OTAN, Outreach and Technical Assistance Network. Okay, hi everybody. So it's gonna be very interactive today. So like every two, three slides, you'll see I'm gonna ask questions. So get ready to type and share. It's, yeah, trying to make it as interactive as I can with this setup. So the session is on getting started with computers. Right off the bat, I'm gonna tell you this is an in-person class because we had some major problems with our demographics. We have students, a lot of students who have never turned a computer on, who don't know how to use a mouse, who don't know how to double click. So those are things you could teach them online. We found that the best way was for them to come on campus in small groups and do this with us online. So that's what this presentation is gonna cover. We've already done three sessions like this since November and we're going on the fourth one in one week, we just finished our last one. So basically what you're gonna get out of the session today is it's like a hands-on computer class. It's only five times, it's a workshop setup and it helps students with level gains. I'll talk about that. I'm gonna tell you how it leads to their success and our success. So I just wanna tell you a little bit about me. I used to think that no one cared, but they do. Like people always wanna know who it is that speaks some presents. So we actually immigrated to the United States in 1989 from Armenia because it was part of Soviet Union and we were trying to get away from communism. And then we came to the U.S. I did pretty well with schooling. I went to Cal State LA, got my bachelor's degree from there. I worked in the private sector. I was doing like accounting, financial, insurance stuff right out of college. And I even had my own small business which still exists, but very, very small scale. But ultimately I found that it wasn't for me. So I ended up applying for jobs specifically at public schools. I got a clerical job. I was a clerk typist. Then I became secretary and then a bookkeeper at Fontana High School. And then I decided that I had a really good thing going with high school students. So I got my teaching credentials and then I became a teacher. So by day I was teaching high school math at the high school and then in the evenings I was coming to adult school and I was teaching adult school classes which is why when we had an opening for an assistant principal position since I had my admin credentials at that time I went ahead and applied. So it's been three years that I've been assistant principal here at the adult school. And that's my family. I have two young children and my husband and I have been married about 17 years. We'll be 17 years coming up soon. That's me teaching to a GED students, GED math. And then I actually won a big award when I was a teacher, high school math teacher. So that's the picture you see with our superintendent and the county superintendent. That was a big honor for me. I'm really proud of that moment. Rosanna? Yes, ma'am. We do have one question in the chat that just says, did you do this online or in person? In person, all in person. Perfect, thank you. You're welcome. So at Fontana Adult School, our biggest program is ESL. Majority of our students are here to learn English. And as soon as we get them in, we try to have them go into the GED program, maybe the diploma program, citizenship, RCTE programs, their office occupations, interpreter translator, paraprofessional, cottage foods is like when they make foods at home and then they sell them and the medical classes, pharmacy, tech, medical assistant. So a couple of fun facts. So this is where you get to share. If any of these apply to you, then if you could just say, yeah, me too say something in the chat, I'd appreciate it. So I'm left-handed, but I guess my parents said that it wasn't proper to be left-handed. I don't know if it's a Soviet union thing. I don't know. So they taught me to try to do as much as I can with the right. It didn't work except the writing. I write with the right, but I do everything else with the left. I've not dyed my hair. This is my natural hair. I'm waiting for it to go gray until I do it. I bite my nails like crazy. I've done it ever since I was young. So if you bite your nails, put something in the chat so we could connect. I love Seinfeld. I like, well, I love, I love Lucy. In fact, my daughter is named Lucy because of, I love Lucy. I love watching the office and I have a website that's called efficiencyandorganization.com where I put how like you could be more efficient in life and stuff. And I'm seeing some chats. Let's see what people are saying. So this is the part. Holly, what are they saying? Are people- So what we have is the South also does the left-hand thing. We have, Rosanna, we are twins separated at birth. I like Seinfeld. Me too, with the left-handed. I love Lucy. Oh, good. I don't use hair dye anymore. Love Seinfeld and I love Lucy. I love Seinfeld in the office. I like Seinfeld, well, love. And hair dye, really bright for COVID and former nail biter. Former, I don't know how they did it. So horrible. I get them done because of that, but yeah, I'm gonna go tomorrow. Okay, some question. If you are an administrator or if you're not in the classroom, they're like, let's say you work for a company and stuff. If you could show a reaction, I just wanna gauge to see who's like what, you know, in the group. Cause we have 28 right now, so I'm just trying to see who's what. So if you go to the reaction and put it, I think this is something I could actually see. Oh, good. I found one person. Okay. Second person. Third. Okay. Now, if you work at a school site, can you react? Because this is probably, okay, I see some thumbs ups, okay. And then if students, are students allowed to come back? As far as, you know, I know things are changing rapidly, especially with the law that was passed. If they are, are students allowed to come back to your school site? Do you know yes or no? So if you wanna do thumbs up or some kind of a reaction. Oh, good. Some people are typing too. Yes, in the chat, we have starting to come back case by case and then for one on one testing and for testing only. And then now we have out of the classroom, but not an administrator working with all programs. Yes, for enrollment and testing, for testing only. So it looks like they're coming back. One says we're going to be face to face in April. Yeah, which is like right around the corner. Okay. All right. So here's the thing with us. The testing, I'm glad that that came up. Our Gossas testing, we've been doing in-person since May. So our district said, if I submit like a step-by-step protocol and convince them that it's gonna be safe, they would let us do it. So since May, we've been doing it. We have a room that's really big and we measured with the tape measure to make sure like we wanted to see the square footage and we learned that from Corona Norco actually, they're the ones who taught us how to do this. We even know the room could fit like 48 people. We only do 14. That's how spread out it is. So since that was kind of like a trial for us, we saw, oh, okay, it's working. Nobody's really getting sick. Upon walking in, we're checking temperature. We're giving them a wipe. So they have to go and wipe their station. We do it where in between sessions, we schedule the appointments. So that way when they come in, like the custodian has enough time to go clean, but even then, see, it's all about like them feeling that it's safe. They don't see the custodian cleaning, right? So what we do is we give them a wipe upon entry. We go, you know what? Just wipe now and wipe before you leave, just in case. So it's been working out well. This was since May of last year. And then we saw that that was going okay. We started doing our Pearson view testing. So we've been doing GED testing and stuff all this time. So this is how the getting started with computers came up. When we registered students, especially in August, we were noticing that they were coming, registering, but they weren't attending. It's like, what's the point of registering if you're not gonna attend? Then we found out that it's because they didn't have computers, number one. And when they did have computers, let me close this, it was that they didn't know how to use it. I'm telling you, there were like, they never even knew how to turn it on. So we were like, how do you, if they don't even know how to turn on the computer, how the heck do you teach a class online? They used to be able to open up their Zooms on their phones, but then they were coming complaining that they couldn't see the phone was too small. So that's why for us, we said, no, we're gonna do this in person. I'm gonna be honest with you, we had a very hard time getting teachers for it. So guess who did the first sessions in November? I did. I did morning and night. I'm the assistant principal, but I'm still a credential teacher. So I did the classes, it was, it's three hours, nine to 12 in the morning, four, 30 to seven, 30 at night. So we offered it to the students. They have to wear masks and we are doing it in the MPR. Now look at the picture that you see on the screen. Look how much space there is between the students. It's a lot of space. It's the big cafeteria and there's only 15 students in there. So of course it's gonna work out. The desks are spread apart. Now here's the thing, I do walk around and I go and show them things. I'm wearing my gloves, I change them frequently. Like every five minutes or so, I'm changing my gloves because if I go to this guy, I'm touching, I'm showing him what to do. Obviously I might take his germs to the other guy when I go. So I change the gloves frequently. And then sometimes I don't wear the gloves but I have the hand sanitizer that I use so that way I can make sure I'm cleaning as I go. So MPR 15 students, I have a computer cart in the back. That's where they go grab the computers and use it. We have had since November four sessions, our next one because it's so popular is gonna start on May 15th. And it's only, let me see, five times only. So it's Monday, Wednesday, Monday, Wednesday, Monday and we're done, five times only. The reason I did that was because I wanted to see if I could get like more of the students to stay if they knew it was short-term and yes, they are staying. In the beginning, I might have one student drop out of the 15, but the rest come back, you guys. I think it has a lot to do with it being short-term because it's kind of like they see an end in sight. And each class, they know exactly what I'm gonna cover. So they know, oh yeah, this is the Microsoft Word day. This is the PowerPoint day. This is the Excel day. This is the Outlook day. So I'm gonna show you what I do each class session. And Rosanna, we do have a couple, one comment, one question. Mary said, we issued out many of our devices and then also began a computer basics. And then Margaret asked, does a laptop battery last? Yes, because we charge them. So when I'm the one who picks them up in the morning, so overnight they had charged. And then what I do is as soon as I'm done, 12 o'clock, the custodian comes, wipes, puts them back in the charger. So yes, they do last, good question. Thank you. Yes, any others, Holly? No, that is it for now. So the gloves, we have them, but we don't say that they have to wear them. Masks, obviously they do, but the gloves, we make sure we have plenty up on the stage area so that they could pick them up if they want to. They get a wipe at