My name is Mike Morneau. I'll be your technical producer today. It's my pleasure to pass the audio over to your host for today's session, Ms. Elsa Huxley from Heritage Preservation. Elsa, if you'd like to go ahead whenever you're ready. Okay, great. Thanks so much, Mike. Hello, everyone. Welcome. I'm Elsa Huxley from Heritage Preservation, and we're so glad that you're joining us today. I'm going to give a quick introduction to the community and to how these webinars work, and then we'll move on. Heritage Preservation is moderating the Connecting to Collections online community in cooperation with the American Association for State and Local History, and with funding from the Institute of Museum and Library Services. The site is designed and produced by Learning Time. The goal of the online community is to help smaller museums, libraries, archives, and historical societies quickly locate reliable preservation resources and network with their colleagues. In developing the community, we have drawn on many resources that were developed for the C2C initiative, including the bookshelf and the Raising the Bar workshops and webinars, and links to these resources are filed under the topics menu on the site. We will also file a recording of today's webinar there. About twice a month, online community features a particularly helpful preservation resource online at host's webinar related to it. The resources we posted for today's webinar can be accessed by clicking this photo on our webpage, www.connectingtocollections.org. If you click on that photo, you'll find a link to the Heritage Preservation Mayday page of today's featured resource. Our Mayday campaign this year is being sponsored by Rapid Refile. So, today I'm very pleased to welcome our featured experts, Lori Foley, Vice President of Emergency Programs at Heritage Preservation, and Lorette Amfleet, Chief of Collections Management at the North Carolina Department of Cultural Resources. So thanks so much for joining us today, Lori and Lorette. Would you please tell us a little bit about yourselves? Lori, would you like to go first? Sure. Thanks, Elsa. As Vice President of Emergency Programs at Heritage Preservation, I'm responsible for coordinating national programs on cultural heritage and disaster management. The Alliance for Response, which some of you might have heard of before, is one such program. The Alliance for Response program builds bridges between the cultural heritage community and the emergency response community, hopefully before disasters happen. I'm also the Director of the Heritage Emergency National Task Force, a partnership of 41 national service organizations and federal agencies that is co-sponsored by Heritage Preservation and FEMA. When a disaster occurs anywhere in the U.S., the Task Force is poised to help connect affected institutions with the resources they need to respond to and recover from the disaster. With over 400 tornadoes already reported this year, 2012 is on track to be another record-breaking year for disasters. The Task Force also develops resources that can help cultural institutions and the public be better prepared for disasters, and I'll be sharing some of those resources with you today. Lori. Hi, this is Leigh Rampleet. I'm Chief of Collections Management for the Department of Cultural Resources in Raleigh, North Carolina. We are a statewide cultural entity. We have the State Library, 26 State Historic Sites, 26 Regional History Museums, the Office of State Archaeology, the Underwater Archaeology Branch, and lots of different arms all over the state helping people preserve and exhibit their collections. I also manage the North Carolina Connecting to Collections Project, and one of our focus areas is disaster preparedness. Okay, that's great. Thanks, Lori. Thanks, Lori. So we have some poll questions. I'm going to be pulling them over throughout today's webinar, and we'll start with just three right now. And I just wanted to encourage everybody throughout the presentation. Please feel free to start typing in your questions in the chat box there on the left. I see a lot of people have introduced themselves. Thanks so much. And we'll address your questions, some of them, as we go through the presentation, and others we'll be holding to the end, but we'll get to all of them. So we will start with some polls now. Here's our first one. What type of organization are you from? You participated in May Day before, 15%. And for number three, this is going to take up a little bit more space. So let's just take a second here. Half of the people are joining us today from a museum. We're an organization that is a hybrid of a museum and something else. We've got about 20% Library Archives, 23% Historical Society. This is a pretty good representation of what we normally have. Now I'm going to move our second poll up, so we have some room for our third question. I don't expect a lot of responses to our third question because it hinges on question number two. And the question is, if you have participated in May Day before, could you briefly describe what you did? Oh my goodness, I'm sorry. Okay, so we had a couple people say yes. 14% of you, could you tell us what you've done? Updated and provided our disaster plan for the Library and Archives. That's Christy Sorenson in Austin. Offered incident command system training. Adrienne Burnie. That was our May Day last year. Oh, okay. You know what's going on there. We've provided hands-on wet recovery training and coordination with an AAM webinar from Cara. Looks like that's all the people currently typing, so I'm going to pull that away. Thank you, everybody. And I think we'll go ahead and start and we'll interrupt it with some more polls later. And in the meantime, again, everybody, feel free to type in your questions as they occurred to you and we'll make sure that we address them all at some point during the webinar today. Lori? Great. Thanks, Elsa. So I'm going to share, have a quick look at some of Heritage Preservation's resources that can help you do one simple thing for preparedness. And the first picture that you see here is the poster. So one suggested activity is introducing yourself to your local Emergency Management Director. It could be the firefighter in your local community. It is usually someone related to the response efforts within a town or city. It could very well be a town administrator, but usually your Emergency Management Director is someone who knows all about emergency response. This poster is available as a PDF through a link that's on the May Day page that you saw in an earlier slide. And it provides you with a number of things, suggestions that you can undertake to become acquainted with your emergency responder. Because when a disaster happens, first responders loom large and are in charge. So let me back up a little bit. So inside this PDF, you'll be able to find some tips on what you should say to your local Emergency Responders, how to build a relationship with them, and what they need to know about your institution, everything from where the exits are, where your valuable collections might be, what your salvage priorities are, and how many people might be at your organization or in your community institution at any particular time. When disaster strikes, what are you going to do? This book, Field Guide to Emergency Response, provides clear and practical advice to help you through your initial response. This is available on-store right now through May 31 as part of the promotion for May Day. But you don't have to buy anything. There are a number of forms that are available that you can download from this URL that provide you with some information on tips. You can go shopping for disaster supplies. You can even take the time as one of your May Day activities to figure out what your collection priorities are and very important what your data recovery priorities are, because data, electronic records are often an unseen collection, and it's not until you've lost them that you realize, hmm, I should have done something about it. This might be familiar to most of you. This is the Emergency Response and Salvage Wheel. One side shows the initial steps that you should take following a disaster, and the other side walks you through the salvage steps that would be necessary for recovering nine different types of collections, anything from books and paper to photographs, textiles, and even natural history specimens. And this just out, we have transported the wheel, the analog wheel into the digital format, so we can no longer refer to it as a wheel app because it's not a wheel app anymore. It's not in the shape of a wheel. It's called the Emergency Response and Salvage App that's available for Apple devices. It's available free of charge at the Apple Store, and it is the same great information in the wheel, but in now a very portable format that you can carry with you and download to your iPhone, your iPad, or your iPod Touch. Great, I'll turn it over to you. All right. Well, my next slide is one that I, are indeed from you, Lori, rip off and duplicate is a really neat concept. I ripped it off from Lori, who ripped it off from someone else, who ripped it off from someone else, but there's no sense in reinventing the wheel when it comes to creating a disaster plan or setting up training workshops or outreach and surveys even. Use what others have done. Adapt other programs to fit your individual needs. Everything is different from institution to institution, but the basic framework, things that Lori has already discussed with us are there to help folks begin the process. Becoming fully prepared with plans and training and response kits can be overwhelming. So I charge everyone here to pledge to start, even with something small for May Day 2012, and set a goal to be even more prepared by May Day 2013 so that you do it in baby steps, but you get there in some way, shape, or form. And I'm going to discuss briefly what we've been doing here in North Carolina with disaster preparedness and surveys so that perhaps something that I've done can help someone get started in their state with their programs. We are working right now underneath an IMLS Connecting to Collections implementation grant. We started with a planning grant. Now we're under the implementation grant, and it's a partnership with many, many, many different bodies across North Carolina. The North Carolina Museums Council, the North Carolina Preservation Consortium, the Federation of North Carolina Historical Societies, the Society of North Carolina Archivists, the State Historic Records Advisory Board, the North Carolina ECHO Project, and MACKRANT and TACRIN, which stands for Mountain Area Cultural Resources Emergency Network and the Triangle Area Cultural Resources Emergency Network. And those are groups of colleagues from museums and libraries in those regions who are working together to collectively train and prepare should disaster strike one of the partner institutions, the others in the area would then come over and help with response. So that's a really great tool. TACRIN has enlisted Lori's help in its inception with the Alliance for Response Program. So we have had surveys in North Carolina to teach us what's going on with our institutions. And what we found is that North Carolina has 950 cultural heritage institutions in the state. That means there are museums, libraries, archives, and historical societies, historic sites, all over the place from... I lost my little pointer. There it is. Okay. Sorry, folks. From right out here at the Graveyard of the Atlantic Museum in the middle of the Atlantic, all the way over here to the mountains in Cherokee. So we try to serve all of these institutions. It takes about 10 hours to get from here to here, if you're lucky. And luckily, I live and work right here in the middle of the state. So we are assisting these institutions with outreach and workshops. The largest number of our institutions are museums. And of those museums, 51% of them operate on budgets of $50,000 or less. So necessarily, they're worried about keeping the lights on and security going, and less about disaster preparedness and storage issues. So we're doing our best to help them in any way possible. Our cultural heritage institutions care for more than 13 million objects and more than 200 million linear feet of archival materials. That's a lot of the stuff of history to care for. And in this economy, budgets and paid staff, positions are shrinking, collections are still growing exponentially. Funding for improvements to facilities is not expected to do anything but remain stagnant or decline. Unfortunately, as I was told by a local Politico once, funding for storage isn't sexy. And neither is disaster planning. So I have to rely on things like Hurricane Irene to scare people into doing disaster plans. So Hurricane Irene came ashore in North Carolina last year. She proceeded to travel up the seaboard and do damage throughout a whole lot of states. But in North Carolina, we had areas that had upwards of 16 hours of hurricane force winds. And this image here is from the Outer Bank from North Carolina. And just to give you an idea, this is Highway 12. It's the only artery up and down the island. Over here is the ocean. Over here is the sound. And during the hurricane, this was over there. The road was covered with sand.  