(SPEECH) [AUDIO LOGO] (DESCRIPTION) Logo: O-TAN. A bright light ripples over an outline of a person with a raised hand. (SPEECH) SPEAKER: OTAN, Outreach and Technical Assistance Network. (DESCRIPTION) Text: O-TAN Outreach and Technical Assistance Network. Leading adult education through support for and the effective application of technology. Professional development, Teaching with technology, O-TAN digests and newsletters, News and social media, Annual Technology and Distance Learning Symposium, Online resources and video presentations. O-TAN dot u.s. -- 9 1 6. 2 2 8. 2 5 8 0. O-TAN Online. Digital Leadership Academy DLAC 24 to 26 Mid-Project Report: Jefferson Adult School. Presenters: Elena Gomez Lecaro, Peter Mancillas. May 16, 2025. Elena holds a microphone in a classroom, then a presentation slide appears. Text: Midterm Report: Crafting a Hybrid Program with Online and Onsite Flexibility. (SPEECH) ELENA GOMEZ-LECARAO: Well, we're going to be presenting today, and I just want to really focus on our project title, which is the crafting of hybrid programs with online and on-site flexibility, because that's what it is we're going to be showing today, displaying our journey and, at the same time, everything that we had, the journey included. So let me-- yeah, I'll just-- (DESCRIPTION) Elena steps behind a podium that holds a laptop, then clicks a Start Presentation button. Text: Jefferson Adult School, Daly City California, Midterm Progress Report May 2025. Team Member Collaborators: Peter Mancillas, T.O.S.A. Onsite Jefferson Adult School. Twyla Eva, Transition Navigator. Elena Gomez Lecare, T.O.S.A. Online, E.S.L. Teacher. Mark Beshirs, Principal, Jefferson Adult School. Jefferson Adult School and the team appear in photos. (SPEECH) PETER MANCILLAS: All right. ELENA GOMEZ-LECARAO: OK. So here we have-- let me introduce you to our teammates, our team members. We have Peter Mancillas. He is the TOSA. He is the on-site TOSA. And I know some of you have asked what is TOSA. And it is-- (DESCRIPTION) Elena turns to Peter. (SPEECH) PETER MANCILLAS: Teacher On Special Assignment, and we're kind of fish nor fowl. We do administrative tasks, but we get paid as teachers. So it's the best of both worlds. And if you want to add the maximum responsibility and minimum control. That's what I do. I love it, though. ELENA GOMEZ-LECARAO: So he is on-site TOSA. And then we have Twyla, and she just joined us, Twyla Eva. And she is the transitional navigator, which she's always been part-- AUDIENCE: [ INAUDIBLE ] ELENA GOMEZ-LECARAO: I'm sorry? AUDIENCE: Can we welcome her? ELENA GOMEZ-LECARAO: No, which I was going to say. [APPLAUSE, CHEERING] She's always been part of us, and now she officially made it through. And then, of course, my name is Elena Gomez. I am the TOSA, but this is online, 100% remote. And I'm also an ESL teacher. And our principal, Mark Beshirs, he's not with us, but he has 100% been always very supportive of this journey. PETER MANCILLAS: OK. (DESCRIPTION) The Jefferson Adult School campus appears in photos. (SPEECH) Go ahead. (DESCRIPTION) Text: Jefferson Union Adult School, Jefferson Union High School District. Northern San Mateo County, south of San Francisco. Encompasses Pacifica, Daly City, Brisbane and Colma, 150,000. J.U.H.S.D. serves about 5,000 students, five high schools and an Adult Education program. Jefferson Adult Education includes E.L. program, High school diploma, C.T.E. classes, Enrichment courses, Adult Transition, Five campuses and one online program. (SPEECH) OK. Jefferson High School, Union High School District-- we are in Daly City. Daly City is just to the south of San Francisco. And the district is about 5,000 students, and we serve about 600 a year. And we've got all the programs as listed. We're kind of comparable to pretty much everything that you guys are already doing in terms of what we try to offer. Go ahead. (DESCRIPTION) Cars park in a hilly Daly City neighborhood. Text: Daly City. Bedroom community 104,000. 