the end. Like as they walk in, I check temperature, I give them a wipe just so they could feel better wiping their table, wiping their computer. And then with me, if I can, I have a tutor because it's really hard, like they need so much help. It's like my uncle, my uncle was a welder. He never, ever in his life touched a computer. He didn't have to. So it's like, I could just imagine telling him all of a sudden you have to learn from home. He would have a hard time. So he would come to a class like this, but you can imagine never, ever having used it, double clicked anything before, not knowing what cap lock is, tab is, it's hard for them, right? So that's why what I do is I try to, if it's a big class like 14, 15 people and I'm the only person, I try to get either somebody to come with me because I had a hard time initially getting teachers to come. I did have college tutors come to help me in the class to circulate and help also. And we do have one new question. What kind of wipe for the computer and keyboard? Isn't it bad for the electronics? And also Clorox wipes aren't allowed in our district, I don't think. Is that an issue for anyone? I don't know if they're Clorox. Honestly, all the wipes are from the district. We have a site that we go and we order the gloves. We order the, even the face shields and stuff. We put it, I use whatever they give us. And that's a good point. Maybe it is bad for the technology, but we use it, you guys. We've been doing this in May and it's been okay. We haven't had any technology go bad on us, but she does have a good point. Like I don't use the wipes at home. My Clorox wipes on my laptops at home, but here it's been okay so far so good. Okay. And someone else said we wiped down all of our Chromebooks and laptops with Clorox wipes. We haven't had any problems since August and we have Clorox wipes from the district. So that's it for now. That's a good point. I don't know if it's Clorox, but they're definitely disinfecting wipes and I'm just using what they gave us. They actually told us, do not buy anything on your own. You must use what we give you. So that's what we're doing. That's from the maintenance department. Question, are there teachers willing to go on site to work with students at your site?  Can you guys just kind of share in the chat? I'm just kind of curious. We have a yes, currently no. Sandy Cloth and we have training to use this product. Some are willing to come back. Yes, yes. Okay. We'll be having this discussion next week. Some, they are nervous and the cleaning is a big issue. We have been working on sites since August, small groups, one-on-one, all teachers. Teachers are willing, but we have pushed back from the union. A few, including myself, but others still do not want to. No people on campus yet. No, we are currently doing a six-week all online computer training class, which has its challenges. Waiting till fall. Los Angeles Unified School District is voting district-wide this week on whether or not teachers are willing to return without certain conditions in place. We have choice per our agreement to be on campus or not. We're also doing an online computer class just started this week. The union is voting. Our teachers just filled out a survey about this. 85% of our teachers said they would return if vaccinated. We are getting our vaccines tomorrow. Okay, so my vaccine, the second one is today. So right after I'm done here, I'm gonna go to Loma Linda and get my second vaccine. But when we started this, we didn't even have the vaccine. It was in November. So I think, yeah, from what I'm hearing, that actually sounds like a lot of people do wanna go back. So that's good. So I just barely got a teacher to join me after she got vaccinated. So that way she can learn how to do getting started with computers and take over. So she's gonna be with me. She was with me this last time. She felt comfortable enough because she got the vaccine. She said, yeah, I'll come help you. I'll watch you. She's gonna do the next one with me that starts March 15th, because it's only five sessions. And as of April, she'll take over completely. But yeah, the vaccine helped tremendously in her mind to help herself. She wanted to make sure she'll be okay when she comes and works with the students. And when she did come back, she goes, oh my gosh, what a relief because I feel like I'm out of the house finally. She just felt like she was back in her element. It was so cute every session she said that. How about students, you guys? Because I'm talking to students and they're kind of giving like, I don't know, do you think that the students are gonna come back or what's your like, what are you guys hearing from the students? Are they willing to come back? And then also if are they not attending because of computer issues? Like the ones I'm describing where they're welders and they're like custodial, cleaning, housekeeping and they've never really used the computer before. Okay, so I'll go ahead and start reading as they come in. Students are nervous to return and waiting for their children to return to school so they can return. Asians know and others, yes. The district decides when we return. Our teacher union decides how we return. Our students have mixed feelings. No, they aren't. Students are holding off on registering until we come back. Many said they would not, but this was in January. Only 20% said yes and the remaining said not yet. Students have been mostly able to come in and participate but many of them enjoy working from home and then come in when meeting support. Some are willing to come back. The older students are hesitant. Our students want to return but they are nervous. Our teachers want to return but they're nervous. We have several families who've dealt with COVID in their families or they are supporting sick family members. My students from older adult programs at SDCCE really like the online format more accessible to them. There are those who do miss the in-person interaction but there are many that would not return yet until the pandemic is under control. Our numbers were cut in half. In March of 2020, students now less than 50% want to continue online. Some probably stayed back but most of our students are liking the online class and want to continue. They have learned a lot of tech skills, even the older adults and that's it for now. Got it. So here's how we do the classes.  So that we do right off the bat. And then here's what we do in the first session. The application part is already done but basically I talked to them about hardware, software. Like they don't know what a USB drive is. So this is like our population here. They don't know what that is. I talked to them about internet safety, digital citizenship. They don't know how to do online searches. I'll give you an example. We had ESL classes at our local community college, Chafee College. So the counselor who was trying to help them register, she said she couldn't register them online because they didn't know how to go in the search and type www.chafee.edu. She said she had a hard time. So I said, okay, don't worry. I'll make sure in getting started with computers we're teaching the students how to do those basic search skills. So we do a hundred searches. First they have to go and type www.barnesandnoble.com, target.com, walmart.com. And then what we do is then do the search key, like where they could go and search and then something comes up and they click on it. So things like that that we kind of take for granted that we know how to do, we found with our students was an issue. So I cover that on the first day, like the first session. Right clicking, left clicking. They like, that's a big deal. They're still having a hard time. So the double clicking is a big deal. Like they go click, click, and then by then it's like the line becomes blue. I'm telling you the things that we used to take for granted they were having a lot of trouble with. So we had to practice on the first day, 30 times. Click, click, click, click, click so that they could learn how to double click. How to like the monitors, where's the on, where's the off? How do you control that? So all those things we had to do on the first day. Question again, do you guys have issues like that? Have you seen students come in or talk to you? Do they know how to double click, right click, left click, do they know the difference? While they're typing, we have had a couple of requests for your PowerPoint. And so I've let them know that they can email you and that you will send your PowerPoint to them. And so when you have a chance, if you can either say your email address and I will type it in here or if you can type it in the chat. Yeah, I'm gonna put it in the chat. Okay, many students actually are using tablets only. And Jill said we have the same problems. Hold on, the chat's moving very quickly. Many beginning level students have basic computer issues. Mouse clicking and with Chromebooks, they don't know how to use the touchpad. So mouse monitor don't apply to them. Oh, Laura, I'm sorry. So Laura had said many students are actually using tablets only. So the mouse and monitor don't apply to them. And then Kelly, would you be willing to share your five session lesson plan for this class? Definitely, I am. The whole thing I'm willing to share. If it's gonna help anybody, I'll just give you the PowerPoints and you do whatever you need to do. You couldn't even change them and make them your own. I'm definitely gonna share. And we're here. Yes. Here's a couple more. Yes, SS for computer illiterate. So two years ago, we used ESL computer basic textbooks. We used to do a popular beginning class. The teacher supplemented with PowerPoints. Even when we were in person, many students, older adults had trouble with clicking, double clicking, dragging, cutting, pasting, turning on, off, controlling volume. I dedicated time to teaching these skills and also continue repeating. We have Chromebooks with a mouse. I had for another program. There are some websites that had clicking practice. There's two more comments. We have a basic course for ESL in the past and basically continued this and shorter version. So many students do not know how to type. Keyboard familiar, et cetera. I taught low-level and high-level computers for several years before COVID. So we went online mid-March. It worked, but the students had already learned some tech skills. Teachers. Oh, my God. Who's the person who said that they used to teach? See, that's our mistake. We did a little technology. Linda, I hope I'm pronouncing it right. Linda Lehmann. That's awesome, Linda. Oh, my gosh. Like, if we knew this was gonna happen, we would have really put this some effort into teaching. We would have really put this some effort into teaching on these skills. And Beverly said, teachers teach typing. Oh, that's awesome. Yeah, I think in the classes and the ESL classes, they used to do a little bit of typing. They used it as a strategy because they said that some of the students were arriving too late and so they would have them do like 15 minutes of typing in the beginning. But yeah, that was only in some classes, not all of them. So yeah, this is like the hardware stuff that we teach on the first day. Parts of a computer. So number lock, backspace, enter, cap lock. That's another thing I noticed was for every time they had to make a capital, like I want to go. They would do cap lock, I, cap lock. So I had to really get them to use shift, what the shift was for, comma, period, out, exclamation. So in the