The water is receded.  We had libraries flooded. We had museums and galleries flooded. Some of them flooded with sewage. We had historic sites with trees, fences, and structures damaged. 220 institutions were in areas directly affected by the hurricane. So unfortunately, incidences like that encourage people to get more and more prepared. But I would challenge people to not wait for a bad storm to be prepared. Our NC Echo Survey, which took place over the 10-year period ending in 2010, they found out that 72% of institutions had no disaster response plans. And again, I am not above scaring people into doing things to get prepared. We have the Lost Colony Costume Shop on the Outer Banks here. We have a whole lot of old and period costumes. The Chatham County Courthouse Fire here was a year and a half ago. The Chatham County Historical Association had exhibit space there. The Tweetsie Railroad Storage Facility completely burned to the ground, and our Thomas Wolf State Historic Site had a devastating fire also. These were all not in the last year, but within the last decade. North Carolina was ranked fourth in the nation last year for the amount of damage sustained to natural disasters. So we have plenty of incentive for people to prepare. We did a secondary survey in 2011 to see how people were getting prepared, had all of the outreach that some of our partner institutions had done to encourage people to write disaster plans, how had we been doing? And the number went down from 72% to 45%. So we see that as a victory, and a lot of institutions have worked to get a written disaster plan. The statistics are skewed by libraries and archives, though. Most of those institutions have written plans. Museums, however, particularly small ones, lag behind in the preparation of written plans. So we call it a hollow victory because of these next set of questions. And I think we're going to do some polls now. Isn't that right? So it would be interesting to see do you have a written disaster plan for people? Has the plan been updated within the last year? And do you hold training exercises to carry out the plan? Okay, so it looks like 40% do have a plan for people and 27% have a plan... Oh, I'm sorry. 27% of those have updated the plan with the last year. Do I have personal training exercises? And we're very fortunate that those of you are very honest who say you simply don't know about the plans. And so this is something that you can certainly use as one of your activities to pursue for May Day. It's really simply finding out if you have a disaster plan for people, where is it? Are people aware of it? Have they been trained in it? You might want to consider having some kind of activity to reacquaint people with that disaster plan because as we all know, when there's a disaster, people come first and foremost. So having that is all, all important and overrides any kind of collections questions about having a disaster plan. But then when you get to the question about having a disaster plan for collections, that was, let's see, we're calculating that now. And again, don't know is a very valid answer and that would help prompt you to think about putting one together or at least, at the very least, starting that conversation within your institution. Because it's not something that one person can or should do alone. It really requires one at the institution, whether it's a large institution or a small one, whether they're volunteers or no volunteers. My disaster preparedness coordinator in his workshop points out that there was an institution that had a fire, I think it was, and the volunteers who were at the site at the time of the disaster were doing all they could to bring out what they thought were important pieces of the collection because no one had taken the time to prioritize salvaging the collection. And most of the items that were pulled out to salvage were reproductions. So it's very important to train everyone on site on what's important about recovery from a disaster. I think it's sort of similar numbers here. Right. Basically, what we're seeing here on these screens are also what we found in our survey here in North Carolina that 47% of institutions with written plans don't have staff trained to carry out those plans, that 63% of institutions with written plans don't hold training exercises, including simple fire drills, which you need to consider personal safety first and collection safety second when it comes to the actual disaster. And 14% of written plans include salvage instructions, which is a small number, and 40% of institutions with written plans don't have a supply kit to respond to any sort of disaster. And the supply kits can be as intricate a supply kit or as simple a supply kit as you can afford, but having at least the basics of supplies to help with responses is really important. And again, most institutions don't preserve or plan to preserve paper and electronic records at all. With poll question number 5B, it's apparent that most people, most institutions don't hold training exercises. And it could simply be, I mean, how do you do that? How do you go about having a training exercise? How do you exercise a disaster plan? And there is a resource that we don't have a slide for, but you can find at rescuingrecords.com. You can also find it through Heritage Preservation's website. rescuingrecords.com has released a number of different hands available for sale, a number of different tabletop exercises. So you plug in the CD and it'll walk you through the kinds of questions that you frame that you would present to your staff. And so having a disaster plan in hand, you figure out you sit around and rather than having a full-scale disaster that you have to respond to, you're sitting around a table when things are quiet, when it's a safe environment to do this and have this discussion. And it walks you through, it sets up a scenario and describes an incident. And then it starts injecting certain things that are happening. For instance, the hurricane has just blown in the windows of your stained-black window. What are you going to do? And then you refer to your disaster plan. And if you realize that you didn't even think of that happenstance, you can then use that opportunity to rewrite your disaster plan to say, maybe it's not a good idea to have everyone gathered beneath that stained-black window as a good place to congregate. So having a training exercise, a mock training exercise is another level up. But a tabletop exercise is really a wonderful way to test your disaster plan, to see if people are really familiar with it and find any keeps that might really throw you for a loop when the actual disaster happens. And of course, another, the most extreme way to exercise your disaster plan is actually to pull it out, following the disaster and see if it provides you the guidance that you need or whether the guidance is taking you in the wrong direction after all. One always learns. There are always lessons learned after a disaster. Exactly. So I guess we could go to the next slide. Which is break the cycle. Training is key, as we've been saying, to stopping decay of written plans and improving your response. And by listening to our institutions in North Carolina, we have started to offer a series of hands-on disaster recovery workshops. And as Lori was saying, when you do it in a stress-free environment and you practice the techniques in a place that's clean, safe, you're not stressed out, you're not exhausted, and it's not your personal museum's collection that's been damaged, you can learn quite a bit. So these poor books and this poor bracket were nicely muddied by myself for a workshop that we did in the western part of the state. We were able to get boxes of books that were being withdrawn from the state library for our workshops. It's a weird feeling to destroy books, but it's for the greater good, so we do that. And these hands-on workshops really, really help our participants understand the theory behind the classroom work that they do. Do you want to pull over the next polls now, or do you want to wait until the slide? Whatever you would like to do. Let's do the poll questions back. Okay. Okay, so here's poll number six. I have a feeling I'm going to be... Well, wow. We'll choose someone at random from poll number seven to get a door prize. It has to be the right answer. Actually, no, I give everybody a number and then I ask Larry Rieger, our president, to pick a number. Okay. He sees me coming in high speed. Okay, 65% have practiced using a fire extinguisher. Well, that's good. We've got a lot of people familiar with the terminology of pass. I don't know if Dan Coke and Sprecher can win this one.  It's about half and half with the response kit. Not quite. Half and half. I see that we've gotten a question in there. I'm going to hold that one for a little bit, but Linda, we'll cover it in a little while. All right. All right. Ready for me to take these away? Sure. One of our more extreme hands-on disaster response workshops was a fire recovery workshop. And we created a mock museum. We called it the Burnsville C2C Museum. We had a complete collection of objects, books, and archives materials. We collected them from office spring cleaning efforts and free bins at local consignment shops. And we arranged the materials in a firefighter's training facility. We had exhibits, storage, and library spaces. All the spaces, solid temperatures, they all rise above 700 degrees. They all experienced water, smoke, and soot damage. Our workshop participants then used our written disaster plan, which there's a photo of it right here. And they used Laurie's book and wheel. We don't have the app down here yet for that. And I have an Android. And they used our materials to recover and triage the materials that were inside the facility. It was a great experience. It taught us some things that we hadn't thought about. One of the things that we didn't have in our disaster kit were pencil sharpeners. We had lots and lots of pencils with points that were being broken regularly and we did not have a pencil sharpener. So you always revisit everything that you have, as Laurie was saying, to make sure that you have everything you need in the event of a disaster. So we had the fire. This is my C2C staff down here, and they're happy faces. Glad that the workshop was over. And here are some more images from the event. This is the firefighter training facility, our brick building, which was our wonderful fire building. We had exhibits with the trains that were the accession from the Museum of History selections. And we had library archive materials. And then after the fire, we had people go in and triage things. This is that bookcase. It happened to be in the way when the firefighters came through with their hoses and it got knocked over by the hoses. It got water, the materials were stepped on. Then everything had soot damage, so over in the left-hand image we have our volunteer participants who are using foot sponges to clean a ledger book that was in the fire area. And the rolled storage tubes in the bottom photograph. We tested a variety of different materials during the fire to see how things reacted and responded. And the one on the left is covered with remade. The one in the center