Now, as gunshots echo across the windswept snow-covered reaches of the wild north-west, Quaker-puffed wheat and Quaker-puffed rice, the breakfast cereal shot from guns, present the challenge of the Yukon. Its Yukon king, swift as the strongest lead dog of the north-west, blazing the trail for Sergeant Preston of the north-west mountain police, in his relentless pursuit of lawbreakers. On king, upon new huskies. Gold, gold discovered in the Yukon, a stampede to the Klondike in the wild race for riches. Back to the days of the gold rush, with Quaker-puffed wheat and Quaker-puffed rice, bringing you the adventures of Sergeant Preston and his wonder dog Yukon king, as they meet the challenge of the Yukon. You'll find out in just a few minutes, and it's terrific. Delicious Quaker-puffed wheat and Quaker-puffed rice are making a special offer to you listeners. Keep listening. Hear all about it later on. Throughout most of the night, Philip and Ada Carver had kept an anxious vigil at the bedside of their little son, Gary.  His face was flush with fever, and his small frame was wracked by fits of coughing. Oh, poor darling. If only there was something mother could do to stop that cough. How are you feeling, son? Not so bad. It's just, that's what my head hurts. I'll tell you what. When morning comes, I'll go into town and buy you some kind of a present, huh? Anything you can think of. How about it? Would you like that? I-I guess so. What'll it be? A toy? Something special to eat? Or maybe some ice skates to use when you get well again, huh? I don't know. Can't you think of anything you'd like? Uh-uh. I got an idea. Maybe if I put out the lamp you could go to sleep for a while and dream of something you'd like. Just suppose you could do that. I'll try. All right, dear. You try. And daddy and I will go in the other room. Ada Carver blew out the lamp. Then she and her husband went out to the bedroom. When they were out of earshot of the little boy, Phil Carver said, Well, Ada, what do you think? Phil. Phil, I'm frightened. I think it's diphtheria. Diphtheria? Yes. Just the other day I was over at the general store. I heard-I heard there was an epidemic of it. I'd better not wait till morning. I'll go in town and get the doctor right now. Dr. McComb was the only physician in the town of Forty Mile. Not long after Phil Carver set out for town on snowshoes, a man knocked on the door of Dr. McComb's cabin. Hold your horses a minute till I get this lantern lit. Howdy, stranger.  That's right. A friend of mine is plenty sick. Can you come and take a look at him? What's wrong? Another case of diphtheria? Yeah. Yeah, I guess maybe that's it. Where is he? I left him at a road house about five miles south of here. I'll take you there on the sled. All right. Come on inside and wait a minute. I'll be with you as soon as I can get some clothes on. The stranger headed south. But about half a mile beyond the edge of town, he veered suddenly to the right. See you, none of us. See you, boys. What's the idea of leaving the trail? I'm taking you to my friend, like I said. You told me he was at a road house five miles south of town. Yes, I misspoke myself. Now listen, mister. I've got no time for practical jokes. They put duck. Does this gun look like a practical joke? Hey, what is this? A kidnapping? Call it anything you like. Just don't make any trouble and you won't get hurt. Merse! Merse! Dawn was breaking as the stranger halted his team in front of a crude, weather-beaten shack located in a thickly wooded canyon. So this is where your friend is staying. That's right. Get moving, doctor. All right. Go ahead, doctor. You first. As Dr. McComb entered the shack, he saw a heavy, set-course featured man lying on a bunk in one corner of the room. Howdy. The local saw-bones, huh? I'm a doctor, if that's what you mean. Are you the patient? I'm not lying here, flat on my back, just because I'm tired.  Lit poison in his lower leg. We like it to sure it off.  All right. Then go over and fix him up.  Guess maybe you better take off the bandage. The bullet's still in there? Yeah. When did it happen? Three days ago. Pretty bad, huh? I've seen worse. You there, mister. Yeah? Put some water on the boil. All right. What about me? Better get yourself a bullet and start biting on it. This is going to hurt. With cool, unhurried efficiency, the doctor went to work. Beads of sweat started out on the wounded man's forehead. But aside from an occasional gasp of pain, he said nothing. Finally, the ordeal was over. As Dr. MacCone finished bandaging the wounds, the man said, How about it, doc? Let heal up pretty quick. It will, providing you stay off the trail for the next few days. Stay off the trail, but I've got to go on. It's no use arguing with me. I'm just telling you the facts. If you move around too much, you'll start to hemorrhage. You can ride one of the