed us now to have more resources. This is another option for them to choose from. For whatever reason-- especially in this social climate-- we started in January, so we had low attendance because people were afraid to come out of their homes. 

So this, again, allowed them-- like, hey, we have options for you. We have something else to offer outside the traditional instructional come in to class type of thing. So again, this has it played a part in our DLAC plan, which went together. It was the perfect timing for us to be able to introduce these type of new courses. 

Also the class hyperlink. Yes. Again, David here, our leader, he is invested in this hyperlink along with our admin support where we are on Teams, right? Microsoft Teams. And we are teaching everybody, all of our staff to be trained on it, and we're trying to get them to come on board and at least do a hyperlink on Teams to have their students all be able to log in and just access that hyperlink. 

And usually I introduce it to my students because a lot of them are not tech savvy and are not trying to be, but I literally just one step at a time, teach them how to log in, and then I say, there's one thing, look for the hyperlink. It will open up. 

So we want to get consistency going through that. So by next year, we hope to have that, right? Where our students, again, when they come to us, we have options because they're adults, right? They have schedules and they have to work overtime time and they get sick and they have to take care of aging parents or sick children. 

So again, these are-- we're creating resources for options other than to just come in as a support, right? As options to our school. And so the hyperlink will allow them-- we're not saying that they're going to be HyFlex, OK? 

They're not HyFlex per se. They are options as to OK, well, if you have to miss class this week because you had to work late or your child stayed home, just go onto your Teams account and click the link and you will be able to see everything we did at school and what you missed. And that is really important because our admin, she encourages us to call. If a student hasn't been there, we don't just drop them. 

She encourages us to reach out to them, find out what's going on with them. And that really helps, right? So this is how we know, oh, a lot of the time, they had to be out for a week and they're embarrassed to come back because they feel that they've missed so much work. 

And so it's like, no, no, no, you can catch up, you can stay in the loop. So that, again, will help out. And we're hoping to do that consistently throughout our campus by next year, is create those hyperlinks, OK? 

And also our hardware investments. Again, a big shout out to our admin because she willingly listens to us. And we introduce the OWL to her. We have poly cams and they're great. She was open to the idea. But we found that there wasn't that big of a difference for the investment. However, she entertains our ideas and she does it. 

We have the tech support. We got Bluetooth microphones. We have computers for all of our classes. I would say 90% of them. Even my off site locations at high schools, I say I don't have computers and by next week, there's a cart in there. So we don't have those issues, and so coming to things like this makes me appreciate-- you don't know, right? You take it for granted. 

And so we have computers. We have poly cams. We have the Bluetooth audio things. Yeah. We have pretty much everything that will enhance the video quality and allow it to be more creative and interactive. And even the sound quality. She's very supportive of that. 

And tech as an accommodation. Like I said, the tech-- we'll be providing tech accommodation training to equip our teachers and staff with the skills needed to support students with disabilities. And some of our classes, if you go in, they are set up in a way that they have two monitors or they have a hearing enhancement or a bigger screen. And we completely accommodate those needs. 

And it's super supportive. If a teacher says, I have a student who has a need, OK, what can we do for this student? And that's always the response-- what can we do for this student to make sure that it's as accessible to them as it is to everyone else? 

ROSA CAUBLE: Yes. Let's see. OK. And so then our remote class pilot. This is new for us, and we are introducing it over the summer. We're piloting a remote ESL class to explore flexible learning options for our students. 

This aims to increase access for those who may face, again, barriers to attending in-person classes. So this is the first time we're going to go completely remote during the summer. But I will be on campus. 

So for those people who do want to see what it's about but don't know how and they want to try so they-- I will be on campus as the support. And again, our principal, Ms. Gleason, she provides that. OK, well, what can we do for those who want to try it but don't know how? 

OK. You can come into the class the first couple days of school, and I will be there to teach them how to log in so that they now can go home and hopefully write down all the steps I gave them to then access it. 

So even at that point, we do everything we can to support our students. And so we're going to try this. And again, we understand that this is a pilot. It's over the summer. There are going to be obstacles. But again, they aren't barriers. They're just challenges as to what can we do better in the future, right? OK. 

DAVID CAMBEROS: Yeah. Thank you, Rosa. So if we fail, we're going to fail forward. So a few things that DLAC has helped us with in regards to team building. Our team is a great sample of our campus. 