is covered with Tyvek and the one on the right is covered with mudlin. And we wanted to see which one did the best job of keeping the rolled textile from smoke and soot. And of course, the Tyvek did the best. The mudlin was second and the remade was third as far as protecting the textile. So it was very useful information. A lot of our institutions don't have big budgets for storage materials. And if we can help them with finding out what works the best so they spend their money wisely, we're happy to do that. So what are we doing for May Day 2012? We are doing a severe weather spotting workshop and we're partnering with the National Weather Service who will be leading the workshop. They're teaching it for us for free. And it's geared not just for our institutions but also for the general public. We had a swarm of tornadoes here last year in April and we've already had an active tornado season this year in the Midwest. So it's very important for people who have historic sites with large areas that might have numbers of visitors on their property in the springtime, they need to be able to read the weather and understand if a thunderstorm or severe weather is headed towards them or away from them so that they can plan for the care and protection of the spectators on their property and for their staff. So the Sky Warrant Weather Spotter Workshop is a very popular workshop and we're looking forward to offering that for our folks. I have a question for you, Lorraine, before we get off of that. Do you know whether that workshop would be available in other parts of the country and would people just contact their local National Weather Service Bureau to see whether that could be made available? That would be where I would start is contacting the local weather service office and asking them. I do know that here in North Carolina many of the meteorologists at some of the television stations will also go and do that sort of thing, too. But if you've ever watched the news and the newsman has said, a weather spotter in this county hasn't noticed the tornado on the ground, that is a severe weather spotter who's been to this workshop and has a certificate from the weather service. So it's a useful thing for the private individual and also for the institution. So I would start with the local weather service office and move from there. And finally, some ideas from Mayday R&D to rip off and duplicate. We've already talked about some of these things. Start your plan.  Schedule a fire drill. Now, I don't recommend just walking by the fire pool and pulling it because that might not be a good thing for folks who might be having a meeting at the time.  Send an email to start the ball rolling, at least, to get people together. Plan a meeting where you can begin to discuss these issues. Survey your storage, exhibit spaces, and stacks areas for hazards. There are lots of, if you go with a critical eye, there are lots of things that you could see in your areas that you could do to either protect the collections in the event of a disaster. Pick boxes up off the floor. Don't store things near a sump pump, those sorts of things. Buy the field guide and download the app. Those are some very simple things to get ready for Mayday. And I will turn it over to Lori again, unless we're going to use polls. Well, before we move on, could I bring your attention to this question that Linda Gillow from Chadford, Pennsylvania, asked earlier, because it relates to the RIP-OFF and duplicate question. She said, are there sources for existing disaster plans for organizations like small historical societies with multiple historic buildings? Are either of you aware of any sort of templates that someone could go by? Linda, there is a free online disaster planning template called D-Plan, and you can access that at dplan.org.org. And it was developed at the Northeast Document Conservation Center. Actually, well, I was there, and I worked on it. And there's now a classic version, which is a huge, comprehensive, very large disaster plan. When we first started developing it, we realized very early on that people with very few staff, if there's just a single person or there are a number of volunteers, but no one with a lot of time on their hands, it was way too much to create and to enter. And so this online template also now has a D-Plan Lite version where you can enter the information, and the D-Plan Lite is really your response activity. So what do you do when you need to respond? And then as time and resources permit, you're able to go back and populate the full version, the classic D-Plan, and the information that you enter in your D-Plan Lite is still available and will populate the larger version too. So that's available for you to work with. And there is a way to have an overview plan for your main buildings, and then you can have duplicate plans existing sub-plans within your large plan that will account for different buildings or even sites that are related to, but not on the same premises. So that would be helpful. Also in one of the photographs that Leray had in her Burnsville Sea to Sea Museum picture, along with a field guide in the disaster wheel, there you go, is a small thing that, white, there you go, thank you, the magic Mr. Captain Kangaroo Arrow for you old people like me. That is a Tyvek container for the Pocket Response Plan, which is available through the Council of State Archivists. And it's a really great thing and it's again a very valuable response tool. There are Word documents when you fill out this form that you can download and populate. And on the one side, similar to the wheel, is your emergency contact information. Who do you need to contact in the event that something happens? And it would be people on your staff, because you have to notify your staff, any volunteers, maybe your board, your local first responders. There's room to populate it with anyone else that you think would be important to contact following a disaster. And on the other side are some of the, because it's a template, you can customize it to your liking on the steps that should be taken, how you should go about responding. So that is available on the Council of State Archivists website. And that is a wonderful tool. You fold it up, you print it out on 11, 8.5 by 14 paper, nip it a little bit and fold it up and put it in this Tyvek container and you carry it around in your wallet and it works wonders. We call it the Reader's Digest version of your disaster plan. Let's see, do we want to answer Joan's question? Where is the disaster kit kept? Sure, yes. It's kept anywhere that you know people aren't going to be taking the supplies from. So you need to mark a disaster kit. It could be in, I've seen it in a number of styles and formats. It could be in a large Tupperware or Rubbermaid container that you can tote around. You can fill a portable garbage can, trash can that is on wheels. You can stash your materials in there. There are also things online we could always direct you to that tell you how to build such a cart. But really you want it so that the materials are there, that you know that all the materials, one has taken the disposable camera out of it for a staff birthday party to photograph it and you're left without a camera. And you stash it in most, ideally you'd want to have it on every floor of your facility but certainly where people can't access it but where everybody knows where it is. Our disaster response teams that we're working with in the Macron and Takron area, each individual member of those teams has backpacks with hard hats and flashlights. But that's the uber highest level of preparedness but it's something that's really thoughtful to be ready for personal safety too. Okay, before we move on I just wanted to point out that Dan Cogutzbacher posted the URL for the National Weather Service classes there in the chat. And Steven Baxter just posted an answer to Shelley Howe's question which is the prep template. And then we have a couple other questions I think maybe. Well let's address this one first, Larry, actually before we head back over to Lori. Catherine Talbot in Manhattan Kansas asked, could you share your survey given to the state institutions that North Carolina survey you talked about? Yes, the NC ECHO survey, both the results of the survey and the survey document itself are both on the NC ECHO website which is ncecho.org and you can even see the whole 500 and some page final report if you're really interested in that. But the survey document and the survey results in summary format are easily available there. There's no spaces or anything in that? NC ECHO.org. And if anyone wants to email me directly I can be more than happy to work with them because it was a comprehensive survey. We did site visits on those and it took us 10 years to get it done because we were very much wanting to get to every institution out there. And there are some questions that we've since realized that we didn't need to ask and others that we should have asked. Okay, thank you. You're welcome. I'll go ahead and answer Susan Lugo's question. Great. Susan asks, hi Susan. How are attempts to meet with local FEMA reps received? The experience of some has been that documents, archives, and collections... Oh, let's see. ...has been that FEMA has not considered documents, archives, collections to be within its traditional mandate. Well, I have some great news for all of you. One of the things I've done over the past winter and into the spring now is participate in the updates of the national frameworks for FEMA. And one of the frameworks is the National Disaster Recovery Framework, NDRF. And for the first time among all six frameworks that exist now, natural and cultural resources for which our community... under which our community falls now has its own recovery support function. So what is that? The natural and cultural resources that we all hold so dearly and precious, and we consider so precious, are now acknowledged as worth recovering by the federal government. And this annex, this recovery support function for natural and cultural resources, states specifically that the federal government has an obligation to deal with them, to help the cultural institutions, the private nonprofits, deal with their collections. So that does not promise that you're going to be getting money to recover following a disaster, and that's why it's so important to have a disaster planning to know everything you can know about what's going to happen following a disaster. But it does mean that you will be included and you'll be... the cultural institution will be attended to in the process of recovery. And it is... it's like trying to turn the tighten if it takes a little while, but the word is getting out and I know that regional environmental officers throughout FEMA's 10 regions really are interested in trying to make cultural and natural resources a bigger obligation in the eyes of the federal government. And Susan, you're in FEMA Region 2 and they have a very positive outlook in terms of they understand, they get the need for the importance of protecting and helping cultural institutions recover following a disaster. So that's great news. And also one more thing, FEMA is developing, and I believe it's developed, but they haven't released it yet, curriculum at their Emergency Management Institute, which is where they were first responders and emergency managers can go for training. And so they have developed a module on cultural resources that describes the importance of them, where they're found and why they're important to save and how you might go about saving them. So that's also, I think, a good step in the direction that FEMA... we want FEMA to go. Lori, Susan said if anyone can turn it, you can. I just wanted to mention here, Dan followed up on the Disaster Kit location question by saying make sure you keep at least one Disaster Kit in a remote location in case your building or collections... I'm sorry, in case your museum or collections building is damaged too badly for you to access and retrieve your kits. I wanted to make sure everybody... Yeah. All right, do you want to keep going? We have a couple more questions, but I've got them pulled off to the side so we could finish and then go back to those or... Okay, why don't we finish up then and then we can