33% Filipino, 24% other Asian, 23% Latino. Working class to lower middle class. Large immigrant population, including Middle East and Eastern Europe. One of the foggiest cities in the country, May through September. (SPEECH) It's a bedroom community. Very, very diverse. Its most famous son is John Madden. He made it through. He's the only real famous guy there, and it's one of the foggiest cities. Those of you who are in the Valley and it's hot, come enjoy the fog. So-- AUDIENCE: We get that, too. PETER MANCILLAS: Yeah, it's different. Ours is a higher-quality fog. It's because-- yeah, it's San Mateo County. I'm sorry. Just yeah. ELENA GOMEZ-LECARAO: OK. (DESCRIPTION) Spring 2020 through Spring 2021. J A S Online's origins began on February 19, 2020. J A S loaned Chromebooks. All school functions were conducted online, with the exception of office staff. Instructors made packets and mailed work to students. P.D. was conducted in a zoom mode: Content, Resources to improve instructional techniques in an online setting. (SPEECH) PETER MANCILLAS: OK. Like everyone else here who's been doing this for five years, we went online during COVID, and we stayed there. Our teachers had a two-hour in-service one afternoon in February of 2020. And there we went. And we emerged out of COVID slowly. But our anecdotal information-- we weren't really collecting hard numbers. We had a group of learners that really wanted to remain online. (DESCRIPTION) 2022 through 2023. J A S classes returned for in person, onsite instruction. Online instruction continued in a multilevel setting, one class. Results were not as hoped. Online instruction ceased in March 2023. (SPEECH) So we tried it. We tried it with multiple-level ESL classes, and it didn't work that well. It was teachers who knew how to teach online, but the learners had to come in and pick up hard copies. They had to drop them off. So it really wasn't a completely online experience. And in all fairness to the teachers, it's very hard to differentiate in an online setting. So the principal and I decided, well, this didn't work. So let's just double down, and double down we did. (DESCRIPTION) J A S Online Launched Fall 2023. J A S developed J A S Online. One instructor per level. Digital materials only. In an illustration, a crew builds an airplane among clouds. Source: Shutterstock.com A 1 2 5 3 0 7 6 8 7 8 5. (SPEECH) And so we decided to create an online school and have running from low beginning through advanced a teacher for each class. Go ahead. (DESCRIPTION) The presentation advances to a Planning Layout slide. (SPEECH) ELENA GOMEZ-LECARAO: Can we go back to the-- go back to the-- (DESCRIPTION) The presentation returns to the airplane illustration. (SPEECH) I do want to talk about this picture because I think it truly represents when you're launching yourself to something that you're not aware of what are the challenges. But yet you have faith that you will make it. And so this is the picture that I think really represents where we started. I mean, we're still flying this airplane, and we're still building it, but it is where the journey began. (DESCRIPTION) Text: Planning Layout. Recruitment, Jefferson Adult Education Online Teacher. Four online teachers smile in photos. (SPEECH) PETER MANCILLAS: Our recruitment-- this is something-- I think it was up in an earlier presentation. How do you find good teachers? We went on EDJOIN, and we had incredible luck. We had highly qualified teachers. You guys have been in situations where you have five applicants come in for an interview. You can only hire one, and you really are looking. Can't we just create another class for that person and all of that? And because San Mateo County is relatively affluent, OK, we were able to offer an hourly wage that was very competitive in the Valley, in parts of rural California. So we got real good people, and these weren't folks who just knew how to operate online. They specialized in online instruction, and they had certifications and capabilities that were-- the principal and I, Mark Beshirs-- it was humbling to see these folks want to come and teach for us. And Elena was one of them. And Elena was so, so good and competent at what she was doing that we just said, let's make her a TOSA, too, so she could have all that administrative responsibility and with just teacher pay. And it's worked out really well. ELENA GOMEZ-LECARAO: I actually applied to be just a three-hour ESL teacher, and I waited. I was just looking. I've been teaching online for almost 20 years. And so when I apply, I'm like, oh, I could do this for three hours. And then after a while, I didn't hear from them. I'm like, OK, that's fine. And then I get a call, and they say, well, you know what? We have something else for you. I'm like, oh, really? And there I am. Here I am now for that. PETER MANCILLAS: All right. (DESCRIPTION) Text: Who are