beginning, if you remember, I told you that the persistence, besides the persistence being really strong in the class, like I hardly lost any students in either session. The other thing that was really good was the gossas, you guys, so you know how they had to do the gossas in the beginning before they came to the class? The rate of people going up like points on gossas was like 86%, I think, from the three sessions that I did. The level ups, it's like 65%. Like they actually went up a level because if you add it up, it ends up being like 15 hours, right? Like if it's five sessions, each one is three hours. It ends up being like 15 hours. So I do on the last day, the last hour, I have everybody in the class do the post gossas and then right away I go and I check and see like what the level gains are, 60% right about. The first class was great, it was like 70, but after that, it's been about 60% that they get a level gain. So that's why I think a lot of this vocabulary that you're seeing really helps them. And Rosanna, Beverly asked, do you use a textbook? Nope, I came up with all this. You know how after talking to the teachers, they were like, they don't know how to do this, they don't know how to do that. So that's when I went and then I was like, okay, so if we do five sessions, what can I cover in each one to make sure that all of these things that the teachers are saying that the students need are covered. And then also from just our experiences with gossas, like the things that you guys mentioned in the chat that the students are having a hard time, that's why I put those things like the double clicking and then the shift and the cap lock was because it was all as a result of this. That's why I have no textbook or any I just kind of came up with it based on what we saw was a need. So that's a good question, Bev. Okay, and then Jill asked, is this computer class aligned to co-op? Yeah, so here's what happened because I've never taught ESL. I used to be a GED teacher, like a GED math teacher. So what happened was when the principal and I talked about it, she was like, you know, if you're comfortable, we could get an ESL teacher with you once they feel comfortable enough to come and you guys could teach and have them do the civics with it. So I was like, okay, so that's something that we're gonna work on doing. So we can even, because you're right, this in one of the co-ops I saw everything that we're teaching, it's already there. So we're gonna try to do that. I'm scared because I'm telling you, I've never done civics, I wasn't an ESL teacher. But if I have an ESL teacher come help me, oh my gosh, this will be so great because we can actually even do civics and get some payment points from there. Okay, and then just a couple more. Margaret said, excellent results. Kathleen said, I thought we needed more hours than 15 in between pre and post test. Someone else answered that and said, you need a minimum of 40 hours in between. No, we were told 12, 12, and so the class is 15. So we do the pre and post. Okay, and then someone else said, we aligned ours to co-op 73. Well, you know what, I think for co-ops you have to have 40 or something. We're looking into that. But no, for Gossas, we checked with Jay and we wanted to, Jay Wright is our Gossas person. And so he said, yeah, as long as it's 12 and more in between, you could do the pre and post. So that's why we've been doing it. And then Victoria would like to know if this was tagged as an ESL class? No, it's just tagged as a workshop for now. But I'm submitting the, what is it called?  And if it gets approved by our district then we can call it a class. But I know for that what we're trying to do is make it where it would be 40 hours. I'm just kind of scared because if we do 40 hours then I don't know if I'll have the same persistence, you know? I feel like the students are coming. They're staying with me because it's so short. It's like 15 hours. They can invest five days into the class. I'm not sure if we push it to 40 if they will. It's something I have to experiment with because it's so new, you know? Okay, and then another one is would you be not your PowerPoint but would you be able to share your created curriculum with us so we could model our orientation after yours? Yes, absolutely.  It's not a problem. Okay, and I'm going to pass over just the comments and just go to the questions for you. So are you using the gains just for your information or what program do you align it with? I don't know. That's probably our tech guy. So what I do is I, we do the Gossas test and then I'm not sure what the tech guy does after that but I just try to track for myself to see how they're doing if they're making gains. And so like the first session I was so excited because it was like 70% level gains but then the second one when it was like 60 the third one was about 60, I was like, oh, but it is what it is. I mean, they're still getting level gains. I'm honestly not sure how that's going to affect us in the long ground especially since it's set up as a workshop but that's why we're thinking, okay, if this is successful, why don't we try to see if we could do 40? Why don't we try to see if we could do co-ops? So maybe that's something that you could do if I share my stuff with you if you want to take it, enhance it and stuff. Yeah, that'd be great. Okay, and that's it for now. Margaret did post a link for the info on North Star curriculum for learning computers at OTAN in the chat for anyone who's interested but that's all the questions for now. Thank you. Got it. And we give these tickets out. I used to do the same thing in my high school math classes too. So like to get the students to participate and stuff, I give them tickets. So every time like they're double clicking or I go, where's the shift key? Where's the enter key? Just for answering, I go around and I give them these tickets just to get them motivated. And on the last day of class, I do prizes like school supplies that we have that were donated to us. So yeah, like just see the questions you see there at button, they would always ask me, where's the app? Where's the app? Because like some of you are sharing if they have like the tablets and on the phone, if you notice the app is there, but if they're using a laptop, they don't know where app is. They don't know it's associated with the number two. So it's like things we have to practice, practice, practice. Where's the cab? Where's parentheses? So all those things are on the first day. Every time they answer, I give them a ticket. This is what I do for internet safety. I just go over the things that's there. I talk about pictures on social media, videos, how to be careful with the types of jokes they're putting, how to express themselves properly and not like getting too full on arguments and fights over people. Cause I know they're adults, but they sometimes don't know. And so it's our job to tell them how to like, just have more digital citizenship online. What kind of pictures they put of themselves and what that might look like for other people. If it's a public account and an employer or potential employer sees it. So I just kind of go over all these very informally with them. I ask them about social media, which ones they use. A lot of them have never heard of LinkedIn before, but they have definitely heard of Facebook. I even ran some statistics. So 76% of them even had Facebook, but only like 12 or 13% had Twitter. A lot of them are not on Twitter or any of the other sites. So one of the big problems we had was the teacher said that when they're learning online, they tend to quit because they don't have a proper workstation. They do it in the dining room and there are lots of people in the house who are talking and distracting them. So I just show them an example. I go, look, look at that desk.  It's just a normal wooden desk. You don't need fancy equipment. You just need a quiet area to study. Another example, I just go over these so that they know cause a lot of times they don't know. Another, I go, look at how organized the desk is. That way they could easily find everything. They have a small lamp. They have pencils. And then I tell them to get a USB drive. So I, we have USB drives for them so that they could get used to learning how to save on there, but we let them borrow. On the last day of class, I pick it back up and then we clean the memories off of them. But a lot of, like it's 50, 50, 50% of them actually do go and purchase their own USB drive cause we do a lot in the subsequent sessions that they could save on there. I let them know how it's only five classes, therefore they have to attend and they do. And I tell them that they're gonna learn a lot. I did have two people cry. I'm gonna be honest with you, they're older ladies. One of them said that she had worked in like retail types of places all her life. So she didn't know how to use a computer at all. So just from the frustration, she cried. Another lady cried, she left, but then she came back the next class. I mean, it's just growing pains. I'm just really glad that they stuck with it, you know, despite what they were doing. Yes, ma'am. We do have a couple of questions. Laura asked, instead of USB drives, have you considered teaching about cloud storage like Google Drive? We don't use Google or that's the problem. Our district, we don't use Google like hardly at all. I wish we did because I use Google at home and I love it. But because here we don't, and then it's the cloud and I'm not too used to that, I just tell them how, like I show them my USB and how I have like a lot of things saved on it. And then, so yeah, that's why I teach them to get the USB. Okay, and then Margaret said, good persistence. Shelly said, what is the lowest ESL level that can successfully take this class? And Natalie has the same question as that. Yeah, they are level two. So they speak absolutely no English, but what I do is I still speak, like I'm Armenian, I don't speak Spanish very well. I do speak some, I understand it really well. So I help them, but all in English. And I think, I really think this is why they get level gains because I keep it so English. So think about it, three hours of English, English, English, you know? And then so sometimes there's things they don't know and then I just go and I point it and I show it. Like Rialya, you know how they tell us when you're teaching in a class, you have ELD kids, you have to use Rialya. So I think that's one of the things that helps them. Okay. This is the, how to log into our computers because you know how it's laptops they're using. So this is what I give them, but if you were to use this, you know, have to show how they would do in your class. This was a big deal. The teacher said that they need to know how to go on the district website. A lot of them don't know how to get on. A lot of them don't know how to find their schools. Our district is composed of 45 schools. They're building number 46 up in North Fontana. So we go over them, we like focus on their kids' school. They go, they need to see how to find teachers and how to email them. So this takes place in session one. And then we go into emailing. So the whole first session, besides being able to do the very basics of computers, we spend a lot of time emailing. Now look at the sample. See the spacing? They don't know how to do that. So this is really good practice. We get in, they have to like capitalization. How to write dear, blah, blah, how to put a dot at the end of misses, at the end of mister, how to put