open up for even more discussion. I think that's a good idea. When you go to the Mayday homepage on Heritage Preservation site, there's a button at the bottom that says Find Mayday Ideas. So if we haven't satisfied your curiosity in terms of what kind of activities you really think your organization might want to pursue, do go to that page because there are... there's a wealth of information about the kinds of activities that you can pursue. And some of them are more complicated than others, but find something that you know will be successful. And then, if you do that, you can submit a brief description of what your organization will be doing for Mayday or what it did for Mayday by May 31st of this year and you'll be entered in a random drawing to win one of four prizes generously donated by Gaylord Brothers so you can win two Leak Alert water detectors, six Rescue Disaster Recovery Cartons. These are lightweight plastic cartons that can collapse and so they're flatter. They're a lot easier to store. A Collections Protection Kit, which all fits into a 6-gallon bucket and I dare you to try to put all the contents back in again once you've taken them out. It won't work. And the same thing for the React Pass, which is another...which is a given. It's a disaster response kit in a rescue and you can collect all these pieces yourself, but hopefully you might even win it. And so I encourage you to take one simple step for emergency preparedness this year. Great. So shall we turn back to other questions and comments? Great. Sounds good. I have a question from Stacey in Michigan asking, any comment, suggestions, or stories on insurance coverage as part of planning or how to work with insurance providers in the immediate aftermath of a disaster? After Hurricane Irene, one of the institutions we were working with who had been flooded with sewage, they were lucky enough to have an insurance provider on their board. And he was their connection to getting recovery on the fast track. So you need a good...just like you need a good relationship with your first responders, you need a good relationship with your insurance company, too. They need to know what you're all about and you need to know what they're all about, what they will and won't cover. And a lot of smaller institutions don't necessarily ensure their collections at all or even well enough. And a lot of the fires that I've seen here in North Carolina over the last few years, the collections aren't completely burned up, they're damaged, and conservation work will have to be done to those items. And finding the funding for those conservation work could be part of your insurance coverage, but you need to have conversations with your insurance provider on how you tool your insurance policy. I'd like to add that one of the workshops that's going to be happening at the upcoming American Institute for Conservation Annual Meeting, the AIC Annual Meeting, is going to be on finding funding for disaster recovery, and it will include a spokesperson from an insurance company, a fine art claims adjuster, someone from FEMA Public Assistance who will talk about how you go about navigating the disaster recovery process with FEMA. And I know most of you probably aren't planning on going to the AIC Annual Meeting, but we do intend to have that information, we intend to have copious notes taken and that information will be available, so you can refer to it online. And I'd certainly be able to post when we have that information up, because I think it will be a very valuable workshop. And certainly contact me offline if you want more information. Thanks, Laurie. I just want to point out we have about 10 minutes left, so now would be a good time to put in some more questions to make sure we have enough time to address them before the end. I was thinking about maybe pulling over poll number nine. Laurie, in the right, is that time? Okay, fine. And while they're pulling it over, I wanted to ask Ron a pilot historical and cultural property protection annex for your hazard mitigation plan. I think that's great. And I was wondering whether you also did this through R&D, because Massachusetts had one, they developed one that was R&D from an existing, well, that one was actually rewritten from Massachusetts emergency management annex. And then the state of Rhode Island worked on one, and I know the state of Utah has been developing one. So I'd love to know whether you came up with this annex on your own or whether that was something that you were able to rip off and duplicate. So Ron Van Voorhis in Oklahoma said ours was a pilot annex for FEMA. Wow, I'm going to have to get in touch with you, Ron, to find out what you have.  We always encourage participants in our disaster preparedness workshops to invite their local emergency responders to their location, particularly if it's a historic house museum to get them familiar with the layout of the property, maybe get them invested in a pride in the history of the place. Our Thomas Wolf Historic House Museum in Asheville had a fire a few years ago, and the firefighters said that the house was fully engaged when they got there. And had it been a private residence, they would not have risked the firefighters going in to put the fire out, but because it was such an icon in the community and they knew about the property, they went above and beyond to get the fire out and save as much of the property as they could. So having that relationship with the first responders, letting them know, you know, how the best way to get into the site is and what you're all about is very important. I know Janine Treese, I think, is what she was saying she did for May Day last year. Last year, I gave the Altoona Fire Department tours of our historic home museum. We discussed emergency exits, hazardous materials, how to get the ladder truck up to the building, et cetera. Right along those lines about what you're talking about. Colleague one, he visited with a church and there was a fire at the church and the firefighters had to break through a window to get into the building to put the fire out and they broke a window that was a stained glass window that was period to the church. The window chest next door was a reproduction. If they had known which window was easier to break, they would have perhaps preserved part of the original fabric of the building. All right. Lori, Adrian asked if you could expand on the annex. Right. Adrian, the annex that has been developed in Massachusetts is an ancillary segment, component of a comprehensive, the statewide comprehensive emergency management plan. Every state has to have a disaster plan, emergency management plan, and every, I believe, although Dan, you might want to correct me, every city and town should have a disaster plan. Certainly if you don't have a disaster plan, you're not eligible for federal funding. But the annex provides guidance on who the players are when something happens. And so, for instance, for the annex on historic and cultural resources and historic properties, it says who are the people, who are the players that need to be involved in the discussions? What really are cultural resources? What role does the emergency management community have in attending to these resources? And it really helps provide justification and authority for you to speak up and say, hey, our cultural institutions are approved or are acknowledged in this formal emergency management document, and that means that you have to give us some notice. You have to give us some, as much direction and help that you can possibly do. Let's see, and there was another question from Beth. We have eliminated this no budget for disaster training and supplies, recommendations for sources of grants. In the short time available, I'd say one of the great places to do that is through the National Endowment for Humanities Preservation Assistance Grants page. NEH, I believe the deadline is going to be around May 1st or so, but if you go to the NEH site, you'll find that. And they offer up to $6,000. But you can't just say, Jimmy, $6,000, this is what I want to buy. You need to explain and have a rational discussion of why they're important. But I know in the past they have funded supplies and training. You have to include training for that. Last month we actually hosted one of these live chat webinars with Elizabeth Joffrian, who's a senior program officer at NEH in charge of these grants. A recording of that is posted on the website in the online event recording section. I'll actually post a link to it, too. But that might be helpful if someone's considering applying for that. Great. Great comments coming through. I'm also very impressed that more than half of you have a preservation plan for your electronic records. That's really admirable. I would say even a year ago the numbers would have been vastly different, and certainly more people would not. I think that's really... I think we're building up to having some horrible disaster that involves electronic records, and that's going to be the wake-up call to make these numbers change even more dramatically. But half off to you for planning for electronic records, because that's the top one with no... with an ever-changing landscape. That's one that we have to stay on top of. So, good for you. I'm going to take that poll away now, I think. I just put a link up to that preservation assistant grant recorded webinar, and she made her PowerPoint presentation available to us, too. There's a link to it there where the recording is, and I'm sure people would find that helpful. It was a great one. Okay. I think that about wraps it up. Alrighty. I have an evaluation link I'm going to pull over, and here we go. Oh, there it is from Beth. We read these evaluations really carefully when we're planning future webinars, and if you could just take a couple of minutes. It's an eight-question evaluation. It shouldn't take too long at all. Most of them are multiple-choice. But if our participants could fill that out, we'd really appreciate it. And I think that that is pretty much it. We've got a new series of webinars. Most of you should have gotten an email from me this week with a list of them, selecting a conservator, security for collections. That'll address some of those problems Jeanine was talking about with the break-ins. Collections, care and conservation, how to submit an artworks grant to the National Endowment for the Arts. That's with Wendy Clark, the museum specialist at the NEA. Care of plastics and wireless data loggers. That's a following up on an earlier webinar. I recognize some of your names, and I know you were on that one. It was a very popular request that we hold one on wireless data loggers. So that will be coming up in July. So Lori and Larray, thank you so much for your time and for all your information today. They've consented to let me post this presentation online with the recording. I should have that up in the next day or so. If anybody wants to download that and print it up. And it's always a, there's always our group discussion boards at connectingtocollections.org if you'd like to continue this conversation there. So thanks so much to Lori and Larray and to all of our participants for the great questions and the great participation. Thank you. Good. Thank you and thanks to all of you who joined in. Have a great afternoon. Have a great afternoon everyone.