our online students? Lack of transportation, Physical limitations, Cultural Reasons, Unstable Work Schedule. In a screenshot, thirteen students attend an online class session. (SPEECH) OK. Our online students-- a lot of them have a lack of transportation, a lot of family issues, some cultural barriers that we found where the families felt it was best for their learner to remain at home. And in other cases, they had an unstable work schedule. So they just really didn't have time to get their EL classes in and handle everything else. Go ahead. (DESCRIPTION) On the left, a Venn diagram titled Challenges features three overlapping circles labeled Curriculum, Student Learning Needs, and Online Platform. An arrow labeled Instructional Integration points to an area where all three circles overlap. The overlap between Curriculum and Online Platform is labeled M.L.S. Platforms. The overlap between Online Platform and Student Learning Needs is labeled Supportive Environment, Student Friendly, Accessible. The overlap between Student Learning Needs and Curriculum is labeled Practical Application, Building Community, Best Teaching Practices. On the right, text appears: Program Goals, Curriculum, Professional Development, Integration of Technology, Networking, Alignment: Online and Onsite Programs. (SPEECH) ELENA GOMEZ-LECARAO: So when they hired me, I come from a background-- just to let you know, I've been teaching at the community college and using Canvas for a very long time. And so I already had that experience of Canvas and teaching at the community college. I teach critical thinking. And so when they approached me and they offered this TOSA, my brain right away went to three big parts, which are the student learning needs, curriculum, and then the online platform. So how am I going to bring all these three things online? And so I decided to focus on and break this down into these categories, which are the program goals, the curriculum, the professional development, the integration of technology, networking, and most importantly-- that's why we joined DLAC-- was the alignment of our aligned program with our on-site. I will tell you this 100%. We could not function as an online program without aligning with our on-site program, because they are the ones who our students see when they come and enrolled. That's the first phase they see, and they represent our online program. So this is the focus that right away came into my head. And I'm like, OK, let's see how this is going to play out. (DESCRIPTION) Initial Barriers: Remote Collaboration, Communication, Organization, C A C A S Testing Online Students, Streamlining Procedures: Online and Onsite. On the right, a box contains two icons labeled Curriculum Testing Online Tools and Organization Structure. (SPEECH) PETER MANCILLAS: OK. So since I've never created an online program before and I helped the principal run the other ones, we just looked at an online program. It's like, OK, it's a school, but everyone's online. And we really didn't know what we were getting into, and not in a careless way. But a lot of the-- an online program requires just as much administrative support, if not more, than an on-site program, because everything you do online with teachers who are hundreds of miles away, you have to have very direct, explicit communication. Whereas if you got folks in your building, they can drop in on you, you can talk to them, go down the hall, get a bag of chips. You can't do that with online learners. I mean online staff. Go ahead. (DESCRIPTION) Text: Main Objective, Alignment of Both Campuses, Alignment of on-campus and online support. Challenges: Communication, Streamline procedures, Resources, Remote Collaboration. On the right, an Initial Layout organizational diagram shows Jefferson Adult school at the top with Onsite Programs and Jefferson Adult Online Program on the second level. Four boxes branch off from Onsite Programs: Main Campus High School, J H S Adult, Our Second Home, and War Memorial. One box branches off from Jefferson Adult Online Program, labeled Online Teachers. (SPEECH) And so there we are. We have our five sites, and the adult online program was just one of them. Go ahead. ELENA GOMEZ-LECARAO: Let me also share that this is what we started from. This is what it looked like. This is a diagram of what we started working with. And so the challenges, again, were communication. We have to be very strong in