a comma or colon at the end of the name. At the end, sometimes they have a tendency to put like, let's say they're putting their name, like Maria Jamison, right? They would put a period. And I go, no, no, you don't have to put a period. It's not necessary. But they learn how to do a proper email format. The reason I did this is cause again, the teacher said, they're sending us emails and they're putting a whole paragraph in the subject line. We don't know what they're trying to say. So that's why I was like, okay, let's help them. Let's help them write this cause this is a great career, college career skill that they could learn. Gossas packets. I have four Gossas packets that I give them to take home each of the first four sessions. Like 50, 60 questions each and their practice questions. So it's just like that. We took them from the Gossas website. So we made these packets that they get to take home and they do it and they're supposed to bring it back the next session. When they bring it back, we grade it and then we return it the one after so that they could see their mistakes. I don't know if this has also contributed to the level gains. I honestly don't know but I do give them these packets to do. We play Kahoot on the first day just so they could practice the parts of a computer and I didn't create it. I just went and put parts of a computer. I found this great Kahoot and we play it there. Okay, are we okay? Can I move on? Any questions, comments up too? We just have a couple of comments and if you would like rather than take the time to read them all, I can download the chat and send it to you afterwards. Yeah, that's fine. Okay. Because it's nothing pressing that I need to. And as long as the participants know if I have missed a question you have asked or if there is something that you, a comment that you made that you want read to her, please feel free to retype it. Sometimes the chat moves really quick and I may miss it. A question did just come in. How did you provide the cost of packets to students just when they came to the orientation? No, the cost of packets, there's four of them. So what I do is on the first day before they leave the first session, I give them all a packet. I send it to the district, they print it. It's kind of thick, cause it's quite a few questions. So then I just, we print them and then I give it to them and then they take it and then they have to bring it back. To be honest with you, like 50% do it. They don't all do it, but you know what? 50% is 50%. Sometimes they even ask questions. They go, how come this question I couldn't understand? And that's the part I love because then I'm actually going over a question and I like Gossas questions because I feel like they're like real life scenarios and stuff. So if they're asking a question and go, okay this is probably something that they need to know a life skill that they didn't know previously.  They didn't know. And that's one of the questions on Gossas. So an overwhelming majority when I asked the question, they didn't know how to read the maps that are on the Gossas test. And so I was like, oh, this is great because now I could go over it with them. So another thing I do, I'm willing to share these. We went, okay. So you know how I'm giving them the packet, right? They take it home, they do it, they bring it back. After the 20th packet, I gave them all to one of the ladies in the office. I said, can you go and tally which questions they are missing the most? We found out reading maps is a big problem with our students. Reading, like when you go to like the YMCA and they have a sign on the door, this session, this room at this time, that session, this room, this time, our students had a hard time reading those. So what we did was we strategically came up with questions, it's like 10 questions and they're just PowerPoints, there's four of them. Every class session, besides the packets that they're gonna take home and do, I do this as a whole class. I put it up, I go, okay, what do you think the answer is? They read and they argue. They argue over, no, it should be B, no, it should be A. And it's such good conversations. And what I do is I just walk around just for participating, I give them those ticket things. But yeah, I think that also is what's helped a lot with the GASAs games. Cause I'm actually, it's not, all of a sudden it becomes not just a computer class, but it's like learning life skills, GASAs stuff, you know? Okay, so we create a document together. Now this is like the second session already, Google images, they have to learn how to save them and then how to put them on, how to insert into their Word documents. So we do a Word document all together and then they go and then they have to do a couple on their own and the entire time I'm walking and helping them while they do this. So I send them an email just to gauge and see like this is a good skill for them. They have to be able to go into their outlook. They have to be able to open the email. They have to be able to respond in full sentences and then they have to be able to send it back. So this is like an email thing that we do a practice. And the questions, I just try to see who my students are, you know, like what they do, what they know kind of a thing. So this is like an email format I use. They do, so the second session is very heavy on Microsoft Word because our teachers use Microsoft Word and they said that they want the students to know how to use it when they go in. We do a letter of introduction. Look at what you see, you guys, they have to do all this. Look at the double, just the title. The title is bold, that's a skill. Look at the underline, it's double lined. Do they know how to do that? So we do that together. Look at the table, the color of the table, the centering of the titles of the table. All those that you see on this, they learn on their own. Italicizing, how to use the picture thingy to do the scribble and to write their name. So this one is like one of my favorite things that they do because it's like, this is teaching them a lot of computer skills, word skills in one document. Anything you guys wanna add before I go to the next one, any questions? We have, this is impressive. And then we have, did you have to help them establish an email account? If so, which one? Our district, because we don't use Google, unfortunately, it's Microsoft Outlook. So they have to learn to be able to go in their student accounts and that we do on the first day. So after that, like, and then that's why on the first day, I spend so much time emailing back and forth, back and forth. They have to keep emailing me questions, answers and stuff. And so that way they could learn how to get in and use it. And it's assigned by the district. So all of their ID numbers become like their emails. So if it's 214868, then it's 214868 at students.fusd.net. So that's what we do. It's like the district assigns them. That's all the questions for now. Okay, so this is questions again for you. Do your students know how to email? Do they know how to save documents?  Do they know how to email to multiple parties? So if you can please help me out, you guys. So can you give me some feedback? How are your students doing, like with these things that you see here? And while we wait for those to come in, one question did just come in. Do you show them how to create a personal email? No. Thank you. You know why? It's because it's blocked. Gmail, Yahoo, it's blocked. So like they can't, we can't even access it. Let's say I have a Yahoo account and I want to get in from our district, even us like staff, we can't get in. So that's kind of why I have to show it to them on their phone and I'm too scared to do that because then I have to touch their phone and I just don't want to mess with it. What if I press something I'm not supposed to? So one person says, I don't know if they know how to do that. One, it depends on the level, beginning, no advance, yes. And then we have a no sort of no. They know how to email one person, not multiple. They also know how to take pictures and attach them in an email. Most of our students know how to email but not all know how to use CC or BCC or to attach documents or pictures. Most of our students do. Yes on email, no and no on the others. It's a huge mix at our school. Most know how to email and save docs only if you can email to multiple parties. Got it. Okay, so see something like this then would be really great for your students. This is good, this is helping me. Okay, so this is a good thing. So then they turn in their gosses packet at the end of the second session. Like I said, I bring it and then I just grade it. So that way I could give it back the next session and they could see what they missed. So see again, they're getting two gosses. There it's not just the packet that they home to do on their own but it's also the questions that we go over as a class which are different. So then they come in for the third day we do a food list together. So basically what I do, this is what I used to do in my math class all the time. I always go back and review for my warm up what we did the previous day just to kind of refresh their memories. That's why even though the third day is really more PowerPoint oriented I still do a Word document because I wanna make sure they could remember. Look at this you guys, the title where it says food list that is a bigger font. So I do that so that they could learn to use a bigger font. All the tabs, the different kinds of bullets they learn just from this one document. So this is something that I cover and I have the word format.  I have to be honest, this takes a long time this particular one because it's not that easy to manipulate bullets especially for very beginning students students who have not like used computers before but I go no, they're gonna do it and they do, it just takes time it takes a good 45, 50 minutes for all of those 14, 15 students to finish that one document. And then we do calendaring too. So now that they know how to get into their student account they're more familiar with email by now. I go, okay, I'm gonna show them how to calendar just for the heck of it so that they know it's a good skill. At the very least they could put it on a job application that they know how to use Outlook they know how to calendar, right? So we do an upcoming holiday we do it where they have to like plan a party and then they have to send it, invite the teacher. So not only is it something that they're putting on their calendar but they're also inviting somebody. So we did spring break for example because here's what's interesting about spring break. It's a whole week. Do they know how to put a star? Do they know how to put an end? So that's why we go over this with them in the third one. Teams. Our district, I wish we could use Google Classroom but we don't. Our district uses Teams. I'm not a fan of Teams but that's what they encourage us to use. So we have to make sure that the students know how to use it. So that's why I make sure I go over Teams. I put an assignment in there that they have to open they have to do, they have to reattach they have to submit to the teacher just so they get the hang of it. Do you guys use Teams by the way? Can you guys like do a thumbs up or something? I just wanna see if your school is doing Teams or Google or something. I'm just trying to gauge. In the chat we have we use Google Drive we use Google Everything, Google Drive, Google. Lucky. Google, Google Everything, Google Drive. Nice. Teams is