This is stock number HA11B. We are here at Summit Automotive in Fond du Lac, Wisconsin. You're new and used car headquarters.  Today we are checking out this super low mileage, ultra clean 2014 Hyundai Sonata. This vehicle has a 2.4 liter four cylinder motor, which pumps out 198 horsepower. From this HD video, you will be able to tell that this car is extremely clean all the way around. Inside and out, extremely low miles. We shoot all of our videos in 1080p, so if you have HD capabilities on your computer, tablet, or smartphone device, turn them on now, because it's like you're right here looking at the car with me. Factory painted alloy rims, hand-cook Optimo 215 55R17 tires, and these tires have right around 60 to 70% of the tread left on them. Nice bright silver metallic color. I did not see any dents or dings on the hood. Front bumpers in really nice shape. Does have factory fog lights. I didn't see any cracks. Projector lamp headlamps, the nice chrome trimmed grille. Passengers side rim is in excellent condition. No scuffs or scrapes. And as you go down this side of the car, you can see just how clean that body is. How reflective and mirror like that paint is. We take these HD videos, so if you are far away, or even if you're close by and just cannot make the trip down, you can still see the vehicle, hear the vehicle, and have confidence in what you're looking at before you even get here. Very clean down this side. I didn't see one single dent or ding. Back rim is in excellent condition as well. This one does have the four-wheel disc brakes, and the back tires have just as much tread as those front tires. As we come around to the back, absolutely perfect back here. No dents, dings, or cracks on that rear bumper. The rear deck lid is in excellent shape as well. It's got the latch so that you can open it from the trunk. Back storage area is very clean, and it does come with a spare tire and all the jack tools. You can put those back seats down by pulling the lever there. We'll check that out in a second, but no dents or dings on that deck lid. As you go down this side of the car, just as clean as the passenger side. No dents or dings down this side. It has the built-in directional signals in the mirrors.  There are no rips, there are no tears on these seats. Side curtain airbags, both these seats are heated. Power driver's seat, and we have factory floor mats throughout. Power windows, power locks, power mirrors. It has the gloss black dash trim and door trim. As you can see, this car has 9,458 miles. Instrument cluster is very nice and clean. It has the leather-wrapped steering wheel, cruise controls on that side, Bluetooth and audio controls on that side. You have the AM FM Sirius XM Satellite Radio Capabilities CD player. This has the dimension audio system. You get an AUGS and a USB jack down there. Automatic transmission and heated seat buttons are right there as well. This is a push button start. Up here you have your SOS and home link buttons as well as your compass. This one does have the power sunroof. And the passenger seat is absolutely perfect as well. No rips or tears. It has the factory floor mat on that side. This car has never been smoked in. You can see that that dash is in really nice condition as well. We'll take a quick look at the back seats and then we'll check out under the hood. You also have stability control and active eco mode and fuel door and trunk buttons right there. There's your dimension audio. The back seats are just as clean as the front seats. There are no rips. There are no tears back here. Very very nice and clean. It does have the latch child safety system. And just a really really nice car inside and out. These seats do fold down for extra storage. They go down almost completely flat and very very clean. These back seats are also heated as well. And we'll take a quick look under the hood. I want to thank you for checking out the video. Hopefully it shows you the overall condition of the car. Well, so that you can make a smart buying decision. Engine based very clean runs very smooth. This vehicle has been fully safety and inspected by our service shop has a fresh oil and filter change. All the fluids have been checked and topped off. Car has been gone through mechanically 100%. 100% ready to go. To see more pictures of this car or one of our other 400 new and used cars, trucks, SUVs, minivans, wranglers, you name it. We got to go to our website www.summitauto.com. Full pictures and descriptions of every single vehicle and a lot of videos of every single used vehicle that we have all at summitauto.com. If you want to check out just our used inventory you can go to carson41.com. It takes you right to our used inventory page. And I want to thank you again for checking out the video. If you want to make this one yours give us a call right now<PHONE_NUMBER>. Ask for one of our sales associates to make this car yours today. Once again that number is<PHONE_NUMBER>. And if you want to check out more videos you can go to youtube.com. Remember to like, subscribe and share on this video and all the videos that you see there. In fact in a second you will see a link to subscribe to our YouTube channel on your left. A link to more used inventory videos like this one on your right. If you have not been to our website on the bottom a link to this car on our website click those check us out. And we really look forward to helping you with this super clean low mileage 2013 Hyundai Sonata with only 9700 miles. Thanks again.


so that we can record and send the session out. It's cool, okay. And then I'm gonna go and I'm going to share our screen so we can have a discussion. Now, we may be calling on you guys to share stuff and so we're all kind of learning the Zoom etiquette here. So try not to forget to unmute yourself when you share, so. And then re-mute yourself when you're done speaking just to cut down on background noise. So I'm gonna get to my screen here and I'm gonna share it. Can you all see my asking better questions screen? Give me. You can do a thumbs up. Give me a thumbs up if you can see my screen asking better questions. And then they can hear you. Okay, so based on your survey results, Steph and I put this together to get started for our first Zoom session. So, and bear with us here because this is the first big Zoom session we've done ourselves so if we'd love your feedback on that too, what we need to make better. But this is the first topic that many of you suggested that you would like more information about and so this is where we're going to start today. And so of course it's Stephanie Wannick and myself presenting today. So hope you like our bitmojis up there at the top. It's so nice to see all of your faces again after our trainings this summer. So we hope that your school year's off to a great start and we're just so glad you could join us today. All right, so a couple housekeeping items to begin with. First of all, in order to kind of centralize all of your communication and details for this entire year of our PARA training sessions, I've created a website on Google Sites. Steph and I put it together. That's the titles PARAS of ESU 8. And hopefully you've had a chance to get on that website. So everything that you should need for anything with this training is gonna be on that website and I'm gonna get out of the presentation to walk you through just a little bit here. These are our Zoom sessions throughout the year and if you click right here when you're live here, I gotta go to the live site. It will take you to the resource page with everything you need all the way from the Zoom link to the training resources, anything that you might need for the PARA training series. And one thing on the front page I wanted to point out to you too is our contact email is down at the bottom. So please make sure that you visit that site. It has the registration link, it has the Zoom link, it has the resources, anything that you might want. And I'll let Steph talk about the email list here. Sorry about the ringing phone. We are in our small little offices for a couple of years and we don't have a conference room to go to for this kind of thing. So the email list, when I tried to email all of you before this training based on the emails that we got at our face-to-face trainings, I had a lot of the emails bounce back to us. Sorry, Tina's gonna go help somebody get connected to this meeting. So basically if you did not get some emails from us on the email that you gave us at those beginnings of your meetings, please email us your address again. So we wanna have you part of this and getting communications and really emails are our only option at this point. You can always check in on the website and that's great but we would like for you to also be receiving our emails. Okay, so we'll continue on here. As we ask better questions, we really think about the art and science of asking questions is the source of all knowledge. So we really need to get at what kids know by asking really good questions. Okay, so why? And by the way, all of this PowerPoint will follow along on your copies that hopefully your principal made. So those were given out and they're also in our resources on our website. So if you don't have them today, you can go back and refer to them later. Okay, so why? What are you trying to get your students to learn here? Well, if you ask good questions, you engage, you really can engage the mind and we just wanna, we wanna get to this why here. What are the goals of our questioning? So what do we expect kids to know and learn from questioning? Actually, teachers spend about 30 to 50% of instructional time asking questions. And so let's have you guys discuss in your groups you know, what the goal is of asking questions. What's the purpose for asking questions? And I'm gonna come back here to our room so I can see everybody and we can discuss this a little bit. Okay, so I might start picking on people who has something to say about why do we ask questions?  Any ideas? Okay, we said engaged over here. Okay, we wanna keep kids engaged. Thank you, Angie. Yes, definitely. Just like right now, when I asked you a question, I wanna make sure that you're engaged. I wanna make sure that you're on the topic of the class. So I asked a question, okay? Anyone else? Are we on? Can you hear us? See if they're retaining information. Absolutely, see if they're retaining information. See, we're gonna check for learning there, right? We wanna check for learning and make sure that they are learning the things we're talking about. Okay, so good, thanks for participating. And we'll continue to call on you here and there throughout this class today. And we'll talk about a few more. A few more reasons and goals of questioning. Okay, so I'm going back. I lost my guru here because Tina is my guru of Zoom. Okay, let me see here. Sorry guys, you're bearing with us. We can still see you. Okay, good. I'm gonna go through. Do you guys all have the handouts with you? I've lost Tina's, maybe it's there. This is the hazard when you're on somebody else's computer. I've lost our presentation on your computer here, my dear. Hey, welcome to Drawing Pays with Technology. All right, we had some people that were. That couldn't get on. But we're there now. Okay, so we should be ready. All right. How's everybody doing out there? Well, there's some. Hold on. It just sounds like we have no conversation. All right. Anybody who's joined us now, you'll want to mute your microphone for now. At the bottom of the screen, you can click on mute so that we don't get a lot of electronic feedback. We want your voice feedback occasionally though. Yes, yes, and we'll ask for that when it's time. Okay, so we are back in our presentation here. And basically some questions are better than other questions to ask. And we need to think about really honing in on that skill of asking those really good questions. And we talked about that each type of question usually has a purpose. So it's not like there's not a place for some of those yes and no questions, but you want to think deeper than a yes or no question. So here are some reasons why we ask questions. So some of you said this, I think Jefferson Elementary, you guys said that you want to actively involve the students in the lesson. You want to get that high engagement in the lesson. So that's one purpose of asking questions. You want to increase their motivation or interest. And so if you can ask a question in a way that's really going to engage them or get them curious about something, that's a great way to start. You also might want to evaluate their preparation or their background knowledge on a topic. Like, hey, what do you already know about this thing that we're going to learn today? And you might also want to check on the completion of their work. So it might be a question that just relates to what they've been working on. If you've given them work time, then you might want to ask a question that would relate to that topic of information but even dig a little deeper. And Boyd County, that was, I think Boyd County or was it Stuart? Somebody out there mentioned that in our discussion. Ooh, way to go guys. Woo-hoo. Also, we really want to have them develop some critical thinking skills. So