OTAN Outreach and Technical Assistance Network. Thank you for joining. We're from Grossmont Adult Education and we're just going over our site plan. We're on the DELAC Academy with OTAN, that's Digital Leadership Academy. And so we're sharing with you what we have so far and what we're moving towards. I'm Nikki. I'm our program specialist for Grossmont Adult Ed. I'm Jenna. I'm a distance learning teacher. I'm Barbara Bendica, and I am an ESL teacher and the Digital Literacy Integration Specialist. And I am Jennifer Owens, ESL director. And if we could just kind of hear from our group today where everybody's from. Okay. Welcome. Salinas, but I might be in the wrong room, so I'm done. Okay. Anybody else? Go ahead. Okay. Okay. All right, welcome. Well, thanks everybody for coming here from the sky right here. And for everybody on Zoom, welcome as well. So we just wanted to start with a little bit about our site plan in designing our site plan. We knew a few things already and then we've learned several things over the last few months. So because of the team that we have, we decided to focus mainly on our ESL program. And then kind of keep an eye for what could be a template for technology integration and considerations across other programs. We do have a pretty impacted ESL program right now, mainly in three areas. So in our entry point, when students come in for orientation in our zero to one or literacy levels and then also in our intermediate advanced levels. We also have limited space so we have to work with the facilities that we have. So utilizing our leadership to think about new ways that we could expand what we have to account for hybrid and high flex options that we don't currently offer. And then also share facilities with programs that maybe are underutilized right now. So we have limited staff so we need to map out what our teacher strengths are and consider their availability. And then in all of that though, so keeping a student centered focus on college and curriculals for where our students want to want to go. So we also know and I think know more and more that we need to understand that this plan is going to impact other programs because we're asking them to accommodate us share students with us. And we need to collaborate with them. So that we can, you know, work with CTE work with high school programs for our language learners and implementing it. I'll hand it over to Barbara. Okay, so we've got a look we have a whole list of them right here. We want to identify our learners, prior knowledge and skills, we want to know what they know about technology, whether that be, you know, to operate their, their iPhone, or smartphone, or, you know, if they're familiar with iPads or computers so we really want to ascertain where they are in their prior knowledge of computers. We are also looking at developing their digital literacy skills and, and those are linked to our growth of adult education technology outcomes. And I want to do this by integrating language learning because in our ESL program, many of the students are, they're just learning English. And so, well, the ideal is to get them on programs on the computer, where they're actually improving, you know, their apps that are helping them to improve their language learning. So, so that's another thing we're looking at we're looking at what the learner access to materials access to technology, you know, students don't have access, we want to know about it and we want to help them to make the connection so that they have the tools they need to access online resources. And we want to do this in an environment or in a community that it that cultivates continual improvement. And, and also, you know, be sure to have regular assessments, how the students are doing, are they actually learning from this particular app.  And, and, and all of this in a very supportive learning environment or community. And Jen. So these are some of our learners and pictures of our learners a lot of these are distance learning students are distance learning students that graduate from a program or holding them all certificates. As you can see we serve a large population of students with from all over the world. Over the years you've had the print influxes of refugees come in. When I first started it was all Hispanic 100% and then I remember we had a Russian influx of refugees come in. In 2010 or 15 but right now we serve primarily Afghanistan as soon as from Afghanistan and Iraq and Hispanic generous and go over the demographics a little bit more later. But our students are from all walks of life all over the world all ages, like a lot of your students are I'm sure, and their goals are varied some there they just want to learn how to use a computer and digital literacy. They want citizenship workforce readiness college and career language as a musician community so they have very close. Yes. Then I have a video. Here's some videos of some students that are talking about why this is very important to them. We're not going to play all of them, but go ahead and hear from one of our students. Hi, my name is if the cars are rainy. I am from the United States. This class helped me a lot because I can practice my lessons every day I request my teacher to send me a lesson that I want and make my own steady schedule. And I can do it from home. I like this time learning course because I have children, I have a very busy life based off my normal schedule I can make my own schedule to do my homework. Thank you very much my teacher. God bless you. Currently our distance learning students we do have the special circumstance student that really needed because they do work full time or they're on call, or they have health issues or they're taking care of someone or young children or babies where they can't attend in person classes. And then we have our distance learning students who they want extra homework they want extra lessons so they're attending classes in person as well, and doing both so it's more like a support. And my teachers, contacting me saying this student, you know they need this this and that. So I can give them lessons that will help them achieve their goals, specifically that are tailored to what they need. So we would like to, can we do some work. Oh, we debated I was just going to put one because we only have a limited amount of time and I'm like, um, is there one in particular that you would like. Pretty short. Okay. She's, she's been with me for a while. Hi, my name is. I'm originally from Afghanistan. I came to the US since 2017. I've been to this learning class since 2019 with teacher Jennifer. This class helped me to improve my English. Also, this class helped me to how to use the computer. Also, I like this learning distance learning class because at the same time, while I'm doing my homework, I can watch my children too. This class is very helpful. And I want to continue this class until I get my, like, certificate or something from my teacher. She is so shy. This was so hard for her. And, and, you know, she was super shy and embarrassed, but when I explained to them what it was for, and it helps them and helps her school and helps other students. They all went for it. It was really cool. Do you want to hear one more? It was a short one. Okay, he'll this is really short. Hi, my name is Hilda Corral. I am from San Diego, US. I'm learning online studying because I work full time in my school. She's actually a caregiver that works full time. She works like 60 hour a week. So, and she's killing it in distance learning. And she's doing one every day. It's incredible. So those are some of our learners. They have quite a few. These are some of the standout ones. They're like extra good students for distance learning, but I will give it a try. So this is just a quick snapshot, just one particular demographic of our students. We just kind of selected out the most frequent student languages. So this kind of gives you an idea of the students we serve. We have 36.8% are native Arabic speakers, 35.4% Spanish, 10.5% Farsi, and 3.5% Pashto. The other 13.5% are the others all combined. We do have translators in our program. We have one translator that speaks both Farsi and Pashto and we have a Spanish translator and we're in search of an Arabic translator. This isn't a job posting announcement just that we're in the process of doing that. Since July 1st, we enrolled 2,133 students in our program. And then here again, it's just the same information on the chart for accessibility. And this, when we started this, I kind of just took the text survey that we all give our students, everybody familiar with what I'm talking about, the one that comes out annually. And I just went through and I supported through and found the ESL responses. And I was just looking as we're going forward planning for different types of options for students. Where are students at? What do they have? And I think some of these are important factors and as we're going forward in doing our planning. I found really interesting was 20% of our students set in the survey do not have a quiet place to study. So at some of our centers, we have incorporated a student center and we're in the process of creating one at our ESL campus. And so this can just be a place where students have to go if they don't have a quiet place at home. 71% of students so they do not have a device that be online. So as we're going forward to, this is an important, whether it's identifying what the devices they need, but these are questions and issues that we need to adjust going forward. And 13% of students and they do not have like my internet and help again another factor for creating a digital and a distance learning program with various components. These are important pieces of information to take into consideration as we move forward. Okay, so as far as recruitment goes. You know, getting the word out is definitely a challenge. I think because our programs can tend to be siloed. I don't know if anybody else experiences that at their school. So, you know, if we have a CTE program with language support that we're calling it, and someone comes in and they're advanced to our ESL program, they mean, they may not hear about it. So we know that as far as recruitment goes, we need to make sure that that the word goes out across programs and that we continue to find new ways to do that and I do think being part of DLAC and and having a team that includes our teachers and our ESL director is going to be one big piece of making that happen going forward. We are looking to, I think, really focus on our beginning high ESL students and up. When we're looking at creating high flex and our hybrid and high flex classes, so that those students could participate in those we have a chance to work on their digital literacy, and then really are going to be one of those students that could participate in those we have a chance to work on their digital literacy and then really our lower level students could be in person, but with continuous technology support in our lab. Most teachers are taking their students to the lab to work on technology every single week. We're really hoping that those students would be more