available. Yeah, see ours is different. We have to use Teams for everything. They use Google Sites and Canvas. And they're just. R-E-S-L uses Canvas. There was one comment from Mary. I just wanted to read you really quick. I teach A-B-E, A-S-C and my A-B-E students or my mature students struggle with so much of what you've covered. General Keyboarding Awareness, we use Google so that helps them. Oh, nice. Do they know how to do bullets you guys from your like just dealing with the students? Cause I know somebody said that they know how to do pictures, they know how to take a picture, upload it, that's awesome. Cause our students were having a hard time with that. Do they know how to do bullets? Templates, do they know how to use Microsoft Word templates? No. I had to teach student to save when we started teaching MS Office, not an issue with Google. Jill says no to all of those questions. Okay, got it. Okay, so then this is where we go. This is still a third session. We go into PowerPoint and how appropriate? I just thought, okay, since it's COVID time, we're all concerned about getting sick. Why don't we do a PowerPoint on healthy tips? So they have to make a 10 slide PowerPoint. I help them with each one. And then they have to go on Google and because we do use Google for searches, they find a picture. So like one of the slides is, because of for health reasons, I'm gonna drink less soda. That's one of the slides. So then they have to go find a picture of drinking soda, put it, here's the best part. The last slide, slide number 10 is references. So they have to go copy where they got it from and put it in the references. Because I thought that this might be good for them to teach their kids too. The whole concept of plagiarizing and stuff, how you're not supposed to just go pull images without putting like where it came from and stuff. So on the last slide, they have to go every time and put the link like where they got it from, copying, pasting, copying, pasting. And then they save it and look at that. They have to send it to all these people. So initially I said send it to three people, then I put five. So it's a good practice for them. Do they know after they do the PowerPoint how to attach it and how to send it to multiple people? So these are mostly our college tutors, like the first email is mine, and then it's our receptionist. The last one is a teacher and the second two, I put those on purpose. Because see, if they put mine, they might be able to find me because we're all connected through the district by my name. But do they know how to type a complete email address if it's not a district one, if it is Yahoo, if it is Gmail? So that's why I purposely put this on there. Sorry, I think I skipped something. We go on the Fontana Adult School website. I think this is like going into the fourth session already. They have to go in the resources page. They have to download the newsletter. So jobs, I have like on our website, it's called job sources. So they have to go on there and see how to apply, like just to be able to open it so that if they know people who need jobs, they can at least refer them to the site. This is the fourth session and this is my absolute favorite because I love Excel. So they learn how to do Excel because by now and think about, they've already been in the class like nine hours, 10 hours. So by now they're like pretty used to the email and stuff. And so it's a good time to show them. They are so thrilled with the whole thing with Excel, alphabetizing, they love it. So one of the things we do is we create a column first name, last name, and then they just learn how to alphabetize and that makes their day. And then I show them how they could put the birthday. So I go, you could use this in your life. You could put everybody in your family, put their name, put the birthday. That way, if when their birthday comes, you know what to do. You could just wish them a birthday. This is something we create together. Like it's just so easy. Look, it's just monthly expenses and we have a whole discussion about this. Like to live in Fontana, how much is rent? How much is insurance? How much is utility? So it's very easy, nothing too fancy because it's just the beginner class, but they come up with it and then at the end they have to save it and they send it to themselves. We have a couple of comments for you. Very robust for such a short term. Wow, you cover a lot of MS programs. And Beverly says, can I take your class? I don't know Excel well. Oh yeah, it's very basic though. Nothing like too fancy. It's just like little things that I know.  I'm very uncomfortable. It takes me a while to learn. It's just that there was such a need. Like when we had students wanting to sign up, but like I can't use a computer. I don't know how to turn on a computer. It was such a need. That's why we did this. So then this is the Excel. This is also one of my favorites, but none of this is done on their own. You guys step by step, we do together. We create this. So we go in, we put the months, the high temperatures, the low temperatures, we go to insert and we insert a graph. This is average temperatures, cold and hot, in the city of Ontario, which is like right next door to us here in Fontana. Okay, and then that covers Excel. And then the last class, you know what I do basically whatever we like couldn't get to, I put on the last day. So usually it ends up being like a Word document that I tried to do that there was no time to do. So ideas for parents, like how to be good parents, some like tricks and tips, they usually do that. They email, it kind of becomes like a cumulative assignment. It takes about an hour and a half. So it's a three hour last session. An hour and a half goes to doing some kind of a cumulative thing, either on PowerPoint or Word that they have to email. And I use the rest of the time for the CASAS post test. And this is the document that they do. See, they have to put a border, they have to put a picture. Okay, so the level gains, that's what I was talking about. Not only do we review in class, but we also do it as homework. And then this was my results, like the February one, I don't know, because we started in February, but we just finished yesterday. Because you know how in February we had those Mondays off and because the class is Monday, Wednesday, Monday, Wednesday, we missed some Mondays. So we just finished yesterday, yesterday was Wednesday. I'm not sure how the level gains will look, but yeah, hopefully they were good. I'm gonna see what happened. And then obviously for them, every class, every like little thing they learn, I remind them, they can put this on a resume. I go, you guys, now you can't say you've never used PowerPoint. You can't say you've never used Excel. These are skills that you can take with you.  They always ask, can I repeat the class? And I say, yes. If there's room, you can repeat the class about 30, 40%, like a third of them do. They do take the class again, because they go, I learned a lot, but like somebody was mentioning, it's a lot. So they wanna take it one more time so that they can kind of perfect those skills. It helps them build confidence. So especially teams, when we use teams, they go, oh my God, my student, my kid has to use this all day. This is so hard, they have to do this. I go, yes, now you know how your kids feel. They have to be able to download the assignment, type it in, upload it, and God forbid, they forget to say turn in.  That happened with my own kid, my teenager. He's 13, and a couple of times he's forgotten to turn in and then like it's a missing assignment, then I go on there for a big screaming match with him. We do have a question from Shelly. It says, is this class only open to students enrolled or planning to enroll in other programs in your school? It's open to anybody in the community, especially because we're process testing them, it's okay. They become our student. You know how we actually started it? We advertised to our schools. So we sent the flyer and like the breakdown, what each class is gonna cover to all the principals and the community aides, the secretaries, and then they started getting the word out to the parents and the community. We told our students too, but I think because like especially our ESL students, they're the ones who wanna take the class, but our ESLs tend to fall on Mondays, Wednesdays too. So a lot of them have like been wanting to do this and couldn't. So the ones we're gonna do in April and May are gonna be on Tuesday, Thursday, just to open the opportunity for them to take it because they haven't been able to all this time. So yeah, their students are gonna be happy. The obviously, you know, the more students take the class, the better. It's gonna help them with tech skills. Now, we do have, this is only like a five session introductory, right? That's why it's called getting started with computers. We do have three levels of computers that are semester long. We have beginner level, intermediate, and advanced level, but those are all online, done with teachers, but this is like a class specifically for the very beginning level students, students who haven't touched computers and stuff before, so that they could feel comfortable enough to take those semester long classes and be able to complete it successfully. And a question just came through, how many are ESL, ASE, ABE, or CTE students? Majority are ESL, so I would say 70, like seven out of 10 are ESL, and then two ABE, only very few are HSE, ASC. I think because ASE, HSE, they're more comfortable using the computer. It's kind of like, you know how somebody mentioned that their advanced students seem to like, kind of know how to use computers more? We kind of see the same with our HSE, ASC students. So majority are ESL, and then with some ABE. Okay, and then our students given a pretest prior to the class? Yes, they have the pretest prior to coming. This last session, I did have two students who because they signed up so late, we didn't have a GASA state for them, but like basically what I told them was, go take the test right now, come back, that way you don't miss a lot. So by the time they went and came back, I was done with like the digital citizenship and stuff. So that's the part they missed. Okay, and then for your semester long classes, did you create the curriculum for those two or did you use an existing curriculum? Those are done, no, they were there from like a while back. It's just that the difference was before they were taught here on campus and we had two levels. Now we have three levels, but the teacher said that a lot of what they do, like in the beginning class that semester long is word. They put a lot of emphasis on Microsoft word, but then when they go to intermediate, that's when it's a little bit more like PowerPoint also, more heavier features on word. And then the advanced level, it's like a lot of Excel.  Okay, and the next question is the pre-test remotely? Nope, we do it here. We have, like I was saying in the beginning, we do, we have, it's room one, our room one is a lab. It's really big. It could take up to 48 students, but we only test 14 at a time because of spacing. We have to make sure it's spaced. All the windows are open, which by the way is also the case with the NPR. We have three doors, all three are open because air has to circulate. And so then we do the same thing in room one. It's been kind of cold in the winter, Fontana gets really bad winds, but we tell the students, sorry, this is like how we got permission to do this in the first place. So no, they do it here on campus. Okay, and I just put the link in the chat for everyone to fill out your evaluation. But that's the last question for now. Yeah, and that's the email address. I'm basically done, you guys. That's the email. I'll send you everything I have. I have no problem doing it. It's just, yeah, I kind of had to create this based on what we heard from teachers was an issue. What we heard from students saying, I don't know how to do this. I don't know how to do that. That's how we came up with this.