communication, streamlining procedures. Everything that the on-site is doing, we need to be able to align with that. Also, the resources, the resources that are being used in online-- how do we tap into it for the on-site and the on-site to online? And then the remote collaboration-- I mean, Peter and I see each other three times, four times, Zoom, and most every day. That communication is extremely important. So this is what it looked when we started. This is a diagram of where we were three years ago, because now we're going into our third year. PETER MANCILLAS: Three years ago. ELENA GOMEZ-LECARAO: Mhm. (DESCRIPTION) Text: Areas of Growth. Team Building Communication: Weekly Zoom Meetings, Google Docs and Calendar, Text, Encouraging Emails, Inspirational Words, Debrief/Welcome Back. Handling Conflict: Clear Communication, Clear Expectations, Time to Share and Listen, Appreciated Different Perspectives. Staff members smile in photos. Text: Front Office Staff, Registration Clerks, Testing Staff, Onsite TOSA. (SPEECH) OK. And so here are the areas of growth that through that journey we have happened to really look at. One of them is team-building. Of course, we had to have weekly Zoom meetings. We had to put everything in Google Docs. We have to have the Google Calendar. We texted each other, encouraging emails, and I say encouraging emails because there have been times where there's so many emails coming through that you have to smile at some point. Inspirational words, encouraging. I mean, we had to encourage each other. We are a very, very small school. And so we really had to build a relationship here with Peter. PETER MANCILLAS: Yeah. What I've been hearing all day is just we're a small school, and we're just stretched very thin. And we're trying to be all things to our community. We're no different. But in terms of the encouraging emails, it's important for us when everything is done online. When an email goes out, it's hot, meaning you got to watch every word. You got to soften what you're saying and realize that this person-- what state of mind are they in? Like, your staff member, where their head is at when they're reading an email. So you have to be very, very encouraging and positive without expressing frustration. And no, I didn't learn it the hard way. Elena and I were pretty compatible. Yeah. ELENA GOMEZ-LECARAO: And so the handling of conflicts, again, clear communication-- we definitely have talked about many things that we see through different perspectives. Again, I'm 100% remote. And so I don't know what's going on on site. I don't know what the dynamics are. And up to this point, February of this year was my first time I actually visited the site. So here I am calling the front office staff, talking to them, emailing them, but they've never seen me. They've never met me, not until February, where they flew me in and they were able to see a face. And I brought in a lot of candy, and baggies, and saying, I'm so sorry for being that person who's sending you all these emails and calling you all this time, and giving them a hug, and spending time with them. My goal that day was that I needed to build a really good relationship. PETER MANCILLAS: Five minutes. Yeah, time flies. ELENA GOMEZ-LECARAO: OK. Yeah. (DESCRIPTION) Achievement After: Current Layout. Action Plan: Multiple Meetings with Front Staff, Written Procedures, Emails, Weekly Meeting with Online Teachers. On the right, an Alignment Plan organizational chart represents alignment online and onsite. On level one, boxes represent Front Office Staff and Onsite Staff Teachers. Level two includes boxes for Curriculum, Teacher Support Payroll Administrative, Student Support Registration/Placement, and Testing C A S A S. -- On the third level, Account Clerk Onsite TOSA duties include intake, Adult Online Orders Venture Codes, Digital Orders, Calling Students and Orientation Appointments. Assistant Office Onsite TOSA duties include Intake, Testing, Calling Students and Orientation Appointments. Admin Assistant Onsite TOSA duties include Intake, Calling Students, Onsite Teachers, General. Navigator Onsite TOSA duties include Helps Office, New Student Orientation, Test, College Guide. Registrar Onsite TOSA duties include Intake, Calling Students, Makes Appointments, TopsPro C A S A S. -- Assessment Tech Onsite TOSA duties include Testing Onsite, Online Whole Group, 1 to 1 Online. (SPEECH) PETER MANCILLAS: OK. Here's our layout