and more prepared as they move up through beginning high and above to be in some of our hybrid classes. We do currently and Barbara will talk about it in a little bit have a beginning low to high hybrid class. So we do want to make that available to the lower levels but we also want to be really aware of what's working at other schools and what's working for our students at the very beginning of their language learning. We also want to make sure that our students who are able to go into our CTE classes with language support, have the digital literacy that they need to be successful in those classes, a lot of times those classes don't stop to to support them. So we're also starting some some new classes that will be kind of free classes like foundational classes and computer basics and then be more intentional about our digital literacy pieces in our vocational ESL classes so that students get a stronger preparation piece at that level. So, and I wanted to make sure that I talked about working with transition services. So, we do have a very strong transition services program at our school so we have a transition specialist that's focused in, in each program we offer, but also that we work across programs. So, so making sure that transition services knows about all of the classes that are available, and that we really collaborate with them to make sure that students don't really see that they see a seamless process of support to get into the classes that they need. And then orientation and assessing readiness. So, ESL introduction classes two weeks right now we're also taking a look at some of our programs that have successful orientation specifically our Health Occupation Center, you know they have like a two day orientation process. We're looking at, could that be a better fit for more advanced students than spending, you know, two weeks in, in an introduction class, would that get them into their class faster would that get them into an IET class faster. So, we're working with a two week introduction class but also looking at other models that might be a better fit especially as we're bridging our ASL students into other programs. Currently in our ESL intro we offer or we do take care of the process assessment. And then we also want to make sure that we have a digital literacy assessment going on in the introduction so that we can find out right away what students can do and if they'd be interested in a hybrid class. And, and then it's, you know, really key that they're meeting with their teacher that they're meeting with transition services, and that we know what is their prior learning look like what is everything that they're bringing to the table, so that we're honoring what they've done before and maximizing it so that they could go into the right path. Okay, and yes, so registration and accessibility. So, the idea is that we're designing a, ideally we're designing a student centered process. So, we're working towards students being able to register online, as well as in person. And, and that I think that'll streamline or we think that that'll streamline things a little bit better for our students. Also incorporating in our orientation a digital literacy diagnostic score that will assess their readiness for digital distance education and blended learning or not be sorry. Okay. If they don't meet the requirements, we're, we're going to look for ways to help them to get there. We'll take a look at a prerequisite for the classes for students that are interested in distance learning and blended options that maybe they are not ready yet. And that's one here. Okay. All right, so hybrid classes. I teach a hybrid class right now with beginning low and to high students, and we meet twice a week on zoom and twice a week in the classroom. Right now we are so fortunate to be meeting in the computer lab at our foothills site. And by the way, my director and you know, my, my hierarchy here. Those students they love working on the computers because they're going into that lab twice a week and getting on the computer. Most of them don't have that much experience turning on a computer, or accessing resources using a bigger format. But the biggest format they have is, you know, a smartphone. And so for them to get onto a bigger, you know, a bigger monitor is liberating for them. They get to see for the first time, you know, what this learning looks like in a bigger frame, so to speak. And so one of the main things where we're headed with the hybrid classes is communication. Communication is really the key, keeping contact with them, either through email or in canvas, all of these students are enrolled in canvas and they're required to complete a certain amount of work in canvas to become oriented towards that learning environment. Most of them are accessing canvas on the phone. So they're seeing a teeny tiny little canvas. But when they get into the computer lab, canvas becomes bigger and it gets a little bit easier for them to understand how to move through the program. Through canvas, there are wonderful tools, there's announcements, there's email, there are things you can time them, and these are ways to keep the communication going with them consistently, you know, every day or not every day, but a couple times a week at least.  So, you know, this communication is really, really important. And, you know, it's crucial aspect, teaching strategies. So, you know, when we have these classes, we really need to figure out how are we going to teach in this online environment. How do we take what we do in the classroom, which, you know, we may be experts at a live classroom and put that in the environment of, say, campus for on Zoom. And some teaching strategies I have are using, you know, I use a Google slide presentation with every zoom, and that keeps us on track that's basically our lesson plan. And, you know, in Zoom, embedded support. And what we mean by that is supporting students and teachers in learning canvas and learning, you know, how, you know, what this educational environment looks like. And teaching teachers how to teach in an online environment and progress. Always, you know, we need to measure our progress, what's working, what isn't working, and then assessment, and who's next. Yes. Love to hear what you're doing with Canvas. Okay. But I also wanted to ask what you're using for your digital diagnostic, digital literacy diagnostic. Well, the digital digital literacy diagnostic is, it's basically a survey. And I have it both in, you know, the doc form, where they fill it they can fill it out online I can print them out they can fill it out in the classroom. That's probably the best place, you know, to kind of hold your hand through it, especially the students that are beginning low and beginning high. And just find out what they know and don't know and the questions on there are, you know, I can turn on a computer. I can hold a mouse. I know what click on it means. I know, you know, and it goes, it gets the questions get there's like, I think 32 questions. It's a little long. You know, a little more difficult, you know, they're the more difficult tasks as you go down the page. Barbara, you developed it when you were teaching the digital literacy class. Yeah, but there's, and there's also one that you've utilized three more star is that accurate. Because North Star has one too. Yeah, yeah, and some of your students I think. But my main go to is that you can tell when you work with them online, you can kind of get an idea of what they know and don't know when you get with them in the classroom. Some of them cannot hold a mouse, you know, some of them can't click on the trackpad.   So, and you can find out right away who is struggling and who is it and then you can figure out how, how to support them in their digital literacy and become literate in this environment. Any other questions. No, okay. And so one of the reasons why we joined the D lab and started this adventure one of the many reasons is to find a compatible resource for distant education with our LMS, which is campus. This is a lot of language up here but something that meets a lot of these needs, finding online curriculum for various levels, because in distance learning we serve various levels the multi level class. It's also a very large class. I mean, I've honestly I've had a 250 students. I had 10 off sites that I was visiting so a lot of the students were dual enrolled, but on average there's probably over 100. Yeah, so it's a large class with a multi level class, and currently, each student has an individual class. I'm trying to help them reach my goals so they're getting individual lessons. They're at different levels so it's a little bit challenging and hard to keep up with. At the same time, I'm searching we're searching for something that is compatible with our LMS as well, which is campus which is awesome, but to serve the needs of the students currently and how it's structured. It's a challenge and that's kind of one of the reasons why we're here. We're finding an online curriculum for various levels meeting various student goals in a large class, tailoring and modifying lessons already talked about a lot of this. Right now I do have a website that I use, and it has a calendar on there where students can make appointments with me so I'm accessible to them. And I have a little QR code which is blocked I think so I don't know if it's actually open it, but on there there's a lot of online educational resources OER's have a little page of them that you guys are welcome to look at that I put together over the years that actually we've all compiled over the years. And I've checked all of them so they're all current. It's a very, very long list but it's, it's helpful. And so I use a lot of supplemental materials. I have a digital literacy assessment that I give them that's online that they can do to. Yeah, curriculum that's user friendly and here towards adults is also a little bit difficult to find as you guys know, as ESL teachers, and can be monitored by the instructor anytime anywhere as accessible to the student on any device. Like Barbara was saying a lot of them recent phone so you need something that's compatible with that. So, if you'd like to look at my website or anything we can go ahead and click on the job. I don't know if it can even try it open. Okay. What have you found for advanced students besides burning to the English for ESL. I'm using Ellie which is the library the digital component of Ellie as one of my main platforms. Also reading plus and touch on Burlington a little bit and North Star. So was it reading what reading plus. Yeah, students, that's a higher level program it's usually for the higher levels but they enjoy that one quite a bit. I have a question about how long does a student stay with you can they continue semester to semester. I mean, sometimes, you know with any of our students you have to kind of push them along a little bit.  