any more in society, it isn't just about a yes, no question. It just isn't about a right answer, but how can they critically think through a problem-solving process? And we want kids to think like that and be creative and find solutions to problems. And another way, you want to click one more time? There we go. It's to, oops, sorry, we both clicked, review previous lessons. And so you might engage them in a conversation about a lesson that they had done previously that might relate to what they're going to do now. And that also kind of helps with engagement and collaboration because they are pulling then from prior knowledge and making the connections between even cross-curricular items. We also want to nurture their insights. And we know that kids feel good when they get called on, when they get to answer a question for the class. We want to make them feel good about the things that they're adding. Another reason why questions are so important is because you can assess them quickly through a question. You can see at what level that they're understanding the objectives that the teacher has for them. And you can kind of gauge where you need to start supporting them. We're going to stimulate some independent learning here too. So if we can ask some questions and then set kids out on their own to answer those questions or find answers, that's really the goal of independent learning. So, nope, that's okay. So why do we need to ask good questions? And that seems like a silly phrase, but in reality, why do we want to develop this good questioning processes? And first of all is to show more meaning, to get more involved with the information and have the students really develop their own logical thinking. We also want to foster that curiosity that they're going to go off and learn on their own. Now, I think that elementary students really can be guided towards this. If you bring something up in class and they're the kids who are going to run home and keep doing some research at night because they're really interested in it, maybe our trick is when we're working with older students, how do we really get their curiosity going? And I think it's really playing into their interests in class and things like that and getting them to go beyond. And sometimes that also has to do with like a gotcha. You know, not really a gotcha, but a wow factor. If you can kind of bring in some of those things to get that creative juices flowing and then they want to know more. And also it tells you more about what the students really know. So questioning is a good way to pull out those, we'll call them misunderstandings or things that they may have been misguided on and to really understand what they know and what they don't know and what they need guidance on. It can be better for, you know, if we ask a yes-no question, kids can guess and 50% of the time they're going to get it right. But if we really ask some good questions and they have to elaborate on things, then we're really getting to the heart about what they do know or don't know. And less guessing, of course this goes back to the assessing of their knowledge base. If we can really hone in on what they do know, what they understand, then we can start to develop the inquiry questions and gain more knowledge for them in the end. So what are the components that make a really good question? Let's talk a little bit about this. We're going to get into our Zoom screen here and we're going to call on some people. I'm going to go back to our... Why don't you discuss this in your groups a little bit about what makes a good question? And if you're alone or by yourself, just go ahead and maybe jot down a few ideas on what you think what a good question it is and why. Like why is it a good question? We're going to model good questioning here. So we're going to give you just a minute or two and then we'll come back and we'll try to share some ideas. Now you can see us double. Did you just call on people? I had some volunteers last time. All right, so who would like to share what you think a good question is or what your idea of a good question might be? You can just unmute yourself to share. Well, we definitely want to avoid yes or no questions. Am I on? Yeah, and then sometimes you need to ask a yes or no question. You always want to follow that up with a why or how did you know that or what evidence do you have to prove that? Evidence is a good one, especially if you're trying to dig deeper. And sometimes you know what happens is you get yourself, you maybe accidentally ask a yes or no question and that's okay. There's nothing wrong with that. It's just like Stephanie said, follow through, dig deeper, get those thought processes going. What else and how else could you ask that question to get into what they're really thinking or what they really understand? But yeah, that was a good one. We really know what that yes, no question is too. They said, just make sure it's not a Googleable question. So if they can Google it, then is it a good question? Anybody else want to share? We talked about drawing on personal experiences and getting them to relate to themselves to whatever you're questioning or whatever you're discussing. Great, adding a little piece of themselves into the conversation. It really starts their brain juices flowing more. And personalizing it. That helps personalize the information too. So once they, you know, if they've learned something from it, they're gonna make the connection to the real, their real life as well. So yeah, good one. Anybody else? Well, let's go on and see some different ideas for you here. All right, go back to our presentation here. Hopefully we're not making you dizzy by flipping through all this. Okay, so we can kind of look at this flow chart as we think about asking questions. So asking questions, better questions, is really about using that questioning process to foster inquiry. Okay, we're gonna talk about that word inquiry in a minute, but how can we foster inquiry by being curious? We want to be curious about what kids have to say and what kids are meaning when they say their answer. And also we wanna foster that inquiry by being open and asking those opinion questions and by being non-judgmental. We need to really think about their feelings here and how if we shut them down right away when there is something that we consider our wrong answer, that might just shut them down from answering in the future. So we really wanna be non-judgmental and open about different answers. And I think this one's important too, because if they do give a wrong answer or what you feel is a wrong answer, then maybe inquire deeper and say, well, why do you feel that way? Or how can you back that up and give them the opportunity to defend their thinking? And that then again will help personalize them. And so when you are able to get around to what is the right answer, it'll have more meaning for them. And some of that relates back to being curious, because we might say, well, I'm curious, why do you say that? I'm curious about your story there. I'm curious about what you mean. If you ask for some clarification, they might give it to you and you might understand better. Right, and individualize it. So being curious about what they're thinking is and their thought process is also inquiring about the person themselves. And so you're establishing a relationship with them just by asking them questions about their thought processes and what they are thinking and their background knowledge, which in turn might, like I said, personalize the learning for them. So what is inquiry? And this is a big word in education today and our science standards are changing in the state and we're doing a lot that is very inquiry-based. And it's actually the act of asking for information. So we think about that. Some of our closed-ended questions, like yes-no questions, are one that there's only one right answer. We wonder sometimes, is that really asking for enough information? A yes or no answer might not quite be enough. But if we have a yes or no followed up by a why or how do you know that? Then we get at that good information we're looking for. And have you guys ever heard a teacher or yourselves maybe even say, do we all understand? Does everybody understand? Does everybody get it? How many of you have ever used that? Just raise your hand. I used it several times. And you know what's funny about that is if you think about that, what is that really assessing? That is one of those that's kind of like, it's your last chance to answer and as long as everybody doesn't say anything, we're gonna move on to the next thing. And so really you're taking all of that personalization out of it and just saying, okay, I'm done with this topic, we're gonna move on. And so taking that sort of question out of the mix is a good idea. And who does that really help in the end?  Absolutely not. And so you might wanna ask something like, what questions do you have? And don't let anyone off the hook have everybody still ask a question. And one way you can get around that in a timely fashion is to have them whisper their question to a neighbor and see if the neighbor can answer their question for them. That'll increase your engagement. Yeah, and later, Stephanie and I are gonna talk about a few of those ways that you can kind of engage all of your learners. How many of you have in the room at one time? How you can kind of foster these types of questions within a whole group of students where everybody has to answer. And I think that's one of the important things is that your students have to realize that nobody's gonna get by without some sort of an answer. That their feedback is essential and it's valued. And so we're gonna talk about some of those ideas later. Okay, so there's two main categories when we're asking questions. Closed, so on a closed question, one example is, is this animal a vertebrate? Okay. That could be answered with a simple yes at it, no it's not, right? We could have even said is this animal a vertebrate or invertebrate and there's still one short answer. It's like a 50-50 chance that you get it right. Another higher level question for maybe more of a high school kid would be, is a democracy the best form of government? Well, they can answer with a yes or a no. And with this one, I mean, these are both two ways. Like you could start with this type of question, but you need to take it again deeper and that's what our next ones are kind of involved with. When we look at that second category, it's open questions or open-ended questions sometimes. And one example would be, what characteristics make this animal a vertebrate compare vertebrates to invertebrates? And even how do you know those types of questions are open-ended questions because they're having to dig deeper into what they understand or may not understand. And then that high school example would be something like, in your opinion, what's the best form of government and why? Okay, so we're acknowledging that this is an opinion question here, but then they have to back it up with some facts. And I think we're gonna take just a minute here. If you guys wanna, you know, as I mentioned, sometimes as educators in the education field, we kind of fall back on some of these questions and it's just natural for us. So how can you guys push beyond that? So if you do ask one of these close-ended questions, how could you take that then, let them go ahead and answer and then how could you take that one step further? Kind of think about that for just a minute. And then we'll share out. Okay, let's think about some people we haven't heard from yet, Nealey Oakdale. What do you think there? Ask them to expand on the answer. Good, ask them to expand. So how would you, Nealey Oakdale, when you say ask them to expand on the answer, how would you go about doing that? Can you be more specific? Is this animal vertebrate? If they say vertebrate, say, how do you know that? Mm-hmm, okay. Good. Cassie's group up here. What do you guys think? You're still muted, Cassie. All right. Okay, try again. Oh, now can you hear us? Yup. Cassie's group, we're sorry. Somehow we're getting feedback from you. If you wanna post it in the chat, you could do that too. You wanna post your comment in the chat field and we can read it from there. While they're doing that, what