now, organizational chart. And we're just putting it up not for you to read everything on it but just saying it's gone from something very simple to highly, highly complex. It's actually has more moving parts than some of our on-site functions are. Go ahead. (DESCRIPTION) Text: Achievements: Improvements, Growing Pains, "Aha" Moments. Timeline of successful moments: January 2025: J A S online coordinator visit. January to present : New student orientation. April 2025: J A S Online Homepage. April to present : Canvas is implemented. May 2025: J A S online students come to main campus for C A S A S post-test and reception. Screenshots of curriculum materials and student dashboards appear below a Team Work graphic with colorful hands. (SPEECH) ELENA GOMEZ-LECARAO: So here we're going to talk about some of the achievements. We have done a lot. And it's been a very good learning experience. Before, again, we wanted to do Canvas, and we started with that mindset. But before we could do Canvas, we had to build our home page so the students could go ahead and sign in onto Canvas. So we went and started our home page. We had to do that and get it ready. And then we borrowed this from Long Beach. I remember coming up to you for the intake for the students. So we use that intake again for students who are coming in and wanting to go into the online classes. And the staff was giving them this. And then right away we developed a hyperlinked document with six different languages so that when students come in, they were able to get an orientation, which is what Twyla is part of. (DESCRIPTION) Twyla holds a microphone. (SPEECH) TWYLA EVA: I'm going to be-- PETER MANCILLAS: Go ahead. TWYLA EVA: I'm going to be quick with the online orientation. Because of our alignment with the on-site and the online team, we were able to do a online orientation for our new students. This gave them the opportunity to be tech-ready for their online class but also know that we have resources on site for them that they can access. PETER MANCILLAS: Go ahead. (DESCRIPTION) Text: Creating Community. Proudest Moments, AHA Moments! Coordinating C A S A S Testing - Increase Pay and Points and Creating Community. On the left, an invitation to a Jefferson Adult School Meet and Greet appears. On the left, photos show students in an online class, then meeting in person at an on-campus meet and greet. (SPEECH) ELENA GOMEZ-LECARAO: And this is one of the most greatest accomplishments, our a-ha moment. That a-ha moment came because remember when I said they flew me in on February? When my online students realized that I was coming in, they drove two hours to come and meet me. And they wanted to see their classmates. So they took me to the mall, and they took me to any place I wanted to go. They were just so wonderful. But out of that a-ha moment, that moment, came about, OK, we're struggling for online students to come in and test, come in and get them tested. So what did we decided to do? We did a meet and greet. And we had these students online come and meet and greet your classmates. They came down. And what did we do when they came down? We went ahead and gave them a place to take a picture, had snacks, and then right after that get them tested. And they all got tested. And we did this group testing, and it was very successful. And so out of that was a great a-ha moment for us. (DESCRIPTION) Text: IDEAL Contributions: Collaborations, Professional Resources: Experts in the Field, Research: Canvas Course. Susan C, Constructive Feedback. Networking: O-TAN Adult Education Partnerships. Digital Literacy Academy Cohort (2 year program). Adult Ed Resources, L.M.S. Cohorts, Symposium. Coach Susan C, Constructive Feedback. (SPEECH) PETER MANCILLAS: And because we've been so big on testing and-- there's a lot of ways to measure success at a school. But because we've been on it, our payment points have doubled in the past two years. But they were not that high. We could have made them higher two years ago, but we're doing well. (DESCRIPTION) The presentation advances to an Outreach slide. (SPEECH) ELENA GOMEZ-LECARAO: And then we-- can you go back, please? (DESCRIPTION) The presentation returns to the IDEAL Contributions slide. (SPEECH) And what we really had with IDEAL that we joined was that-- thank you, Susan. Where are you? There you are. Thank you so much for everything, the collaboration, the research. We have that document that