They kind of meet with them and help push them to go towards their goals, you know, like it's it's time to go. I think we all deal with that as adult teachers they want to stay with you sometimes a little bit longer than they should actually. But on average, I would say probably a year depending on where they're at when they start with me. And a lot of them are, they're pretty high in their English and their capability so they're, you know, they're going to get a job sooner and get their citizenship sooner and reach those goals sooner and then probably leave some of them if they're a little bit lower when they start with me. They're with me a little bit longer. Obviously if they're in our in person classes and with business learning they're going to move a lot faster. So how do you utilize Canvas for independent studies and keeping track of your individual conversations that you have. See that's the struggle with me right now Barbara would. We're in the previous. So we're trying to move to Canvas. Yeah, yeah, yeah, yeah. Okay, Barbara would be able to answer that better than I would. So what was the question one more time. So how do you utilize Canvas to keep track of the individual meetings that you have for independent studies. Well what I do is I go in and under people are you familiar with Canvas. Okay, so you go to people, you can take a look and see how much time they've been spending on each class. And that's pretty much the way that I'm doing it. And, and, you know, seeing where they're spending their time, you know. Now, it's on assignments underneath there. You have assignments that you do and then you can see their assignments when you go to people. Yes. Yes, but much of what I'm doing. She said how do you track individual. Do you have a suggestion. This is our LMS coordinator. Do you have a suggestion for tracking notes? Like would you put it under an assignment or submission maybe make it to Excel. You could, you could, I mean, it would be probably a function of like teacher feedback on an assignment so you could create an assignment or whatever. And then you could, you could, sorry. Okay. Yeah, I think you could, I think you could do something like that with teacher with the speed greater function basically. You know, when it comes to Canvas, I feel like a neophyte. You know, even though I know how to put things up there and I know how to look and see what they're doing. There is so much that I'm not tapping into yet. And it really drives home the point of getting as much training as you can in it. So you can really master the medium. So I think I'm like, you probably know way more than I do about it. You know, but this is why it's important for us to get together and talk about these things and right show each other the nifty little tricks. Did you have a. Well, there's a user manual for Canvas and he has 5668 pages. So information over. It is so huge. Yeah. Yes. So, as you listed resources mentioned something called Ali. Can you spell that out or is it is it. Yes. Oh, they did a name change recently. It's an excellent resource. It is just, it's, you know, they've got so much there. The digital component is, is really good for remote learning. Yeah, just needs to be compatible. Moving on here. And so, and so that kind of brings us to where we are with our distance learning programs. So, you know, we just had our watch review last year and something I think for, for most of our ESL program including the distance learning component is a really looking for alignment. And so, currently we're using ESL library, but we really need to have some sort of mapping of what it looks like in a level so that if a student is beginning high in our distance learning program, they would have something that aligned with our in person classes. So, if we, if we stick with ESL library, then we would need to kind of have something documented of how a student would move through the program and what that might take different branches, but right now it's not aligned with our other ESL classes. Something like Burlington. I worked with many years ago for vocational ESL but we had a recent presentation, and they have, you know, core courses that are NRS aligned and would be pretty easy for us to align with our current ESL classes so that might be something that makes a little bit more sense for as we try to align our distance learning program and we already have Burlington seats that might work nicely with the number of students that we have on our on our DL caseload. Currently, and you know when we met with Burlington, like their, their EL civics is not canvas compatible but I guess their core is more canvas compatible or closer, but it still seems like we would need to embed a link and take a student away from the canvas page which is what we're hoping not to do. So, so you know we're looking at that and then as far as North Star goes that's also something that we use. And we really want to look at how can we align the digital literacy aspects of North Star alongside our ESL curriculum. And then we could kind of put that alongside in person as well as distance learning classes for that DL component. We have this year had our ESL programs have been working through PLCs on a program ride pacing guide to align our ESL levels. So that's a work in progress but they've been able to kind of, you know, show time frames show competencies identify objectives, and then, and then really hopefully get closer to a project based focus, where they have activities that are that are primary assessments, and then we're not really believing that our book is a curriculum. That's really just a tool for mastering those competencies. So, so that's something that we hope ultimately we could find something for DL that matches up with the work that we're trying to do for our for in person ESL. Program materials, program measureables. Yeah. Okay, surprise. All right, so improved digital literacy skills, this is something that we can measure because I think this is where they are now, and in three months from now, six months from now, it's probably maybe four months, you know, you know, we can measure it and see how they're doing. And we can also measure their language proficiency from today, you know, three months from now, after using a particular program. And we can also because we've got the computer and, you know, we're in a digital environment we can. It's very easy to measure these things you can see how much time they're spending on a task what they're doing. And, and, you know, if they are, you know, they're engaging, or if they're just laying on the couch. Positive feedback from learners, do you like this. Yes, teacher. Yes, no teacher. No, I don't know teacher. So positive feedback reduced barriers to learn learning, are they able to access the information. Are they taking away those barriers that are keeping them from getting to the, the curriculum that we're offering them in the online environment. We're looking for consistent participation. And so we're questioning, what is it that we have to do to ensure that they are online regularly. And then another measurable would be, you know, how many students are completing the program. You know how many are getting a certificate how many are moving up and maybe from low beginner to high beginner, you know how many are moving up that way. And was there anything you wanted to add. No, okay. So this slide called administrative issues and I have to say that my objective and my goal always is to be a support in whatever way I can to such amazing teachers I don't know if when I say that working with them is absolute pleasure they're all very genuine and what you see is what you bet, and students are always at the forefront. And so I think that's what makes my job so much easier because they're, they're genuine in what they do they care about the students they go above and beyond. And yeah, I mean it is just such a pleasure so one of the things that when I started and I've only been in my job since June 1 so I still say that I knew. I get to say that for like a year right. One of the things that always six months. Yeah, shoot. One of the things that that we tried as a pilot in July is that first bullet you see there, we are trying to expand not only student use of canvas but teacher use of canvas. And I know for myself I mean I taught in academics for 15 years and we had a new mixture come in and say that digital literacy. I don't know what to do with that. So, when I started my job I thought I want to create what I wanted when I was a teacher which is someone like Barbara, who co teaches with me, at least the day. So what would have what happened or hasn't happening is classes come into the computer like she said like this, and I made up a title for her. She didn't get a pair is or anything fancy with it. But we come. It's coming. She's our digital literacy integration specialist which is totally made up and not by any means, legit, except for that the fact that is the six months that we've been doing this not only has Barbie's teacher digital literacy class where she would, you know, serve 20 students and they said, Why can't we expand that out and other than just 20 year meeting with 150 students a week. And so, yeah, Barbara works with the teacher. She they have built or improve campus courses for most of the teachers that she's worked with. So not only your students going in and learning Canvas and how to use it, the teachers are simultaneously. And I think a lot of teachers were kind of shy. We kind of, you know, we're getting better. In COVID we all kind of scrambled to survive. And you know that term, but you know we build the plane as we're flying it so it's been my priority to make sure we build the plane first, before we start flying and participating in the future. And I think that has afforded us the opportunity to really examine that. Look at what we need. Look at what our students need the resources we have and how can we build this plane, get things set up and then kind of roll it out so that teachers are comfortable teachers know are know what's going on, so that they can help students better I think it's just, in my opinion, the best way. So again, that's this core right here. We have some teachers like I said not everybody's into all of the digital technology and all that. But I think that he is letting them spread the gospel of digital integration and digital literacy and how to use technology in a way that helps students and helps students at the same time so our strategy is to start with our, our core group and just let it, you know, organically spread out which I think that it won't. And I think it has even just doing the integration specialist. The first thing too is we make it mention the very beginning you have limited space we just had three new buildings out to our site which is super great. But we still have limited space for how much we have so we're really looking at having more hybrid options to maximize classroom usage. And so part of what we're building now hopefully rolling out for the fall. But, and hoping trying to have more of those hybrid digital options where we can have two days in person two days on zoom, like are some kind of synchronous on canvas or whatever that bar is doing right now so administrative issues like my job is easy by their professionalism and their knowledge and their dedication to our program. So I'm grateful for that. Can