about at Christ Lutheran? Muted. We don't have any audio from you either, Christ Lutheran. So you wanna put that in the chat box. There's a little chat right at the bottom of your Zoom link that you can click on and put that in there. Okay, let's try one more. See if we can get one to share here. Sorry, I'm flipping through my pages. How about Mrs. Larson? Oh, okay. Can you, I think we're the ones that are giving you feedback. That's okay, go ahead and try to share with us here. Okay. Go ahead. Can we send it in? They sent it in, their question. Oh, that's bad. I think they should. That's okay. I know you guys all probably have some really great ideas. And I think another follow-up question to all of that is too. Are there times that you need to ask some of those closed questions versus open questions? And I think about some of you are at reading mastery schools and you probably help with reading groups and it's a scripted lesson that you need to follow and a lot of those questions are closed questions. So, I mean, that's something to think about that if you're following a scripted program, you really do need to follow that script. So there are times like this. And we did have a chat on the chat. We can read. That, we'll just go ahead and read this. Ask what other kind of vertebrates there are for democracy. You could say which form of government is best. What kind of government does your family talk about at home? Okay. And oftentimes with younger kids, we want to talk about that. What does your family talk about? What do you do at home? And really draw on their life experience. And really get them to pick their curiosity is like you might ask something like if the United States had to choose another form of government which would be our best choice and why? You know, those high school kids might really get into that and oh, we have a suggestion that maybe Stewart has two computers on in the same room. If so, that could be your feedback issue. Okay, so let's continue on here. Thinking about our questioning. So we have some qualities of good questioning. And this is gonna kind of relate to a slide that we talked about earlier and some of the activities that we talked about earlier but one of the qualities of a good question, again, can actively involve students in the lesson. And so we talked about points like making sure we bring in prior knowledge, connecting it to home, connecting it to other curriculum areas, other contents and lessons previous, that can help them get actively involved. And so when you ask them a question, if you are asking them a question that invokes curiosity and inquiry, those types of questions are going to get the students all involved with answering. And so that's your main goal. You want all of them directly involved with the question that you're asking. And also I think when we think about the group size, if you're working with two students, it's really hard for somebody to check out. But the larger that group gets, the easier it is for someone to not answer. And so when you talk about actively being involved in the lesson, you want to increase the number of times they answer each student. So have them answered to a partner or somebody like that. And so that everybody's talking and everybody's accountable. And you want the, if it's a good question, it's going to increase their motivation, increase their interest in the topic. And so I know sometimes, especially you guys as Paras, you may not have a deep love of the topic or a deep love of the conversation that you're supposed to have with these kids. But if you are motivating too, when you ask the questions and asking questions that can peak their interest, they're going to be way more involved with you and with the conversation and the content. Okay, we talked again about evaluating students' preparation before. How much do they remember from before? Sorry about that, I pushed the wrong button. And again, that we might check on the completion of their work. So the questions that we ask in the morning might be about their homework the night before. Like, did you do your homework and have you learned what you needed to from that homework? And I always like to when the kids came in in the morning, like if you have them starting off in the morning or right after a lesson or you had them the day before, why not check back in with the topic or the objective that you had the day before and say, hey, did you learn anything new about an invertebrate? Did you see one on your walk home? Relate back to that information so that kid is making a connection back to that same information. And this one obviously keeps coming up because if it is a good question, it's going to invoke critical thinking and it's going to get the students processing the information in a different way rather than just answering a question. Rather than just go. Just about one quick response, but instead that it activates some really deep thinking. Okay, so now we're going to talk about some different types of questions. And the first one is knowledge questions. This is basically, this is kind of, these types of questions are kind of, we're starting at a lower level. And so basically knowledge questions, just recall data or recall information. So, you know, I think of this as vocabulary. So if you ask what is the definition of an invertebrate, then they can give that to you. That is a knowledge base. That's a recalling of the data that they, or information that they learned. The next one is comprehension. In comprehension, they really start to understand more of the meaning and we get, it's a little higher level thinking. And then application is using, is taking that concept and using it in a new situation. So if you're talking about like questioning an application question, they're going to take a concept that they learned and they're going to apply it somewhere else. And those start to really invoke that innovative creative thinking process with questioning. And next we have synthesis, analysis, sorry, analysis. This is, we separate the concepts into parts or distinguish between facts and inferences. And again, we're crawling up that ladder of high level of thinking. And then after that is synthesis. And you guys don't have to remember all these terms but just kinda recognize the levels. And synthesis is going to take those parts and form a new meaning. So they're going to take the parts that they are, understanding they're gonna put them together and then they're going to develop a meaning for themselves. Something that is definitely more personalized. And the highest level would be evaluation where they start to make judgments about the value of ideas or products. Really what do you think and why do you think it and what evidence leads you to that? So as we climb up this ladder, the kids are really getting that high level of thought. So just know we don't always want them answering just those knowledge-based questions of what's the right answer? Choose A, B, C, or D for your answer. We really want them thinking of their own ideas as they go up, so. Okay, so this is great information but how? How do we do this? How can we ask questions that foster this inquiry? How do we get ourselves to think in that manner as well when we're working with students? So we have a couple different slides. We're gonna talk about some questioning details. So first of all, go ahead Stephanie. So wait time is really important when we're asking questions. And the ideal wait time is three to five questions or seconds after asking that question before you ask for any response we actually pause for three to five seconds. And it seems like nothing three to five seconds but actually you kind of have to count in your head and give yourself a little bit of time there. And definitely what you're wanting kids to do then is I used to tell my kids, okay, I'd ask a question and say now I want everybody to lock an answer in their head, okay? And so that they're really thinking about it and everybody's coming up with an answer not just sitting back. And I think as many of you know I was horrible at this as a teacher and so I'd actually have to physically set a timer for myself to make sure that I allowed that time for my students to think. And it's kind of funny because when I would watch my students if I gave them that time not only was I squirming because it felt like a really long time but they were squirming in their seats because they knew that they had to have an answer that they had to come up with something and that they weren't just going to get by with no answer because we did some of the activities that we're going to talk about later where we pair shared but they had this three to five second wait time and I set my standard time, I did five seconds to start with so that I could practice it but I literally really did set a timer for myself. And so when the timer went off it was a cue for me but it was also a cue for the students and what I found happened is when the timer went off and I said, okay, they had to think, pair share some of the processes they would do it as soon as the timer went off. So it set the timer for myself but it also set a timer for them as to they knew when they had to respond and how they had to respond. So it has to work out pretty awesome. We really need to think about the kids who just need that little bit of extra time. We all have blurters in our groups, right? And those kids are ready to blurt the answer almost before you're done asking the question but some of our kids do need a little bit more time and it's not fair to them to call on the blurters all the time or allow the blurting. All right, and it gives them time to process the information as well. So another example is the individual response where one person answers but you have to give them all the opportunity first and this kind of relates back to the wait time. So you may call on an individual person to answer but they all know your class needs to know or your kids that you're working with needs to know that they all have to process the information because they may be the one that has to answer. And I used, when I did use the individual response within my class or with my students is I used a random name generator and so that it could be any of them. So that helped them understand that they would or could potentially be asked to answer the question. So when they had that wait time they had to process. So a random name generator is an app usually and we have some of those in our resources and the app basically you can put in all the kids' names in your class or in your group maybe maybe for your reading group or something like that and you know you pick, you push the button and it randomly pops up a name and actually then just a side effect of it all is it adds in some wait time for you. So that's kind of nice there. But I always like whenever I have an individual response I like to follow it up with my next example here and that's a coral response. Because individual response I find out what one kid knows and with a coral response I want my class to all answer together and so I wanna hear the answer again from everyone. Now with open-ended questions sometimes that's hard and we can't get a great coral response because it's a different answer for each kid and in that case I would definitely ask several kids an individual response. But coral response again there might be a cue or a tap or you might just say everybody. Anita Archer who's a big guru in education puts her hand out like this and that's the cue for the whole class to respond. Mm-hmm, yeah. And the coral response is where you know if you wanna assess a particular group of students I would just go walk over by that group of students if I thought that they maybe weren't understanding and I'd go stand by them to see what kind of response they gave but everybody was giving the response. So that is a good resource. I remember my first year teaching before I really even knew. I don't think I knew all about coral responses at that time but I just was feeling like I had a group of 26 second graders and they were so massive that I thought that little kid in the back row I'm not so sure that they're hearing a thing that is going on so I would definitely ask for those coral responses a lot. Okay and the next one is always ask the question first. You don't wanna call on a student and then ask the question because at that point when you call on a student guess what happens to all the rest of them. They shut down. I don't have to answer this, this isn't for me. For instance if I say Tina, what is a good question? Only Tina is gonna think of the answer. If I say class I want you all to think of what makes a good question.  