So it's comprised of individuals who land all across the spectrum of being digitally ready. So this has been helpful in making sure we can recognize our own biases when it comes to integrating technology. 

We can see what it's going to look like through the lens of our most technology hesitant teachers and/or learners, but we definitely make space for them to embrace it at their speed and grow from there. All right, Lynette? 

LYNETTE BROWNING: All right. So I think I'm included in that little bit because I grew up without the technology part in education but then have learned to accommodate. And yes, it has been extremely helpful. 

And when it was COVID and I taught-- and it was on Teams, I did it every day and then all of a sudden, I'm not doing that anymore. And so I'm hesitant and a rebel. Like, I'm not doing that. I'm going to teach in person, the traditional style. 

But then when I went to the conference in Long Beach in March, I met one of my idols of Citizenship and she had this thing called an OWL on her desk. And she was saying how she reaches out to different people, and I thought, hey, I could do that. 

So I said to David and Rosa and Maria, maybe I could do that for Citizenship because I'm trying really hard to promote Citizenship and have as many students as I can become a citizen. And maybe that would reach out because I started thinking about when it was COVID time and I taught Citizenship on Zoom or Teams, I had a lot of students that were attending class. 

And so I said, if I use that, maybe I could still teach class, and then those people that aren't able to come to school because they need to stay home or they feel more comfortable at home, maybe that would work. And I could still teach class and they could get the instruction as well. 

So within the next day that we returned to school from Long Beach, David and Rosa had already gotten the OWL set in my classroom. And then Rosa and David-- and I'm not sure if Maria came in too, because they all support all of us, but Rosa would make sure that she came in and made sure to help the students all learn how to log on to the computer. 

And then I gave a website so that they could go and research that website, the USCIS office website. So anyway, the students did that daily for a few times, and now they can actually log on to the computer. And I've stretched it to having them research holidays and research parts of history that they would need to know for the citizen test. 

And along with that, then I shared with the students, now, this is what you would do at home if you can't come, but you'll have to call the classroom or text me and let me know you're on so that we can make sure that we're monitoring you. 

And sadly, unfortunate but positive, the students want to come to class. They don't want to go on. And then one student texted me and said, oh, sorry Ms. Browning, I didn't see the text till 10:30. I forgot about doing that. 

So it's not in the routine. And so I know that our administrator encouraged me to do remote teaching in July, but my family has gone through a lot of difficult times, so I just need a little bit of time with family. 

So I know in the future that there will be an opportunity for me to do that. But anyway, it's there and I've got that positive attitude and I got a supporting team. And so it can happen, but I don't know how soon. But sooner is better than later, so we'll keep going with that. 

DAVID CAMBEROS: It will. Lynette's had over 50 citizens this year, and so we're going to double that next year by incorporating tech, right? 

LYNETTE BROWNING: Yeah. We got 52 last year, and this year, now we've learned we have 51 and we still are counting. But one of the college tutors told me that the goal for next year is 75. So we'll see if that happens. We're going to try. 

DAVID CAMBEROS: All right. So as far as handling conflict, we just reframe resistance as feedback. Especially with teachers that are a little bit more hesitant, we try to pinpoint where that fear is from and center our conversations around student achievement. And when we work together that way, we can definitely accommodate our students using technology. Communication skills. Go ahead, Cauble. 

ROSA CAUBLE: All right. Our group is defined by our support and flexibility. And so with that, our strengths, right? We always encourage. We know what our big strengths are for everybody. So Maria is like the positive one who just rolls with whatever changes are made and doesn't complain. And we're good with that. 

Ms. Browning, she's strong in her beliefs. And so we recognize that. And again, we all just go with knowing our strengths, right? And equally, our weaknesses. We adapt to those changes. And then there's me who's a wooer. And that's self-explanatory. 

All right. And then we have Mr. Camberos. And I said, oh, I'm going to have to find something nice to say. No, I'm kidding. His strength, it was-- he had futuristic, which obviously makes sense because we're here because of him. 

He sees what's possible in the future. He sees the bigger picture. He has a vision. And he's our compass to innovate, to grow, to bring possibilities and resources back to our school. Yes. So thank you. 

MARIA CAMACHO: OK. I think we run out of time. So we could probably-- you may want to talk really quick about that one really quick, Mr. Camberos. 