I ask you a question about this hybrid or the high blacks is the daughter education. We made it to adopt this hybrid and flexible flexible high flex class and organization yeah we can. So you belong to COE and green because I understood that it's a we have to be 100% face to face now after the pandemic so I just want to. I could, I could speak to that a little bit just because that's where I'm reading right now it's just a lot of I'm doing a lot of advocacy in my district. So pretty much adult education is unfettered by the bounds of AB 86, which only fight to the academic year, you know, 2021 2022 so at this point, we're no longer, you know, agencies are no longer bound by that to my knowledge of they may want to double check. So just based on my research. It really comes down to what your county and your district, you know what their policies are in regards to distance learning I know I had the right I wrote basically a research article to convince my board or my district to open up one high flex which is what I what I teach in the morning. So it really depends. We have to kind of talk to, you know, your district. I asked that question because I am really into this technology and use it, but they just let out and told me that you have to be 100% face to face, because the pandemic is over. So what I feel that all these things now it's in the face to face so I'm just curious how you get approval and so I want to just, and I would say Jenna, Jenna's been doing distance learning for way before COVID. Yeah, and I think a lot of it is maybe just how it's. There's certain, you know, like funding guidelines that have to be followed and I think if you're very specific but you might want to ask somebody else. I don't know. I'm just curious. I'm not a county but I know our school is not supported. Yeah, yeah, and we like I said, we've had a distance learning independent city option for way before COVID. It's not just COVID related. Yeah, no way, even before COVID. This is the 90s. Our, I know your health occupations our health occupations also has a hybrid option for at least three of their programs. How would I know because I have to get full approval. Yeah, but it's a school wise it's not committed. So I won't bother to go get. I mean I have to get accreditation from California State for the nursing department and then CNA is a CDPH that's different one. We belong to the school district so I like to know you know the school district get the permission I would influence definitely. We can, you know, we will all have somebody higher up than me. And we'll get back. Yeah, we'll get we can get back to you. We'll find out. I mean we can help you with. And it might just be based on whatever the parameters are for the district or the area. I do think it's a district. And if you're referring to see a nation, maybe a separate thing that you have to ask the feeling right.  I definitely be running this morning program. All of that under case you could do all of that. Yeah, it's really based on the district. And often the district is focused more on the pain 12 and then they're automatically including until dead. So sometimes you can make the case to do something differently. I didn't go to the conference. They're all encouraging these high blacks and the blended. But then when I come back to campus and they were not allowing so I kind of like a really. Yeah, I'm just wondering how they got a pool so I can implement it. Yeah, it sounds like it's just. Yeah, thank you. Thank you. So we just just kind of according to our, our whole site plan outline, we did kind of want to share some of our action steps and what the timeline is that we're looking at right now. So this spring, I think today's presentation was a marker for us because we wanted to really have kind of a general idea of what we thought was possible for us as far as the site plan goes. We had that additional Burlington meeting I mean for us. Finding something else that we already had approval for that we could possibly use for alignment for distance learning was big. Part of my job is new to us program specialist so working with something within that kind of group of materials that for EL civics, and that also could be a tool that we use working with our students with something we wanted to find out how up to date it was. So we have a new bridging classes or classes will be presented as a bridge classes and that is kind of a new menu of opportunities for intermediate advanced students to consider if they hadn't before hadn't even known about them before. And then two hour classes, high school completion classes, CTE classes with language support. Our students are already in those classes but it's often not presented to an ESL student that just walks in. And then this summer, we really want those new course offerings to be student facing so that students know about them and are registering for them. And we'd really like to see through our work in D lack of how distance learning could be a support for our IT classes so students coming to us either they've joined a CTE class and decide they're going to step out and give themselves more time, or they decide that they're ready with language support, could we offer steps that they could take to prepare themselves. So just one example, I'm working with a student right now who was in our CNA course. She decided that she wasn't ready she wanted to step out. So she has time for an in person class, but she also would really benefit from contextualized distance learning, which is something within the Burlington modules, especially because we don't have right now a contextualized medical preparation class. So, so we want to be able to offer multiple stuff for a student to prepare themselves for the CTE course they're, they're going to enter, and then training and professional development for our ESL teacher so this will come through our professional learning days that are sort of designs with our leadership, and we have canvas, a time for our teachers to join for one on one meetings, and then professional development through their PLC. So, we just wanted to also give the last few minutes, if you have any more questions or suggestions for us ideas that could help us or that's work for your schools. Sure. It will be an ESL introduction class was mentioned this two weeks on. Could you go into more detail as far as the hours and what you do in that introduction class and actually registered for that class or it's just prior to registration. So, the orientation is to before they can take any classes down now they come in and they could take a two week orientation. We want to get a baseline on the cost of score for them. We also want to introduce them to our campus to, you know, help them to become familiar with the environment that they're in. And it's a two week course. And it combines both. Well, when I taught it ESL games, you know preparation for taking the process test, because that can be very grueling. And for the teacher, you know, kind of ascertaining who can actually take the process test, and who would go right into a pre lit class. You know, so we got that two weeks were identifying their levels. Yeah. And is it. We, we, the week is it. So it's four days with process versus four days a week for two weeks there are three hour sessions we offer morning afternoon. And other components in addition of our research, other writing assessments that we place from the future and then the students leave the class with a portfolio of writing samples so when they get to their assigned class. Their new teacher now has not only their reading and listening causes for but they have some writing samples as well. And they also have digital literacy. They, if they don't have an email account, and we hope the teachers get an email account assigned to them. We're always kind of looking back just started in July. And so, after a couple, you know, it or those it's just changing and involving all the time. And then introduced to all the programs that gross on adult education offers and what's available to our consortium are transition specialist come into the class and do a presentation. Our academic counselor comes into the class students know that they have the transition support and the academic counselor. But I think that's pretty good, but you do correct them you actually correct them for constantly don't take classes with me like just what they know. But I created a website where I put the classes practice up there so they get Chromebooks and you know we're ascertaining if they even have to turn on a Chromebook. We're teaching them how the other students in the class that help they're more than happy to help the ones that don't know. And they're going in through that, you know, that link in the website to practice causes questions, and then a few days later after they've had some, you know, some practice on there and then they actually take the test. Yeah, so do they take this like you have a class every two weeks continually. A two week cohort and so that class finishes they get enrolled, then the next two weeks. Yeah, and they register they come into the office and what we did is we moved because the intro class at our campus where our other CTE programs are and academics are so out of just ESL campus. So that they're familiar with what else other options are available to them. So they come in they do the two week class and they register at the end of the class and yeah it's part of that like the last day of class we do just kind of that registration and whatever option they're doing, but they initially register in the ESL office that command a lot of registration form we have to select an intro class to start based on when they're available to do it. And when we finish that the way I did it is it was like their ticket, their ticket to, you know, roll in the class. It's just cheaply done in the last day of class. Yeah, their dedication to the program, their motivation for them. That's really interesting that you asked that. So they enroll and they take classes after the orientation class. So how does that improve your attrition rates by any chance by any measurable. The ticket is a part of that orientation. That process is that's really the heart and center of that orientation. Yeah, it's part of that intro class. Yeah, they're going to write it on a basis. Well, they said they write it and then bring it with them right. Just so you have a teacher that's there also that you don't teach the right and just give them the time to write. Yeah, there's there's a new teacher now that she's like, can I do some writing instruction? Yeah, I mean, if you again it's just one of those evolving things that teachers were kind of asking for. We can see that process scores, but sometimes the writing is, you know, that last minute. Yeah, so just kind of helps. And it helps when we're getting the intro teacher helps place them, you know, talk to the student about what boss they want to go in. That's what they're used to kind of help. You don't have a list of all that you do in an intro class because I'd like to get. You could email me. I don't get to email. I don't know. Thanks to everybody online. Thank you.