Well, this is Tim, and I'm telling you about Jump Jump and I and the other folks from Holiday House when we saved Christmas. Last, we were inside the Ice Queen's Palace, where Santa's reindeer were being held prisoners. The Ice Queen didn't know that we were in the lower tunnel of her palace trying to find the dungeons, and we hoped she wouldn't find out that we had tricked her into lifting the curtain of blue fire until we had set the reindeer free. Every moment was like an hour as we trekked along the tunnels trying to find the right one. Well, I'll be back in a minute to tell you just what happened next. Oh, be careful, Archie Pockley. Don't bump your head on that beam. All right, Mary Holiday. I'll be careful. And don't let sleepy-sleeping the poet get too far behind us, or we'll lose them. Run, run! I don't know, Jump Jump. Soon we'll find them, I hope. Would you like me to take Jump Jump and put him inside my fur cap, Mary Holiday? He might get bumped there in your pocket. This tunnel is so narrow. All right, Tim.  Here, Jump Jump. Let me lift you out of my pocket. Now, Tim, where's your cap? Right here, Mary Holiday. There's lots of room for Jump Jump in there. He'll be as snug as a bug in a rug in your cap, Tim, and safe, too, in case that wild old Ice Queen chases us.  We're hoping she doesn't even suspect that we are inside the palace. I'll put my cap back on my head now. Are you comfy, Jump Jump, in there? Oh, dear. Here's another turning in the tunnel, and two other tunnels leading into this one. Which way shall we go? We ought to have a map or something. Shouldn't the dungeons be underneath the palace, Mary Holiday? This tunnel leads downwards. Yes. All right, let's take that one then, Tim. Come along, poet and sleepy-slim, let's hurry. It's taking us down all right. Oh, it's deeper than that hill at Holiday House. I hope we're in the right tunnel now.  The tunnel turns here. Let's hope it's leading us to the reindeer. Wait! Oh, listen! Listen! Yes. I wonder what it is. Well, of course the reindeers will be guarded. The Ice Queen wouldn't leave such important prisoners without protection. Why didn't we think of that? Well, I did think of it, Mary Holiday. Only I was hoping it wouldn't be so. What do we know now, Mary Holiday? I don't know, Tim. Wait here, all of you. I'm going to quietly slip along the tunnel to see how many guards there are. I'll be right back. No, no, no. That's too dangerous for you, Mary Holiday. They might see you. Let me go. I'm smaller than either of you. Let me go. Oh, Jump Jump's talking elf talk in your hat, Tim. Lift your cap and see what he's saying. All right. I'll lift my cap so you can talk Jump Jump, but say it slowly. I said, let me go and look, Mary Holiday. No, Jump Jump, you might be seen. Please, let me go. They won't see me. He's right, Mary Holiday. He wouldn't be noticed since he's only three inches tall.  Oh, it's too risky, Jump Jump. I can't have anything happen to you. Let him go, Mary Holiday. He won't be seen. Oh, very well. But just one little peek, Jump Jump. And then jump right back and tell us what you've seen. Come on, Jump Jump. Jump on now.  Tell me the tunnel toward those voices. I wonder how many guards there are. It sounds like maybe five or six people talking in there. Yes? Sounds funny, doesn't it? Yes, it does. Oh, now Jump Jump so far away, I can hardly see him. Oh, I wish I hadn't let him go. Look, Jump Jump's disappeared. He went right around the corner of the tunnel. Oh, they must have seen him. Come on, come on, Tim. Let's run after him. Yes, I'll come too. Oh, my. This is terrible. Oh, yeah. Here we are at the turn. Oh, I hope Jump Jump isn't in trouble. I hope so too, Tim. Well, look at that. Jump and jeeps. The tunnel is widening into a big room. I can't believe it. Why, there aren't any guards here at all. Jump Jump. Jump Jump, where are you? Oh, look, very holiday. Do you see what I see? Yes, there are the reindeer archipod leaders standing in a stall against the wall. Oh, we found them at last. Where's Jump Jump? I'm up here on Blitzen's ear. Well, you gave me quite a scare for a minute. I didn't know what had happened to you, Jump Jump. How'd you get way up there on Blitzen's ear? Oh, yeah. Are these really Santa's reindeer archipod group? The very same, Tim. The very same. If I had time, I'd introduce you properly. This is Vixen, and over here is Dasher. Hello, Dasher. How are you? Are those feed bags around their necks, Mary? How are they? Yes, they are, Tim. That was a strange mumbling, chewy noise we heard from a distance, and we thought it might be some guards talking. Yes, well, I'm glad it just turned out to be our dear little friends. The flying feet sat us jolly little prancers eating their lunch. I am so glad that we found the reindeer. But come, Jump Jump, there's not a moment to lose playing with Blitzen now. Let me pick you up and pop you into my pocket again. Like that, because from now on you had better stay in a very safe spot, Jump Jump. Believe me. Very holiday is right. We aren't out of the palace yet, and we are... until we are, we're still in danger. I won't do some of the ropes. The reindeer are tied to the starwood, Archie Pogli. That's good, Tim. Oh, poet, poet, will you come and help me? I have to undo the harness of the reindeer. These jingly bells might give us away. We'd better take them off and we'd better leave right here. I think that's a very wise move, Archie Pogli, the clown. The quieter we are when we leave the palace, the better it will be. I just hope that the ice queen doesn't discover she's been tricked and start looking for us. All the ropes are untied now, Archie Pogli. That's good, Tim. The poet and I have all of the harness off now. I'll lead Blitzen and the other reindeer will follow him right along. Tim and I had better walk alongside the reindeer, don't you think, Archie Pogli?  All right, merry holiday. I'll lead Blitzen out of this stall right now. Come on, Blitzy Boy. Oh, yes. That's right, Blitzen.  Jump, jump safe in your pocket, isn't he, merry holiday? Yes, Tim. He's all right. And he's going to stay quiet like a good little elf for once. He's promised. Well, everything's ready. I think we'd better start up the tunnel. We started to climb up the tunnel and to try and find our way out of the ice queen's palace. My heart was going bump, bump, bump. I was so anxious that no one would see us or hear us. Up and up we went trying to remember the right turns and the dozens of tunnels that crisscrossed underneath the ice queen's palace.  You'll be on your way home to Santa Claus before you can twitch your tail twice and say, Christmas tree. I do hope we're taking the right turning. It's so hard to remember when there's so many passages leading off in all directions. Oh, I can hardly believe it's true. I think I'm walking along beside one of Santa's reigns here. Say, don't we turn left here, merry holiday? I simply can't remember, Tim. Let's try the left turn anyway. We seem to be going upwards, merry holiday. Well, that's all right, Archie Pogli. We went downwards toward the tunnel, remember? Yes, so we did, yes. As a famous man once said, so we did. Say, isn't that a door up ahead of us? Yes, yes it is. Oh, let's hope it's the one opening outside. Oh, hurry along, Blitzy. Hurry along, can't you go faster than that?  You Pogli said tip-hoof, merry holiday. Say, what am I mapping about? We haven't got a danger yet, are we? Oh, that's right, Tim. We can't relax a moment until the reindeer are flying on their way back to Santa Claus. So how can the reindeer fly without wings, merry holiday? Oh, they have flying feet, Tim. In fact, once they're in the air, they go faster than anything in the world can go. Nothing can catch them. So, you see, if we can just set them free, then we've won. The ice cream could never catch them. Here, here we are at the door, merry holiday. Oh, that's splendid, Archie Pogli. Oh, I hope it hasn't been locked. Yes. Let me out. I want to see, merry holiday. I'm sorry, jump-jump, but you've just got to stay in my pocket until we're sure that everything's all right. Now, Archie Pogli, see if you can open the door. Yes. Oh, here goes. And here's open. One, two, three, the latch turns. It's opening all right. Oh, yep, here it goes. It couldn't sound as squeaky the first time we came through it. Well, what's a few squeaks between doors? Archie, you flip, blitzy. Oh, Archie Pogli, wait. We've made a terrible mistake. What's the matter, merry holiday? Why are you looking so frightened? Look through the door, Tim. It's not the same door at all. It's not the door leading out of the palace. Oh, merry holiday. I'll say it isn't the same door. Oh, we've come the wrong way after all. Oh, we have. Oh, dear, oh, dear me. Oh, watch this place. Archie Pogli, we've come right up through the palace of the Ice Queen's Tower Room. Yes, the Ice Queen's Tower Room, merry holiday. Yes, this is where she keeps the magic mirror, I guess. Where she watches everything that's happening outside of the palace. Yes. Oh, now we have to hurry and turn around and go all the way back. Oh, how fortunate that the Ice Queen isn't in her tower room right now or all would have been lost. Hurry, blitzy. Hurry, let's turn around. Hurry. Come on. Hurry, blitzy. Oh, listen, listen. Oh, someone's coming. We can't go back now. Someone's coming along the tunnel. We're trapped. Come on, everyone. Quick, into the tower room. Oh, we'll have to hide behind this screen. Come on, hurry. Hurry. Oh, it's our only chance. Well, as fast as we possibly could, we let all the reindeer into the big round tower room and behind the silver screen, it was so big it half filled the room, we hoped that whoever was coming wouldn't find us. The footsteps came closer and closer and closer. Can you guess who it was? Well, if you meet me here again tomorrow, I'll tell you what happened next to Jump Jump, Mary Holiday and the rest of it. Goodbye for now.