Okay, Tabitha, what makes a good question? Was that a practice in wait time or what? Cause I was getting a little, I got an answer. But it really does give the kids who need that just extra couple seconds that time. Okay and the next one is to focus on the objective. What are you really wanting them to get out of that those questions that you're asking?  What are you really digging for to get the, what kind of information? What do you really want them to know? And you know sometimes we focus too much on picky little details. And so it's much better if we look at that big picture of what do they need to learn. Now sometimes that's hard for you as Paris, right?  And so that's one where you might need to talk with the teacher before, you know in all that plan time that you two have together, right? But really think about that bigger objective of why are they learning what they're learning. And don't lead, don't put words into their mouths. Let them answer with their own thoughts even if they're headed down the wrong direction. And we talked a little bit about this at our opening meeting. If it's a wrong answer, that's okay because sometimes they can learn more from a wrong answer. Don't try to lead them into the correct answer. Let them go ahead and share. And so also, you know at our beginning, our August trainings we talked about helping not telling. And when we're leading them too much it really is telling them the answer maybe. And I go back to, I think it was like an Adam Sandler movie where he was like, to today. So that's why I go back to that visual. I think that's kind of funny. Okay. And you wanna be open but concise. I mean, yes, we want open-ended questions but some kids we know will go on and on and on and on and on, right? And so yes, these are open but we really do need to be kind of succinct and concise about the way that we answer those questions and think about if that was a short answer question on a paper or on a test or something could they get that there? Or are they kind of mumbling and fumbling through their answer too? And one thing that Stephanie brought up earlier when we were planning and going through our details was just because it's an open question and you get an answer to an open question doesn't mean it's the right answer. And I think sometimes that, you know when we ask those types of open questions just to get an answer is great but we have to focus on the objective of focus on what it is we want them to know. And if it's wrong, like I said before, it's okay but we still need to kind of discover how we can get the right information and steer them in the right direction. So it's okay to say, well, I'm not sure that that really addresses our question or I'm not really sure. Let's call someone else and then I'll come back to you to see if you can revise or rethink that. And how, and you can do it along with them, you know how could we find the right answer? How could we, what do we need to do to find the right answer? Those sorts of things are okay. Yeah. Okay, go ahead. And then also we've always wanted to use very specific language. Actually, it's proven that a huge impact on kids. It's actually an effect size which is some mathematical terms of 0.75 for using very concise specific language with kids. So they understand more of what we want when our words are very specific. Now, this next, the next bit of information that we're gonna talk about, we're almost out of time here. So I wanna make sure that you know, if you go in, there's a document that's called expeditionary learning. We're not gonna go through all of these but there's some great examples on here. But if you go to our website, pairs of ESU8, you will find this resource page. So if you want some more information on this, make sure you go to that webpage to find it. And we asked your principals to make copies. So you probably have this with you today. Yes. Okay, so one thing to do is to do a cold call. Okay, so you can call on kids, you know, call on their name after you ask the question. This is really standard. This is what we're used to in education. I think we grew up with this. The next one that is used often is the think or ink pair share. It's called think or ink because you could have the kids think of it or they could write about it for a little bit. You give them that wait time and they can write or think freely. And then they share with a partner or you can say turn to your shoulder partner, turn to your, we used clocks, turn to your 12 o'clock partner, turn to your six o'clock partner, depending on how many you have in your group. But they have time to think or they have time to write. And then they pair up because it helps them to answer that question. You get a lot of engagement there but also for those kids who are unsure of themselves, it gives them a little bit of sense of security before they have to share it out to the big group. This one relates to think, pair share because it's the same kind of concept where you have them, okay, turn and talk to your partner about I'll go back to what is an invertebrate. Turn and talk, turn and talk. And so then they have to come up with, they both have to share, each partner has to share and then they actually have to share with the whole group. It's a partner share and like we said before, it's where everybody has to answer. Nobody is allowed to sit on the side and listen. Okay, and then the ones in gray, you can go and reference on the resource sheets. And we'll continue on. One is to use whiteboards. So it's considered a very elementary thing to give kids a question or a math problem or something and they answer it on their whiteboards and then they show you the answer. I always waited to have kids show me at the very end when I was sure everybody had answered. But this is something that even high school kids really can get involved with. So I would not hesitate to use that with older kids. So again, you ask a question, they answer it on whiteboards and then on a cue, they show it to you. And I use that, I mean, I use that a lot. I use that a lot in elementary. It was just a quick assessment for you and it makes you give wait time because they have to write it out. And it also allows that process time for students. So the next one is spistify or thermometer. And this is, to me, this is a quick assessment also where the students can give you anywhere from zero to five on their understanding or on their level that they are comprehending the information. You could use this in multiple different ways. And I guess- You might say, give me fist to five on how many minutes you need to still talk to your partner. And they might do a two or a one or something. Or you might say fist to five on how well you understand this topic in long division that we're working on today. That's how I used it a lot of times, yeah. And then the thermometer would be thumbs up, thumbs to the side, thumbs down. Yeah, and again, sometimes those are tough because they're gonna see their friends and they don't wanna have a thumbs down if their friend has a thumbs up. But it can be a quick assessment just overall. And you usually know the kids that are going to relate to their friends to see the answer. But we did it where they could also hold it by their seat so they weren't holding it in an air, but I could still see their thumbs up or thumbs down. But yeah, so these other ideas in the gray are especially good for a larger group. And we thought that that might not apply to you Paris quite as much, but definitely relate to, or go back to the resource page and take a look. You know, then have the parachute, right? Yes. So all of you should have a little parachute, graphic organizer maybe that you were given today in your materials. How about let's see some thumbs up, thumbs down if you got those. Ooh, okay. Well, one thing is just to empower you all is that before each training, we will email out our resources to your principals. And so if you haven't received those from your principal by the Tuesday of our meeting, you might wanna ask.  So next screen up here is just some random name generators. We talked about that a little bit if you wanna call on kids randomly. You know, another thing to, when we start to ask questions, sometimes we call on the same kid over and over and over again. It's the old popsicle trick, a digital way to do the popsicles. Popsicle sticks, drawn sticks or cards in your classroom. And on this slide, I went ahead and just put all the resources that we used as well so that you have another access link to the, not only the random generator tools, but all the topics and details that we've talked about. There's one on there that's called the polar bear one. I can't remember. But that has some really, some questioning videos on there that were recorded. So lots of information and resources on there for you that we didn't have time to even delve into. But if you want some more on that, there is some more information for you on those slides. And so we won't say, do you have any questions? We'll say what questions do you have? And let you know that we do welcome those. But before we sign off, does anybody have any other questions or concerns with asking questions? We do have all of your names, because you registered. Hi, 1,000. Hi, this is Stuart. I was just making sure you're not getting background now. No, we are not now. Okay, so that must have been the problem. Okay, thank you. Yeah, so part of this and getting used to our meetings for this year is just getting like connected, right? And getting used to how we'll log on together. Does anybody have, or what questions do you have? See, I'm training myself too. What questions do you have about this program in general or where to find things? Were you all able to access the website? Now that is a closed-ended question, but it's one that I need to evaluate. So if you were able to access it, could you put a thumbs up for us, please? Yay, good. And hopefully we develop that to make it as easy as possible. So if you're having trouble finding anything, make sure that you email us and let us know. Yes, but it is asking, do we need to register every time? Yes, please. What that does is it helps us know how many people attend so we can keep a record for our own program here that we're putting on. And you can go on, if you're sure that you're gonna watch every time live, go ahead and register all once. Doesn't have to be separately every month. Do you wanna ask if I attend? Oh yeah, one minute. Okay, so roll through our credits here so that we're making sure that we give credit for our great presentation tool and things like that that we use. And I just wanna give you all credit. So thank you so much for being here and making time. I know it's not easy to sneak away from classrooms, but you made it work. So thanks for what you do every day for kids, most of all. And thanks for joining us. And please, again, our inboxes are open to you anytime if you have a question about something or a concern or a topic that you would like to have hit. But we will definitely plan on seeing you October 3rd. And we're gonna talk more about confidentiality and FERPA. We had a lot of questions about that at our trainings on the beauty of the year. And so the head of our school psychology department, Kathy Fiala will join us that day because she works a lot with FERPA and she'll kind of be our expert speaker. And in planning for that, please make sure that you do write down some questions that you may have for her. And so that hopefully we'll have some question and answer time at the end that you can ask her. Some of your pertinent questions that you have. So again, make sure you write those down before we have our meetings so that when we come to our meeting, you can answer, we'll have enough time to answer all your questions, hopefully. Yep. So thank you all. Thank you all. Have a great day. Thank you. Bye. Thanks. Thank you. Thank you. And I'll see you at work.