Mayo Clinic created a new position as part of the CGMP biomaterials facility in the Center for Regenerative Medicine. The translational integrator educates investigators about FDA standards and regulatory pathways. A primary objective is to meet investigators at an early stage in product development. This article was authored by Alexandra Joel Greenberg, Nathan P. Staff and Anthony Windbank.


Who the f**k infiltrates a senior Foundation official's home while they're home? Marion Wheeler lives deep in Canifers Forest, a long drive from the nearest major city, and a long drive in the opposite direction from Site 41. It's late, last thing, and she's reading in bed. When she hears the muffled, unmistakable click of her front door being unlocked, she looks up and stares blankly at the wall for a second while listening to soft footsteps moving into the hallway. She marks her place and reaches for her Foundation-issued phone. She has no permanent security staff at home. The division is understaffed, and trained operatives are in much more serious need on site, but the building and grounds have beefy electronic countermeasures. They, she discovers, have all been disabled, along with the sensors and cameras. She was not notified that this had happened. Whoever did it had a valid code. Who, though? The Foundation has enemies.  But it's far from empty, and it's not actually so hard to feed. Not too many people below 05 level are privileged to travel in motorcades. The real trick, the impossible trick, is to avoid unholy retaliation. But what if you really think you can? What if you've decided it's worth it? Wheeler triggers the sound alarm. She sets her phone back down on the nightstand and collects her gun. She rolls out of bed, tucks a few pillows into place, moves silently to her bedroom door and stands beside it, listening and thinking. This door, her bedroom door, can't be opened silently. It creaks like hell, so if she goes through it, she'll have to be ready to draw attention. There's an attic, but access is out there on the landing, and again, can't be operated silently. There's no alternate route to the ground level, other than jumping from the window, and someone has to be covering it. Even if she landed in the bushes alive, she'd still have to break the perimeter with a sprained ankle. A better question than who is how many? She may already be straight up dead, simply due to numbers. If the attackers tread cautiously and try to flush her out, she figures she can home alone her way through perhaps eight of them before running out of luck. If they rush the second floor and have armor, she might be overwhelmed by as few as two, even with the staircase acting as a choke point. All of this naturally assumes that the attackers aren't anomalous. If they are, and they're not in the, say, 30% of anomalies which can be neutralized simply by shooting them in the center mass and head, she may be fundamentally helpless even after the response team shows up, which will be at best 10 minutes from now. A creaking of this damned house, someone is coming up the stairs making no effort to be quiet about it. A self-tread though, as if they remove their shoes, just one of them? That barely makes sense. With five seconds grace, Wheeler casts around the dark room for a second weapon. She knows there are knitting needles downstairs in the lounge and knives, good ones, in the kitchen. But she can't get to them. It's too late. The door's opening. It seems like a man's trying to say something as he comes in, but he only gets as far as I whoop, and it's done. He's flat on his face, cheek pressed into deep cream carpet, with Wheeler on his back pinning both his wrists with her knees. She sights urgently back down the stairs for a second. There's no one there. She prods him in his other cheek with a muzzle of the gun. You speak, you die, she hisses.  She glances at the windows, checks the stairs again, listens intently. There's no sound. There's nothing to be seen. The man is 50 and lanky. He wears an expensive dark suit tailored to his build. He has angular features, thick, graying hair and rimless spectacles, now quite possibly bent out of shape by their sudden impact with the floor. He wears discreet platinum jewelry, a wristwatch, cufflinks and a ring. The two of them halt like that, a tableau. He makes no attempt to move, although he does look a Skynes Wheeler, as best as he can given his dislodged glasses. Wheeler asks, where are the others? It's just me, Marion. He answers, who are you? He says nothing for a moment, but his expression slowly subtly drops. I, uh, well, well it really happened, didn't it? I always wondered, who are you? There is a monster which follows you around in each of your memories, the man says, SCP-4987. You drip feed it inconsequential trivia, so it doesn't go after anything important. You watch game shows, the book you're reading is now, on your nightstand. It's a trivia book, right? Wheeler says nothing to confirm or deny this, although it is true. At feeding time, the entity manifests like a bright, gold-white spot in the corner of her eye. It's gone now. She's already put the right of it together. It is all mind-bogglingly and saltingly obvious. With a well-suppressed, but still detectable note of dismay, she asks, what's your name? Adam, he says. Adam Wheeler. Obviously, she has the man detained. She instructs her people to interrogate him, lightly, and to run deep background research on every word he utters, while for her part, she stands far back from the investigation to avoid contamination. She resists the urged interfere, particularly to visit Adam and personally demand answers. She goes to her office, curls up on the couch there, and tries to catch some sleep, but doesn't succeed in any real sense. Seven hours later, a foundationer knocks on her office door, bringing an inch-thick block of printouts and a paralyzingly strong cup of coffee. Wheeler takes the first drink, accepting it as a kind of authentication step before letting the man in. She moves back to the couch and sits hunched over the drink for warmth, inhaling its fumes. The man settles heavily into a chair opposite. He is a misleadingly stocky, perpetually unshaven individual, somewhere just shy of 40, and, inarguably, the most dangerous person on the site. He is the division's physical fitness and combat instructor, and a leader of their solitary mobile task force. His name is Alex Gauss. They, uh, he says, figured I should be the one to present their results. Even though I didn't research one line of it, because we get along. Their words. Personally, I don't see it. Wheeler stays focused on the coffee. Who is he? Gauss opens the first page of the report, more for show than anything, then closes it again. He's your husband. Every word checks out. There is limitless physical evidence. Half of the division knows him socially, including me. I credit your diligence and adherence to protocol, but the bottom line is that SCP-4987 got hungry. Wheeler nods. This assessment matches her own, pieced together overnight from gut reactions and analysis of the plain facts. Where the hell else did her name come from? She wasn't born Wheeler. But she had to get independent verification. She asks, has this happened before? No. Could it happen again? Gauss shrugs. You would know better than anyone. I would. I do. And I can tell you this. I have SCP-4987 trained to follow me at my heel. I feed it according to a strict regimen. It eats only the memories I say it's okay to eat. A rapidly progressive, universally fatal memory parasite made chronic and then domesticated. And now what? It suddenly breaks training? That adds up? If you say it doesn't add up, it doesn't add up, Gauss says cautiously. But speaking from field experience, anything can happen twice. Wheeler has waited long enough and takes a long pull from the coffee. He stares into the coiling steam, as if trying to see the future. But who is he? She asks again. At this point, you know him better than I do. What's he like? Do you like him? Gauss grimaces extravagantly. This is the great great grandmother of all loaded questions. Wheeler looks him in the eye and says, tell me your personal impression of Adam Wheeler. Direct order. He's a nice enough guy. Nice enough. Gauss clicks his tongue. I don't like him, he admits. Personally, all that much. We're civil.  