we're reading that has links. I don't know if you click on those links. I click on those links and download those links with the Canvas course. A lot of research there. And so thank you so much for all this networking. We wanted to network. That was one of the greatest need for our program. PETER MANCILLAS: Go ahead. (DESCRIPTION) Text: Outreach. Seeking new learners, Structured transition navigation services. Challenges: On-campus and online support. Below, two flyers promote online courses available to adult learners. The flyer on the left reads "Educational Support Careers Working with Children in K through 8 Schools Hybrid Course" and features photos of smiling students. The flyer on the right reads "Learn English from the Safety of Your Home" and features a stylized image of the Statue of Liberty. (SPEECH) So just like everyone else, we've been doing outreach. We have a hybrid CTE program, which is we're going to do paraprofessional training for the elementary school district. And our flyer that we have has-- we've just changed the tone completely. The earlier one had happy young adults with backpacks and smiling learn online. This reflects the political climate that we're in right now. And this I've distributed in several languages to the middle schools in the area. So we're getting a lot of response with that. ELENA GOMEZ-LECARAO: And so we keep on flying the plane. (DESCRIPTION) Text: Areas of Need. We continue the journey. In an illustration, a crew builds an airplane in flight among the clouds while other aircrafts share the sky. Source: agiledata.io. (SPEECH) PETER MANCILLAS: We're done. (DESCRIPTION) A road sign reads: Challenges Ahead. Text: Challenges: Recruiting, Retention, Funding. (SPEECH) ELENA GOMEZ-LECARAO: And so can you go just to the next one, please? (DESCRIPTION) Seeking Financial Resources to Support Program Development. Grants, Partnerships, Educational Funding. (SPEECH) And so our challenge is right now we need grants. Hopefully we can get some more information on that partnerships and the educational funding to bring in for our program. PETER MANCILLAS: Good. Now I can drop it. ELENA GOMEZ-LECARAO: And then you guys brainstorming. (DESCRIPTION) Seeking Ideas for Student Retention and Program Promotion. (SPEECH) And so thank you so much. And the Q&A? And there we go. Thank you. (DESCRIPTION) Summary: Jefferson Adult School Online Program began in February 2020 as a fully online school, providing resources and support for remote learning. After an unsuccessful attempt at a concurrent online class, the program relaunched in fall 2023 with dedicated online staff. While seeking to improve student retention and promotion and secure funding, the program has successfully built community, aligned its online and in-person components, supported online teachers, and streamlined processes through digital tools and regular communication. (SPEECH) PETER MANCILLAS: Thank you. (DESCRIPTION) Q and A Session. (SPEECH) NADA ANASSERI: Thank you, Jefferson Adult School. Great job. All right. So we have a couple of questions. We'll start off with Sarah here. SARAH: So your student population that's online only-- you mentioned that some of them drove two hours to meet you. So is it not limited to around the Daly City area, San Mateo County, or is it outside of that county as well that students can enroll? PETER MANCILLAS: We're focusing on serving our attendance area in Northern San Mateo County. But there's nothing to prevent them from the Bay area, Daly City, high rent. And if you join us in Daly City, you come to our school and you're online. Moving to the Central Valley is an option, and we welcome our learners. Everything is digital. They don't have to come in. And those are folks who we test who we do-- who we test remotely instead of doing a meet and greet. ELENA GOMEZ-LECARAO: And some of these students-- one of the students moved to Sacramento but started with their school and continue. So we're having many of these students moving and for a period of time being somewhere else. And they might come back. But this student did the CTE, they came in, they come in for testing in person, and they will drop out. So I think it's that commitment that they see that they also commit to coming back. PETER MANCILLAS: Don't we have a student from Myanmar? ELENA GOMEZ-LECARAO: Yeah. And we have a lot of students from Myanmar. And they're also who temporarily got stuck over there, and