sleds, Clint. That'll slow us down. Settle it between yourselves. Personally, I've got to get back to my cabin. Sorry, doc. I'm afraid you're not going anywhere for a while. Well, see here, I'm getting downright fed up with these high-handed tactics. I've got patience to attend to. Of course, you, doc. It's no use arguing. You see, there's a little matter of the law being after us. How long do you intend to hold me prisoner here? That all depends. On what? An house in a palimarch shows up. No sign of him yet, Uncle Ander. Oh, no, but I ain't worried. He was heading east when we split up. The bond had taken a couple of days to circle around and catch up with him. How much longer do you think it's safe for us to wait? I don't know. Maybe another 24 hours, maybe a little longer. We can't wait much longer. Once people find out that Doc's missing, they're liable to get out a search party for him. Yeah, I never thought of that. If there's an epidemic going around like he says, they may start hunting for him mighty soon. Maybe you better go back to town and keep an eye on things. The Mounties don't have posters out on you, so nobody will recognize you. All right. There's a café right close to the Doc's cabin. I can pick me out a table by the window and watch everything that goes on. Good idea. Well, what about the Doc here? Think you can keep him under control? Listen, just because I'm draped out on this punk doesn't mean I can't handle a six-shooter. You get going and leave the Doc to me. Sergeant Preston had just arrived at the police post at 40 mile. The Great Dog King lay quietly at his master's feet. As Constable Ross said. So you think Klondike Taylor is hiding out somewhere around 40 miles, Sergeant? He must be, Alex, unless he escaped over the border. I'm pretty sure he didn't do that. Ah, so? When he and his gang pulled that job at Nugget City, Klondike stopped lead. In fact, he was barely able to make his getaway. I think he's going to have to hold up for a while and have that wounded tended to before he goes much farther. Well, some of the gang got captured, didn't they? Three of them. But Klondike and two others got away. Apparently they split up soon after we... Well, just a minute, Sergeant. I'll see you to the door. All right. Howdy. Howdy, Constable. My name's Phil Carver. I heard that Sergeant Preston and King are in town. That's right. Come on in. Thank you. Hello, Phil. Oh, Sergeant, you're just the person I'm looking for. Something wrong? Yes, Gary's pretty sick. Ada thinks he has diphtheria. I'm sorry to hear that. If it makes matters worse, I can't locate Dr. McComb. He's not at his cabin. No. I got into town before daylight and found his cabin empty.  He's probably out on the case. Nobody seems to have seen him either. I was wondering if King couldn't track him down. Good idea. Just a second while I get my parking. All right, King, come on, boy. I'll go to Dr. McComb's cabin so you can pick up the scent. A few minutes after leaving the mounted police post, the Sergeant and Phil arrived at Dr. McComb's cabin. They may as well go in. Just how will King get the scent, Sergeant? Just by sniffing around the cabin? I'll give him a piece of the doctor's clothing to smell. This sweater hanging on the wall here will do. Hey, King, this is the person I want you to find, boy. Got the scent? All right, Phil, let's go. When the Sergeant and Phil left Dr. McComb's cabin with King eagerly following the doctor's scent, they didn't know that the outlaw, Lebo, was watching them from the window of the cafe nearby. Lebo waited until they were out of sight. Then he left the cafe and raced his team back to the hideout. What's up, Lebo? A Mountie's coming after the doctor. A Mountie? Yeah, a Mountie and another guy. I saw them going to the doc's cabin. They had a dog with them. From the way they were acting, it looks like they're using the dog to follow the dog's scent. Did you see which way they were heading? Yeah, they were heading south out of town. The same way I went when I brought the doc here. I didn't bother following them. I just came straight back here to the canyon. That means we've got 10 or 15 minutes before they get here. What are we going to do? First, we'll tie the doc up and gag him so he can't shout out and warn them.  When they knock on the door, I'll open up with a gun in my hand. That way, we'll have him covered from two directions. What if the Mountie puts up a fight? In that case, let him have it right in the back. We'll continue our story in just a moment. Music Goes the Curtain on the greatest offer ever made by Quaker Puffed Wheat and Quaker Puffed Rice. Oh, boy, look! Yes, look what I have. Five. Yes, I said five. One, two, three, four, five. Bugs Bunny Comic Book. Gee, I've never seen these before. That's right, they're all new. They're just off the presses. Only Quaker Puffed Wheat and Quaker Puffed Rice have these swell, handy pocket-sized Bugs Bunny Comic Books. And are all the stories different? Yes, you get five complete stories. Each are 32 full-color pages. Just think. 