He just grates. Would I throw someone in a cell for that? No. Do I like him? You? Gauss begins, then stops. He looks away. And over time, a soft smile develops on his face, one which Wheeler doesn't recall ever seen before, not in a working relationship going back years. Yeah, he says, yeah, he's the one. Full name. Adam Bellamy Wheeler. Born February 27th, 1962, in Henge, Derbyshire, United Kingdom. Therose Marie Lee Wheeler, Naye Wittst, and Jonathan Jack Phillip Wheeler. No siblings. After the education, Henge Church of England Primary School, Matlock All Saints Secondary School demonstrated great musical acuity from an early age. By age 16, had begun to be recognized as one of the most gifted classical violinists of his generation, attended the Royal College of Wheeler Skips Three Pages. After sustaining a minor injury while on tour in, he encountered SCP-4051, which had infested a wing in the hospital where he received treatment. SCP-4051 was protected by an unusual form of anti-mimetic camouflage to which Wheeler, like an estimated one in 145,000 individuals worldwide, was, and remains, immune. His attempt to alert authorities to the infestation's presence was intercepted by a Foundation listening station, operative Marion A. Hutchinson, 100A1-9331, then a field agent, based in another page. Resistant to conventional memory erasure procedures, Hutchinson applied successfully for an exemption, arguing that, even with his memories left intact, it would be impossible for Wheeler to share the details of SCP-4051. They subsequently became romantically involved. Oh, they... ...subsequently became romantically involved, did they? Tell me more, you featureless, gray sphere of a biographer. I'm hooked now. The biography is contentless beyond this point. Adam Wheeler's life spent touring, playing, lecturing, and occasionally conducting, writing, and composing is documented in exhaustive, pointless detail. He withstands background checks and surveillance, and consistently demonstrates himself to represent zero risk of leak. He eventually receives the extremely low clearance level, normally granted to long-term Foundation external partners of Foundationers. They get married. She takes a name, which she, reading, considers faintly unrealistic. Blah, blah. There is nothing about his personality, nothing about their relationship, no content. She remembers acquiring SCP-4051. There was no one there. She remembers nothing. Up until the end of the third round of questioning, Adam Wheeler assumes good faith. He figures the repetition is a due diligence tick, a corporate procedural requirement. It's only when they start over from, what's your name, with a brand new interviewer for the fourth time that he finally gets it. They don't like him, and they don't care what he thinks his name is. They're trying to grind him down, until he can't think, until he's just dust particles they can sift through for data. He reacts badly to this realization. He asks for his wife, and asks for his wife, and they ignore him, and they ignore him. And she persistently fails to appear, until it becomes a cold form of torture. The questions keep becoming, and nothing stops them, not answering truthfully, not not answering, not lying, not rambling off on tangents. They don't stop until he begins falling asleep in the middle of his own sentences. He wakes up in a standard humanoid containment unit, a stackable one bedroom apartment with holographic fake windows, impregnable walls, and extensive discrete modifications for the security and monitoring of anomalous entities. This one is on the first basement level, but he can't tell that. The bright, quote, light, unquote, pouring into the main living area window, is authentic enough to tan. He wakes up on the couch, with a start, feeling creaky and dehydrated. He realizes that he slept in his suit, and that his suit is creased. He hates that, the sensation of not looking his best, or at least presentable. That's going to know a way to him, until he can find, at minimum, a razor, and a chain to shoot. That woken was the heavy metallic clack of the door unlocking. He looks up, rubbing his eyes. It's his wife. Marion, oh my god, he leaps up and rushes over to meet her. She stops him a few paces short, with a gesture, and a cold smile. And that hurts. It hurts more than anything. So it really happened. SCP-4987 has bitten out the part of Marion Wheeler, which cared about him. She wasn't absent because of some unrelated K-class outbreak. She just chose to be elsewhere, indifferent. So he doesn't embrace her. He stands at a polite distance. How are you feeling? Did you sleep? I'm fine. I can tell you've had your coffee. Have you eaten?  The unit has a rudimentary kitchen area. He goes through, and starts exploring the cupboards. There must be something edible around here. Eggs and milk at least? I'm ashamed to say I more or less fell asleep while I was standing when they put me in here. So I haven't had a chance to scout. Or do you keep the place empty, and the food arrives through a slot in the wall? Marion begins. Mr. Wheeler? Adam shoots her a disappointed look. Okay, she says, Adam, please come and sit down. You're right. There's nothing in any of those cupboards. He closes the cupboard, and sits opposite her at the kitchen table. Scrambled eggs on granary toast, he suggests. With a lot of garlic in the eggs, that's what you both need right now. Particularly you. Because if I don't make something substantial for you, you end up drinking those wretched wallpaper-paste milkshakes seven days a week. Or you skip the meal entirely. Adam, we've been married for 17 years. Is that correct? Yes? I don't know you. That's fine, Adam says. I doubt that that's going to be a serious problem. You've told me many times about your own people who've lost themselves in the work and had to bootstrap their own personalities a second time. You love watching it. It's like watching butterflies emerge from crystallites. The best of your people can turn that around in 10 weeks. Imagine how fast it's going to be for you. No, Wheeler replies. Your tone is clinical, matter of fact. I'm afraid it's not possible. What's not possible? I can't begin a new relationship right now. Certainly not something as serious as a marriage. You have nominal clearance. He knows what we do. I have responsibilities. I do not have time. This isn't new, Adam says. Deadpan. It's pre-existing. No, Wheeler explains. That relationship is ended now and we are somewhere else. Adam stares at her for a long moment, thin-lipped and far from happy. He asks her, what do you remember? The question is so open-ended that Wheeler doesn't manage to respond verbally. She spreads her hands slightly, the gesture saying, what? You don't remember me, Adam says. SCP-4987 also clearly ate the part of you which would care if you forgot me. And additionally, the part of you which cares about brunch.  So instead of asking you what's left, I want you to tell me everything you can remember. Everything I can remember? Yes, from 1995 to right now. It's still a farcical question at face value and Wheeler's first instinct is to dismiss it as such, but she thinks again. She thinks, intending to genuinely try to answer the question and she finds gaps. There's a dearth to specifics. It's like being asked to say something and immediately forgetting all words. She says, I remember working and driving home and then sleep and then driving back to work. Big hostile buildings, drug regimens, containment procedures, endless piles of opaque numbers, personal fitness drills, running, calculating, never ever stopping calculating. She remembers with unfair clarity, a large variety of extremely bad dreams. And other than that, nothing. A huge deep ragged edged black pit. Adam says, you remember nothing good, do you? Nothing good at all. When you come home on the night you make it home, you are ready to fold up. It has never been an easy job, but these past few years have been the worst they've ever been because you're coming to the conclusion of something gigantic.  