6 But she was evidently very much interested in Giovanelli. She looked at him whenever he spoke. She was perpetually telling him to do this and to do that. She was constantly chaffing and abusing him. She appeared completely to have forgotten that Winterborne had said anything to displease her at Mrs. Walker's little party. On one Sunday afternoon, having gone to St. Peter's with his aunt, Winterborne perceived Daisy strolling about the great church in company with the inevitable Giovanelli. Suddenly he pointed out the young girl and her cavalier to Mrs. Castello. This lady looked at them a moment through her eyeglass, and then she said, �That's what makes you so pensive in these days, eh?� � �I had not the least idea I was pensive,� said the young man. �You are very much preoccupied. You are thinking of something. And what is it,� he asked, �that you accuse me of thinking of?� �Of that young lady's Miss Baker's or Miss Chandler's?� �What's her name? Miss Miller's Intrigue with that little barber's block?� �Do you call it an intrigue?� Winterborne asked. �An affair that goes on with such peculiar publicity?� �That's their folly,� said Mrs. Castello. �It's not their merit.� �No,� rejoined Winterborne, with something of that pensiveness to which his aunt eluded. �I don't believe that there is anything to be called an intrigue.� �I have heard a dozen people speak of it!� they shazed she was quite carried away by him. �They are certainly very intimate,� said Winterborne. Mrs. Castello inspected the young couple again with her optical instrument. �He is very handsome. One easily sees how it is. She thinks him the most elegant man in the world, the finest gentleman. She has never seen anything like him. He is better even than the courier. It was the courier probably who introduced him, and if he succeeds in marrying the young lady, the courier will come in for a magnificent commission.� �I don't believe she thinks of marrying him,� said Winterborne, �and I don't believe he hopes to marry her. You may be very sure she thinks of something. She goes on from day to day, from hour to hour, as they did in the Golden Age. I can imagine nothing more vulgar. And at the same time,� added Mrs. Castello, �depend upon it that she may tell you any moment she is engaged.� �I think that is more than Joe Vanelli expects,� said Winterborne. �Who is Joe Vanelli?� The little Italian. I have asked questions about him and learned something. He is apparently a perfectly respectable little man. I believe he is, in a small way, a Cavalieri avocado. But he doesn't move in what are called the first circles. I think it is really not absolutely impossible that the courier introduced him. He is evidently immensely charmed with Miss Miller. If she thinks him the finest gentleman in the world, he on his side has never found himself in personal contact with such splendor, such opulence, such expansiveness as this young lady's. And then she must seem to him wonderfully pretty and interesting. I rather doubt that he dreams of marrying her. That must appear to him too impossible a piece of luck.  Joe Vanelli knows that he hasn't a title to offer. If only he were a count or a marqueser. He must wonder at his luck the way they have taken him up. He accounts for it by his handsome face, and thinks Miss Miller, a young lady, pursues passifant easy, said Mrs. Castello. It is very true, winter-born pursued, that Daisy and her mama have not yet risen to that stage of, what shall I call it, of culture at which the idea of catching a count or a marqueser begins. I believe that they are intellectually incapable of that conception. Ah! but the avocado can't believe it, said Mrs. Castello. Of the observation excited by Daisy's intrigue, winter-born gathered that day at St. Peter's sufficient evidence. A dozen of the American colonists in Rome came to talk with Mrs. Castello, who sat on a little portable stool at the base of one of the great pilasters. The Vesper service was going forward in splendid chants and organ tones in the adjacent choir, and meanwhile, between Mrs. Castello and her friends, there was a great deal said about poor little Miss Miller's going really TOO FAR. Winter-born was not pleased with what he heard, but when, coming out upon the great steps of the church, he saw Daisy, who had emerged before him, get into an open cab with her accomplice, and roll away through the cynical streets of Rome, he could not deny to himself that she was going very far indeed. He felt very sorry for her, not exactly that he believed that she had completely lost her head, but because it was painful to hear so much that it was pretty, and undefended, and natural, assigned to a vulgar place among the categories of disorder. He made an attempt after this to give a hint to Mrs. Miller. He met one day in the course, though, a friend, a tourist like himself, who had just come out of the Doria Palace, where he had been walking through the beautiful gallery. His friend talked for a moment about the superb portrait of Innocent the Tenth by Velasquez, which hangs in one of the cabinets of the palace, and then said, in the same cabinet, by the way, I had the pleasure of contemplating a picture of a different kind, that pretty American girl whom you pointed out to me last week. In answer to Winterborn's inquiries, his friend narrated that the pretty American girl, prettier than ever, was seated with a companion in the secluded nook in which the great people portrait was enshrined. Who was her companion? asked Winterborn. A little Italian with a bouquet in his buttonhole. The girl is delightfully pretty, but I thought I understood from you the other day that she was a young lady du milieu monde. So she is, answered Winterborn, and having assured himself that his informant had seen Daisy and her companion but five minutes before, he jumped into a cab and went to call on Mrs. Miller. She was at home, but she apologized to him for receiving him in Daisy's absent. She's gone out somewhere with Mr. Joe Vanellie, said Mrs. Miller. She's always going round with Mr. Joe Vanellie. I have noticed that they are very intimate, Winterborn observed. Oh, it seems as if they couldn't live without each other, said Mrs. Miller. Well, he's a real gentleman anyhow. I keep telling Daisy she's engaged. And what does Daisy say? Oh, she says she isn't engaged. But she might as well be. This impartial parent resumed. She goes on as if she was. But I've made Mr. Joe Vanellie promise to tell me if she doesn't. I should want to write to Mr. Miller about it. Should do. Winterborn replied that he certainly should, and the state of mind of Daisy's mamma struck him as so unprecedented in the annals of parental vigilance that he gave up as utterly irrelevant the attempt to place her upon her guard. After this Daisy was never at home, and Winterborn ceased to meet her at the houses of their common acquaintances, because, as he perceived, these shrewd people had quite made up their minds that she was going too far. They ceased to invite her, and they intimated that they desired to express to observant Europeans the great truth that, though Miss Daisy Miller was a young American lady, her behavior was not representative, was regarded by her compatriots as abnormal. Winterborn wondered how she felt about all the cold shoulders that were turned toward her, and sometimes it annoyed him to suspect that she did not feel at all. He said to himself that she was too light and childish, too uncultivated and unreasoning, too provincial to have reflected upon her ostracism, or even to have perceived it. Then at other moments he believed that she carried about in her elegant and irresponsible little organism a defiant, passionate, perfectly observant consciousness of the impression she produced. He asked himself whether Daisy's defiance came from the consciousness of innocence or from her being, essentially, a young person of the reckless class. It must be admitted that holding oneself to a belief in Daisy's innocence came to seem to Winterborn more and more a matter of fine-spun gallantry. As I have already had occasion to relate, he was angry at finding himself reduced to chopping logic about this young lady. He was vexed at his want of instinctive certitude as to how far her eccentricities were generic, national, and how far they were personal. From either view of them he had somehow missed her, and now it was too late. She was carried away by Mr. Giovanelli. A few days after his brief interview with her mother, he encountered her in that beautiful abode of flowering desolation known as the Palace of the Caesars. The early Roman spring had filled the air with bloom and perfume, and the rugged surface of the Palatine was muffled with tender verdure. Daisy was strolling along the top of one of those great mounds of ruin that are embanked with mossy marble and paved with monumental inscriptions. It seemed to him that Rome had never been so lovely as just then. He stood looking off at the enchanting harmony of line and colour that remotely encircles the city, inhaling the softly humid odours, and feeling the freshness of the gear and the antiquity of the place reaffirm themselves in mysterious interfusion. It seemed to him also that Daisy had never looked so pretty, but this had been an observation of his whenever he met her. Giovanelli was at her side, and Giovanelli too wore an aspect of even unwanted brilliancy. Well said Daisy, I should think you would be lonesome. Lonesome, asked Winterborne. You were always going round by yourself. Can't you get anyone to walk with you? I am not so fortunate, said Winterborne, as your companion. Giovanelli, from the first, had treated Winterborne with distinguished politeness. He listened with the deferential air to his remarks. He laughed punctiliously at his pleasantries. He seemed disposed to testify to his beliefs that Winterborne was a superior young man. He carried himself in no degree like a jealous wooer. He had obviously a great deal of tact. He had no objection to your expecting a little humility of him. It even seemed to Winterborne at times that Giovanelli would find a certain mental relief in being able to have a private understanding with him, to say to him as an intelligent man that, bless you, he knew how extraordinary was this young lady, and didn't flatter himself with delusive, or at least too delusive, hopes of matrimony and dollars. On this occasion he strolled away from his companion to pluck a sprig of almond blossom, which he carefully arranged in his buttonhole. I know why you say that, said Daisy, watching Giovanelli, because you think I go round too much with him. And she nodded at her attendant. Everyone thinks so. If you care to know, said Winterborne. Of course I care to know. Daisy exclaimed seriously. But I don't believe it. They are only pretending to be shocked. They don't really care a straw what I do. Besides, I don't go round so much. I think you will find they do care. They will show it disagreeably. Daisy looked at him a moment. How disagreeably! Haven't you noticed anything? Winterborne asked. I have noticed you. But I noticed you were stiff as an umbrella the first time I saw you. You will find I am not so stiff as several others, said Winterborne, smiling. How shall I find it? By going to see the others. What will they do to me? They will give you the cold shoulder. Do you know what that means? Daisy was looking at him intently. She began to color. Do you mean as Mrs. Walker did the other night? Exactly, said Winterborne. She looked away at Joe Vanelli, who was decorating himself with his almond blossom. Then looking back at Winterborne, I shouldn't think he would let people be so unkind, she said. How can I help it? he asked. I should think he would say something. I do say something. And he paused a moment.  