DAVID CAMBEROS: Yeah. So our challenges aren't unique. We've been hearing a lot of the same throughout all the other presentations. It's just really changing that mindset, cultivating that school culture of failing forward. It's OK to try and fail, but we're going to move forward. And then giving up some control. 

Like, as an administrator myself, it can be a little bit daunting to give that up, but in order to facilitate learning in a new capacity, I gotta understand that I can't just walk into a classroom and see the learning happening. It's going to look a little bit different. 

ROSA CAUBLE: OK. Really quickly. I feel like I'm at the academies and the music started going. So really quickly. This is my moment. Should I hold my trophy? OK. I'd like to thank DLAC. Yes, I'd like to thank DLAC most of all for empowering us. 

This is such an amazing experience. I didn't know what I walked into, but they opened the door and I'm here and I love it. And there's so many tools and resources that we take back. And it's not even how are we going to do this, it's which one do we want to do? Which one do we want to focus on, right? Because there's so many possibilities. And we wouldn't have learned that not being here. 

And to Christina. I owe her a penguin and a unicorn because other coaches got gifts and she looked at me and I was like, no, David has it. David has it. And unfortunately, he's not here, but if he were, he would have presented it to you. But it's there. It's a surprise. Yes. Look, there it is. All right. So thank you, Netta. Yes. Thank you for the support and the encouragement and the patience most of all. Thank you. 

MARIA CAMACHO: OK. 

CHRISTINA: Thank you. 

MARIA CAMACHO: The rest is like the same. Changes we made. Cauble already talked about it. We were planning to do classes online, and now we're doing a pilot during the weekend. I'll just go ahead and go because I know you're telling me you're next. And summary. 

ROSA CAUBLE: I already did, so thank you everyone. 

MARIA CAMACHO: Thank you very, very, very much. 

NADA ANASSERI: Perfect. Perfect, perfect. Thank you so much, Fontana team. Don't go anywhere. 

ROSA CAUBLE: It's a Q&A part? 

NADA ANASSERI: Yeah. This is a Q&A part. 

ROSA CAUBLE: All right. 

NADA ANASSERI: This is a Q&A part. So I'm going to look around the room. I see Rachel has a question. 

ROSA CAUBLE: We were trying to use all our time up. 

[LAUGHS] 

Question. 

RACHEL KRAYLEVICH: I'm Rachel from CDCR. The hyperlink, how-- when they click on the hyperlink, do they have access to everything you're doing that day? Is it something that they can go in and complete all the work and they get the credit? How does-- what's included in that hyperlink? 

ROSA CAUBLE: OK. Well, again, it's for the upcoming school year, so we are working on that. However, the idea is yes, that the teacher has created the assignment on-- we use Microsoft Teams. So the idea is that the assignment is uploaded on there and they can work on the assignment. They already have the book. We also use Spark. So that's also digital as well. 

So more of the lesson plan for the day and what we covered. And depending on the class because we have ESL, we have high school diploma, we have high school equivalency. So it would depend on the class on what the teacher-- because not all assignments get graded, right? It's not everything is based on a grade or a cumulative, right? It's just more of if you feel like you've missed something and you want to find out, here's the access to it. 

NADA ANASSERI: Perfect. Thank you. Questions. Other questions. I know Cindy Gleason is on the line and has been contributing to the chat. So I don't know if you have the ability to unmute, Cindy, and want to chime in. Or David, I did see your hand up. 

DAVID CAMBEROS: Yeah. I was just going to mention for those of you in person, she's been in the chat. I'll give her the chance to unmute if she'd like. Otherwise, I can read some of her comments. 

CINDY GLEASON: No. I just want to thank all of you for this opportunity and for David and the team. They are doing an awesome job. And they really have appreciated the cowork. And the San Diego team is supposed to be presenting like, at 2 o'clock. 

NADA ANASSERI: OK. 

DAVID CAMBEROS: OK. Thank you, guys. 

MARIA CAMACHO: All right. Thank you. 

CINDY GLEASON: Thank you. 

MARIA CAMACHO: Thank you again. 

NADA ANASSERI: You gotta love technology. Thank you for your support, Cindy. Thank you, Fontana team! 

ROSA CAUBLE: Thank you. 

NADA ANASSERI: Excellent work.