And I couldn't stand it at first and I still hate your job and I think it's a monstrous farce, but I trusted you in that and I stopped asking. But I can tell from the rattle in your hands and the things you don't say and the way you sleep that there is some kind of war going on back here and you're losing people to it and you're almost at the end and you're going to win. So I scramble your eggs and I play the violin for you and between us we hack out about three tenths of what I could consider to be normalcy. Not because you can't do this without me, you could take the whole universe by yourself if you really had to, but to blazes with that you don't have to. It didn't happen instantly, but it happened pretty damn fast. We had music in common at first, Bach and Mendelssohn, we had tobacco in common and a mutual hatred of the X-Files, then it was coffee and wine and then after some time it became hiking and bird watching and percide meteors. We like Bruce Leeflicks, we watch Law and Order and Jeopardy and we read stacks and stacks of books, no in fairness it's mainly me for the books, he don't have the long term time to spare anymore, he pinches the bridge with his nose for a second, any two people can find that much common ground. Just being in the same place for years doesn't count for anything, what do they have? We communicate, he says, better than anybody I've seen, we can be apart for two months while I'm on tour or you're overseas and snap right back and pick up a conversation from the word we left off, we are connected, we are in the same headspace, you'll see it all, it'll happen again just as fast, you've just got to give it a chance, Wheeler is almost there, she see the shape of what Adam is describing, it's distant and unclear but if she concentrates she might be able to bring it into focus, it worries her, for nebulous reasons she can't completely articulate but she can almost understand how there could be room for it, how it could lock into a life as it currently exists and still makes sense but Adam said something crucial, he said a keyword which means the marriage counseling session is over and this is now a situation, Wheeler can't ignore it, she forces herself to drop the other thread and sees this one, what war? And now Adam really doesn't know what's happening, good God, the war Marian, I don't know how to describe it, what war? How many people? I don't know, Adam says, there are names, names you stop mentioning and then you ignore me when I bring them up again, I assume there are reasons, I don't know the specifics, how could I know? Why don't you know? Wheeler races through the reasoning, the existence of a war computes, it confirms long term existing suspicions, it could have been going on for years without realising it, it makes sense to her that she could be fighting it, winning even and not know, managing her own memories or losing them in skirmishes, this certainly won't be the first time she's uncovered it, it makes sense that Adam, naturally gifted with the mental equivalent of a thick layer of blubber, could stand on the edge of the conflict and dimly be able to receive it, and the division so understaffed, people are disappearing around her, and what if she begins and stops dead in the middle of the thought as if the thought itself was stolen out of her, and what if we get back together and she begins again, and this time hard instinct seizes her around the midsection and bodily holds her back from thinking a thought which it knows would kill her, she's Wiley Coyote, she's already run off the edge of a precipice into clear air and thinking that thought would be like looking down, she feels SCP 4987 moving around her, abstractly bound to her, a winking speck of glitter in her eye, something's wrong, Adam scratches at his own eye, do you see that? How can you see that? I have a mild immunity to anti-vimetic influence, Adam says. He knows it's in his file, and he knows Wheeler has read the file, but apparently it needs to be said again. I can tell when something is fritzing with my memories. I can resist it, up to a point. So, Marion, I was hoping to have a relaxed conversation over coffee and get around to this topic organically, but I'm going to have to skip to the end. I have the impression that SCP 4987 is trying to kill me. No, Wheeler says. That's not its behavior model. It doesn't sustain itself that way by eating people. It eats memories. And it's never done this. Not to you, nor me, nor anybody. Not since the very early days. It's tame. It does exactly what I tell it to do. Even when I'm waiting and I'm bored and I let it eat my short term. It sits and waits to be told to eat. Then what is it doing to us? Adam is getting nervy and he won't let go of his eye. He stands up and backs away. I would like it if we could figure this out quickly. We don't have a way to put SCP 4987 down. There's a sound in Wheeler's mind, but not in her ear, like a distant course of being dogs. She stands to and moves after Adam into the middle of the containment unit. She says, it's trying to protect you. I, how does wiping your memory of me protect me? I can't explain, Wheeler says. And I can't explain why I can't explain. I don't fully know myself. There's an What? You can't be here, she says. You can't be in my life.  I'm not leaving you, Adam says. Christ, that's why we did it in the end. Got married, I mean. It was scintillatingly obvious to both of us very early on that we were forever, but I wanted to get it on the public record. I stood up in front of everybody I respect and I swore to them that I would protect you forever. SCP 4987 is agitated. Wheeler feels it flitting around the room, incoherent, trying to tell her what it needs. She says with sudden actinic clarity, I must have made an identical promise. Adam doubles over, blinded in both eyes now. Closing his eyes does nothing. Covering his eyes does nothing. The gold white light is strobing for him, moving into violet. He panics, Help! Help me! I can't see! He reaches out, unsteadily for Wheeler's hand. She lets him take it and pull her close. The light doesn't fade. He clings to Wheeler for a few moments and she holds onto him until he realizes that SCP 4987 is completely within her control and this is all intentional. You're going to do this, Adam says. This is the foundation mandate. This is what your definition of protect amounts to. You've got no idea what you're about to do to yourself. She don't even know me. I think I know, she replies.  Every day you'll wake up with a sick, cold feeling in your stomach where there used to be a real life and you'll wonder why. I'm going to win this war, Wheeler says to him. I'll beat the universe and then I will come and find out why. Adam holds on to her for another long, long moment. He can hear the bane too now and he can barely perceive what it is far off behind the hill that SCP 4987 is frantic about. That distant dot that fleeting second hand glimpse of the shape of it far off is enough to terrify him. He has faith. He knows how fast Marion can put the jigsaw pieces back together, work against a universe which makes no sense to her, isolate the truth. He knows she can take the universe, but a sharp misgiving jabs him in the stomach and he can't stop himself saying, and what if you lose? She kisses him. It's a stranger's kiss. There's nothing there Adam recognizes. He breaks off, unsettled. It's a whisper now. What if you lose? Wheeler exits the containment unit. She slams and deadlocks the door with a single movement. The heavy metallic crack makes the whole building shake. There are people outside. Gauss, Julie Still, and a few others compare notes. They look appalled. Fill in his backstory, she tells them. He was never married. Relocate him to where I'll never find him, incinerate all the evidence, then report to me for cervical memory erasure. I'll do myself last. Gauss looks as if he has an objection. She stares him down. My husband's dead, she says. And a file. To learn more about the SCP Foundation, subscribe to SCP Orientation today and turn the notification bell on so you don't miss any of our videos.