Well, she does, said Daisy, very simply. Winterborne began to laugh. And does Randolph believe it, he asked. I guess Randolph doesn't believe anything, said Daisy. Randolph's skepticism excited Winterborne to further hilarity, and he observed that Joe Vanelli was coming back to them. Daisy, observing it too, addressed herself again to her countrymen. Since you have mentioned it, she said, I am engaged. Winterborne looked at her. He had stopped laughing. You don't believe, she added. He was silent a moment. And then, yes, I believe it, he said. Oh, no you don't, she answered. Well then, I am not. The young girl and her teacher One were on their way to the gate of the enclosure, so that Winterborne, who had but lately entered, presently took leave of them. A week afterward he went to dine at a beautiful villa on the Selian Hill, and on arriving dismissed his hired vehicle. The evening was charming, and he promised himself the satisfaction of walking home beneath the Art of Constantine, and past the vaguely lighted monuments of the Forum. There was a waning moon in the sky, and her radiance was not brilliant, but she was veiled in the thin cloud curtain, which seemed to diffuse and equalize it. When, on his return from the villa, it was eleven o'clock, Winterborne approached the dusky circle of the Coliseum, it recurred to him as a lover of the picturesque, that the interior, in the pale moonshine, would be well worth a glance. He turned aside and walked to one of the empty arches, near which, as he observed, an open carriage, one of the little Roman street-cabs, was stationed. Then he passed in, among the cavernous shadows of the great structure, and emerged upon the clear and silent arena. The place had never seemed to him more impressive. One half of the gigantic circus was in deep shade—the other was sleeping in the luminous dusk. As he stood there he began to murmur Byron's famous lines out of Manfred, but before he had finished his quotation he remembered that if nocturnal meditations in the Coliseum are recommended by the poets, they are deprecated by the doctors. The historic atmosphere was there, certainly, but the historic atmosphere, scientifically considered, was no better than a villainous miasma. Winterborne walked to the middle of the arena, to take a more general glance, intending thereafter to make a hasty retreat. The great cross in the center was covered with shadow. It was only as he drew near it that he made it out distinctly. Then he saw that two persons were stationed upon the low steps which formed its base. One of these was a woman, seated.  Presently the sound of the woman's voice came to him distinctly in the warm night air. Well, he looks at us as one of the old lions or tigers may have looked at the Christian martyrs. These were the words he heard in the familiar accent of Miss Daisy Miller, that us hope he is not very hungry, responded the ingenious Jovenelie. He will have to take me first. You will serve for dessert. Winterborne stopped with a sort of horror, and it must be added with a sort of relief. It was as if a sudden illumination had been flashed upon the ambiguity of Daisy's behavior, and the riddle had become easy to read. She was a young lady whom a gentleman need no longer be at pains to respect. He stood there, looking at her. Looking at her companion and not reflecting that though he saw them vaguely, he himself must have been more brightly visible. He felt angry with himself that he had bothered so much about the right way of regarding Miss Daisy Miller. Then, as he was going to advance again, he checked himself, not from the fear that he was doing her injustice, but from a sense of the danger of appearing unbecomingly exhilarated by this sudden revulsion from cautious criticism. He turned away toward the entrance of the place. But as he did so, he heard Daisy speak again. Why, it was Mr. Winterborne. He saw me, and he cuts me. What a clever little reprobate she was, and how smartly she played it injured innocence. But he wouldn't cut her. Winterborne came forward again, and went toward the great cross. Daisy had got up. Joe Vanelli lifted his hat. Winterborne had now begun to think simply of the craziness, from a sanitary point of view, of a delicate young girl lounging away the evening in this nest of malaria. What if she were a clever little reprobate? That was no reason for her dying of the pernishosa. How long have you been here? he asked almost brutally. Daisy, lovely in the flattering moonlight, looked at him a moment. Then, all the evening, she answered gently, I never saw anything so pretty. I'm afraid, said Winterborne, that you will not think Roman fever very pretty. This is the way people catch it. I wonder, he added, turning to Joe Vanelli, that you, a native Roman, should count in such a terrible indiscretion. Ah, said the handsome native, for myself I am not afraid. Neither am I for you. I am speaking for this young lady. Joe Vanelli lifted his well-shaped eyebrows and showed his brilliant teeth. But he took Winterborne's rebuke with docility. I told the seniorina it was a grave indiscretion. But when was the seniorina ever prudent? I never was sick, and I don't mean to be, the seniorina declared. I don't look like much, but I am healthy. I was bound to see the coliseum by moonlight. I shouldn't have wanted to go home without that. And we've had the most beautiful time, haven't we, Mr. Joe Vanelli? If there has been any danger Eugenio can give me some pills. He has got some splendid pills. I should advise you, said Winterborne, to drive home as fast as possible and take one. What you say is very wise, Joe Vanelli rejoined. I will go and make sure the carriage is at hand. And he went forward rapidly. Daisy followed with Winterborne. He kept looking at her. She seemed not in the least embarrassed. Winterborne said nothing. Daisy chattered about the beauty of the place. Well, I have seen the coliseum by moonlight, she exclaimed. That's one good thing. Then, noticing Winterborne's silence, she asked him why he didn't speak. He made no answer. He only began to laugh. They passed under one of the dark archways. Joe Vanelli was in front with the carriage. Here Daisy stopped for a moment, looking at the young American. Did you believe I was engaged the other day? She asked. It doesn't matter what I believe the other day, said Winterborne, still laughing. Well, what do you believe now? I believe that it makes very little difference whether you are engaged or not. He felt the young girl's pretty eyes fixed upon him through the thick gloom of the archway. She was apparently going to answer. But Joe Vanelli hurried her forward. Quick, quick, he said. If we get in by midnight we are quite safe. Daisy took her seat in the carriage, and the fortunate Italian placed himself beside her. Don't forget Eugenio's pills, said Winterborne, as he lifted his hat. I don't care, said Daisy, in a little strange tone, whether I have Roman fever or not. Upon this the cab driver cracked his whip, and they rolled away over the desultory patches of the antique pavement. Winterborne, to do him justice as it were, mentioned to no one that he had encountered Miss Miller at midnight in the Coliseum with a gentleman. But nevertheless a couple of days later the factor of her having been there under these circumstances was known to every member of the Little American Circle, and commented accordingly. Winterborne reflected that they had of course known it at the hotel, and that after Daisy's return there had been an exchange of remarks between the porter and the cab driver. But the young man was conscious, at the same moment, that it had ceased to be a matter of serious regret to him that the Little American Flirt should be talked about by low-minded menials. These people a day or two later had serious information to give. The Little American Flirt was alarmingly ill. Winterborne, when the rumour came to him, immediately went to the hotel for more news. He found that two or three charitable friends had preceded him, and that they were being entertained in Mrs. Miller's salon by Randolph. It's going round at night, said Randolph. That's what made her sick. She's always going round at night. I shouldn't think she'd want to. It's so plaguely dark.  In America there's always a moon." Mrs. Miller was invisible. She was now at least, giving her daughter the advantage of her society. It was evident that Daisy was dangerously ill. Winterborne went often to ask for news of her, and once he saw Mrs. Miller, who, though deeply alarmed, was, rather to his surprise, perfectly composed, and as it appeared, a most efficient and judicious nurse. She talked a good deal about Dr. Davis, but Winterborne paid her the compliment of saying to himself that she was not, after all, such a monstrous goose. Daisy spoke of you the other day, she said to him. Half the time she doesn't know what she's saying, but that time I think she did. She gave me a message she told me to tell you. She told me to tell you that she was never engaged to that handsome Italian. I am sure I am very glad. Mr. Jovenelie hasn't been near us since she was taken ill. I thought he was so much of a gentleman, but I don't call that very polite. A lady told me that she was afraid I was angry with him for taking Daisy round at night. Well, so I am, but I suppose he knows I'm a lady. I would scorn to scold him. Anyway, she said she's not engaged. I don't know why she wanted you to know. But she said to me three times. Mind you tell Mr. Winterborne. And then she told me to ask you if you remembered the time you went to that castle in Switzerland. But I said I wouldn't give any such messages as that. Only if she's not engaged I'm sure I'm glad to know it. But, as Winterborne had said, it mattered very little. A week after this the poor girl died. It had been a terrible case of the fever. Daisy's grave was in the Little Protestant Cemetery, in an angle of the wall of Imperial Rome, beneath the cypresses and the thick spring flowers. Winterborne stood there beside it with a number of other mourners, a number larger than the scandal excited by the young lady's career would have led you to expect. Near him stood Jovenelie, who came nearer still before Winterborne turned away. Jovenelie was very pale. On this occasion he had no flower in his buttonhole. He seemed to wish to say something. At last he said, she was the most beautiful young lady I ever saw. And the most amiable. And then he added in a moment, and she was the most innocent. Winterborne looked at him and presently repeated his words. And the most innocent. The most innocent. Winterborne felt sore and angry. Why the devil, he asked? Did you take her to that fatal place? Mr. Jovenelie's urbanity was apparently imperturbable. He looked on the ground a moment, and then he said, for myself I had no fear. And she wanted to go. That was no reason, Winterborne declared. The subtle Roman again dropped his eyes. If she had lived I should have got nothing. She would never have married me, I am sure. She would never have married you. For a moment I hoped so. But no. I am sure. Winterborne listened to him. He stood staring at the raw protuberance among the April daisies. When he turned away again, Mr. Jovenelie, with his light slow step, had retired. Winterborne almost immediately left Rome. But the following summer he again met his aunt, Mrs. Castello, at Vive. Mrs. Castello was fond of Vive. In the interval Winterborne had often thought of Daisy Miller and her mystifying manners. One day he spoke of her to his aunt, said it was on his conscience that he had done her injustice. I am sure I don't know, said Mrs. Castello, how did your injustice affect her? She sent me a message before her death, which I didn't understand at the time. But I have understood it since. She would have appreciated one's esteem. Is that a modest way, asked Mrs. Castello, of saying she would have reciprocated one's affection? Winterborne offered no answer to this question. But he presently said, You were right in that remark you made last summer. I was booked to make a mistake. I have lived too long in foreign parts. Nevertheless he went back to live at Geneva whence they continued to come the most contradictory accounts of his motives of sojourn. A report that he is studying hard, an intimation that he is much interested in a very clever foreign lady.