they're still continuing their education. One of the things that I forgot to mention is the flexibility of our programs that we didn't see coming. We're having students coming from the online, going to the on-site, and then from the on-site going to the online. And then we're having these students also do-- we have a CT course, or we have a-- where they're coming in for hybrid. And our online students are-- the higher level are joining the CTE courses. And so it's that flexibility, that mobility. It's happening without us really putting it out there. It's just a natural, organic thing that's happening. NADA ANASSERI: OK. We have a question over here. JOHANNA GLEASON: I'm Johanna from San Diego College of Continuing Education. What you guys are doing sounds absolutely amazing. And congratulations on your accomplishments so far. I was wondering, just because this is a big issue at our institution. It's great that you're translating the hyperlinked document into all those different languages. But do you have any students who have literacy issues in their own language? And I also wondered what languages you are dealing with. ELENA GOMEZ-LECARAO: So what we did was-- it was not just a translation. We also had-- I recruited my own students from my online program to be the translators. And so they're the ones who translated and recorded. We recorded videos of them. So these are the students. So I asked my students, anyone could help me with Arabic? And I know I could have done Google as translator, but I realized that these students need to be part of this journey with me. And so I went ahead, and they were the ones translating. So some students do have the basic, basic needs. And I'm going to let Peter talk. PETER MANCILLAS: Yeah. We can't offer them online learning if they're basic, because they may have other literacy issues. And so we start them at-- we start them at low beginning, and we have quite a few basic classes on site. NADA ANASSERI: Great. Valerie, it's going to take me a minute to get over there. Sorry. OK. Well, then this is going to be our last question. PAUL PORTER: While you're walking, you forgot one alumni. I went to Westmoor High School. Is it still there? PETER MANCILLAS: You're darn right it is. PAUL PORTER: Yes! TWYLA EVA: All right, and a shout-out. Shout out. PETER MANCILLAS: You're a Ram. PAUL PORTER: I'm a Ram! PETER MANCILLAS: That's their mascot. PAUL PORTER: Damn Ram. [LAUGHTER] VALERIE CRAIG: Valerie Craig from Porterville Adult School. So, have you had any students that have been totally online that they did remote testing, pre- and post-testing, and they just have totally been online? Haven't come into the school site to do testing or anything at all? PETER MANCILLAS: They do come on site to register. We don't have that. We don't have that happening yet, but they come and register. And while they're there, if they're coming in the summer, we get them in to do a pre-test. And the remote testing, because of the costs involved, if you got one proctor with one testing one person, that's about an hour and a half. But just like everyone else, we can do 25 to 40 with a proctor if it's done on site. TWYLA EVA: So we do have some students who have disabilities, physical disabilities. And we do make an exception for them to be completely remote. ELENA GOMEZ-LECARAO: And the other thing talking about our initial goal also for joining the DLAC was to get more support with Canvas. And I knew Canvas as a designer part of it because that's when you learn to create the pages. You create the modules and all that, but I did not know Canvas as administrator part of it when I went into the training. And so now our online teachers are going to implement completely Canvas in the fall. But yet I want to be the one managing the enrollment and everything else because you need a key person who understands how to do that and be able to import from ASAP onto Canvas. And so that's been also a win-win for us. NADA ANASSERI: Fantastic. I'd love to-- we hear flexibility in their presentation right from learners joining from anywhere, teachers teaching from anywhere. So congratulations. Thank you so much, Jefferson. And then, Twyla, we haven't celebrated her. She is a member of the team, but she's also the classified employee of the year for her district. So congratulations, and welcome. Thank you. Thank you. (DESCRIPTION) O-TAN Online. 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