We now have a very important announcement. It starts with telling you that the Board is here to elect the dean of our College of Engineering, Dean Meng, the next president of Purdue University. His term will begin at the conclusion of Mitch's term, which is the end of this year, December 31st. The election comes into effect for Dean Meng, January 1st. Mitch started to share with the Board several years ago thoughts about how long his term would last. And sometime last year, he indicated that he thought he would be ready to conclude his term either at the end of the 2022 year or perhaps the academic term, which would be next year, the 23 term. And then in April, following our Board meeting, he informed the Board that his decision was to retire at the end of this year. And that's when we decided to make a verbal award, or a verbal election, if you will, to Dean Meng. And today we're here to formalize it by a Board vote. We had an opportunity to observe a number of talented people in this university over the last five years. And it gave us a high level, a high degree of confidence in the selection of Meng as the follow-up to Mitch. We got to see him work, we got to see how he behaved, really a benefit to a body that's gonna elect somebody that is unusual. We got to see firsthand, almost for three to four to five years, his skillset. And it's ideally suited for where we are today. He's the Dean of the largest college on our campus. In a university that has 65% of its students STEM oriented. He's also in a sector that is in, not only in the news, but in incredible demand, which is the tech sector. He knows a lot about it.  Has numerous patents in this field. He's connected incredibly well with the economic development side of the university, including folks in the tech sector, some of which are interested in locating facilities or offices on the West End of campus. All of this is an advantage to any president, but certainly the president of Purdue University. He will get the other benefit of doing this now. It provides both Mitch and Meng an opportunity to work together for six months in a transition period. Meng is stepping down as the Dean of the College of Engineering to allow more time to focus on getting prepared for the presidency. They'll retain his role as the executive vice president of research, they'll continue to play a part in recruiting firms to West Lafayette. And ideally, maybe some even before the end of this year. And then come January 1st, he will step into his role as Dean. You can see that one of the benefits of doing this is continuity, continuity of the progress that we've made over the last 10 years, which you have all had a front row seat to, but also so has many parts of the rest of the state, not only this nation. Purdue was now elevated into the first ranks of public universities. It's recognized in a way significantly different than it was in 2013 when Mitch derived. He's an incredible talent and has benefited us and he'll benefit Mitch, I mean Meng over the next six months. So we're excited about that. And so now, based on all of this, as you can see now, Steve's looking at me, I'd be pleased to entertain a motion that Meng Cheng be nominated for election as the 13th president of Purdue University to succeed Mitchell E. Daniels upon his resignation, becoming effective January 1st, 2023. May I have a motion and a second, please? I'll move, second. It's been moved and seconded. And Don, if you can hear this, we'll get you separately. All those in favor say aye. Aye. Don. Aye. Okay. It's unanimous, or no opposed. No opposed. It's unanimous, the motion carries. Congratulations, Dr. Moon. Chairman's asked me to say a word or two and then bring your next president up here. I just wanna make two points that I hope are obvious to you all, but just to underscore them. First about the board, then second about my successor. First of all, I don't know that I can name another institution, non-profit, for-profit or otherwise, whose leadership, that is to say, these trustees, has approached the most critical job of any such board is succession, the maintenance and hopefully the enhancement of success for the institution. And I don't know that we can cite an example of anyone who's ever, any such group who's ever approached it more thoroughly, carefully, methodically and thoughtfully than this one did. And you just got a flavor of that from Mike's report, but I just wanna testify firsthand. They studied very, very carefully, all their choices, internal, were fully prepared to look elsewhere if they did not identify someone who seemed absolutely ideal, but they did. This is a board that has its act together. And that, sad to say, cannot be said of all. They're contemporaries elsewhere in higher ed or for that matter in the business world. And then about Dr. Shang, I felt on the day that he agreed to come to Purdue. From that day forward, I've said, you know, that Bobinsky will never recruit a five-star that is gonna contribute as much to Purdue as this man's likely to, and that's proven true. His, Purdue has never, all my illustrious predecessors, you won't find one with academic credentials that match, let alone surpass monks, nor will you, I think, find anyone or imagine anyone who fits the Purdue of today, Mike, I think gave you a good description of that and its future better than Dr. Shang does. In multiple dimensions, first and most important, of course, academic leadership and to take us further and further and further upward in national reputation and renown and attractiveness to the brightest minds in the world. But it doesn't stop there. We've tried to map out other missions for this university, becoming an economic engine for, first as a service to community, but also out of self-interest to try to make this a more place of greater opportunity for our students and their futures, for our researchers, our academic stars to attract new sponsored research and frankly to make of our area a more attractive environment, an exciting environment for people to join us in. He's been, as his role was expanded very intentionally, he's been a huge contributor to that and I can't wait to see what a high tech world, how a high tech world increasingly beats its, and makes its path to the environment around Purdue. He spent a year while keeping his finger on his business here, he somehow managed to spend a year in national service at the highest national level. Again, not just validating our sense of his abilities, but I think seeing things, learning things, growing in ways and making new connections that will be very valuable to this university going forward and I could go further, but I hope you're getting the sense that I think you should have that we have here a person uniquely qualified to capitalize on the investments that we have made over the last decade, hundreds of millions of dollars in new people and facilities and connections and partnerships that to which I think his skill set is so ideally suited. And so to the board who approached their single biggest duty in the most professional way I have ever seen and to the outcome that has produced and to the man who will now I promise you take Purdue places that no one else could. I say, I pay tribute and say thanks and I give you now the next president of Purdue, Dr. Moncheng. Thank you. Thank you very much. Chairman Berghoff, President Daniels, trustees, students, colleagues and friends, it is the highest and most humbling honor to be selected by the board of trustees as the next president of Purdue University. The unique, the most remarkable land grant institution in the land of the free throughout the past 153 years and spanning from Wabash River to the moon, generations of border makers contributed to our state, to our country and to humanity in immeasurable ways.  President Daniels and the outstanding team put Purdue into the most consequential public university in the United States. Under Mitch's transformational leadership, our university attained the strongest academic reputation from record breaking enrollment to all time high research excellence from the ever true campaign to the transformed campus. Purdue led the country in safely reopening during the pandemic and its financial foundation is fortified stronger than ever before. But there's even more. Mitch is also the most innovative president in America, affordability through tuition freeze, 21st century land grant through Purdue Global and economic growth in Indiana through entrepreneurship and discovery park district here in West Lafayette. The amazing success of the Daniels decade must continue. While my family and I are blessed with the pride of golden black, I'm also humbled by a daunting task to ensure the continuity of today's momentum into the next giant leaps. I've had the privilege to be a part of the Purdue team over the past five years and to grow the range of service as an EVP for strategic initiatives. But there's much more that I need to keep learning like a student from all of you. And I know that in the next seven months and beyond, my responsibilities start with listening to our students, faculty, staff, alumni, neighbors to state and national and global partners and to all friends and families of Purdue. New Armstrong said, knowledge is fundamental to all human achievement and progress. Indeed, a university creates a time when lives are lifted by student access and success. My own life was lifted out of scarcity because of education. A university preserves a place for all minds in pursuit of open inquiry. And I'm ever grateful for the honor to dedicate myself in service of the talents at our university. As an immigrant living the American dream and as a citizen of this greatest nation in human history, I'm also proud to serve in higher education as I did in the U.S. State Department, the best hope for freedom and opportunity in the shining city on a hill. Opportunities and challenges are intensifying for American higher education, from the modality and value of learning to what we do with R&D investment by the government and private sector. We are confident that the entire Purdue system across all campuses and all units will innovate together and excel together. One brick at a time toward boundless future in the brawler maker future. Hail our Purdue and thank you so much.