160 pages jam-packed with adventures, laughs, fun, and excitement. Five Bugs Bunny Comic Books you've never seen or read before. And believe it or not, they're all yours for only 15 cents and one box top from Quaker Puffed Wheat and Rice. Look, here's one called Bugs Bunny Secret Agent. It looks mysterious, all right? It sure does. Just picture this story. It's a thriller-diller. Bugs turns detective. And with his pal Sylvester, he unearths a skeleton in a trunk. Then he gets into some mysterious goings-on in a sinister house. Is Bugs scared? Who gets trapped? Read all about it in Bugs Bunny Secret Agent. Boy, this one's a riot. Bugs Bunny joins the Marines. Bugs almost causes a riot. He wants to be a general, but bragging and sulling sergeants and majors only gets him promotions from K.P. Duty to mopping floors in the guardhouse. Don't miss reading this story. I want to hurry up and read them all. Just listen to the fun and excitement in store for you. Bugs Bunny captured by cannibals. Bugs Bunny and buried treasure. Bugs Bunny lost in the frozen north. Yes, and plenty more too. Collie, how can I get mine quick? It's easy, fellas and girls. The best part of it is, we'll not only send you five of these wonderful new Bugs Bunny comic books, we'll also let you know how you can get ten more. They're all new, all different. You've never seen them before. And they've got just the right size to fit in your pocket. Gee, I can't wait to get mine. Well, here's all you do. You go to your grocer. Buy Quaker Puffed Wheat or Quaker Puffed Rice. They're my favorite breakfast cereals because they're shot from guns. Cut off the top of the package of Quaker Puffed Wheat or Quaker Puffed Rice and send it along with 15 cents. Only 15 cents and your name and address. Send to Bugs Bunny, Chicago's 77, Illinois. Order now. First come, first served. Remember, for five Bugs Bunny comic books, all new, all different. Send only 15 cents, your name and address and one box top from Quaker Puffed Wheat or Quaker Puffed Rice. Mail to Bugs Bunny, Chicago's 77, Illinois. That's Bugs Bunny, Chicago's 77, Illinois. Now to continue our story. Sergeant Preston and Phil Carver were trailing Dr. McComb. They didn't know that two outlaws were waiting to ambush them at the shack where the doctor was being held prisoner. The doctor's trail led to the mouth of the canyon where the outlaws' hideout was located. Sergeant Preston halted the team. Okay. What's wrong, Sergeant? Phil, I have a hunch we're headed for trouble. What do you mean? There's an old shack in this canyon, but it's been empty for the last two years. If anyone's living there now, they must have moved in recently. Maybe some trapper's using it. The reason I came to 40 Mile is that outlaws are hiding somewhere in the neighborhood. Outlaws? Holy smoke! One of them was wounded and probably needs medical attention. So that's why they brought Dr. McComb here? Could be. I could also explain why they took such a roundabout way to get here. Yeah, to fool anyone who might have seen them leave town. That's right. Now look, Phil. The shack's just about in the center of the canyon. Suppose you take King for protection and skate around far enough to approach the shack from the opposite direction. What about you, Sergeant? I'll drive the team up in front of the shack so I don't suspect anything. That's dangerous. If they're outlaws, they may plug you on site. I don't think they'll shoot until they find out what I'm up to. Anyway, I'll be counting on you and King to back me up.  Sergeant, you sure you want to work it this way? Yes, I'm sure. You and King go ahead. I'll wait here for a while to give you time to get into position. Ten minutes later, the Sergeant arrived at the shack. Hello, Husky. Hello, hello. The Sergeant went up to the shack and knocked on the door. Suddenly, from a nearby clump of trees, a voice barked out a sharp command. Put up your hands, buddy, and don't turn around. Then the door opened and the Sergeant saw himself facing the muzzle of a cocked sick shooter. One like Taylor. My old friend Sergeant Preston. Ask him what happened to the other guy and the dog. Yeah, yeah, that's a good question. What did happen to that guy that was with you? What happened to the dog? I guess that must be King that Lebo saw. Lebo didn't hear King slinking up behind him. Suddenly, the great dog sprang. The Sergeant grabbed Clondike's gun and lashed out with a right to the jaw. Clondike crumpled quickly under the Mountie's sudden attack. Meanwhile, Lebo had dropped his gun and was trying to fend off the snarling dog that had sprung on him from out of nowhere. Phil approached through the underbrush. I've got him covered, Sergeant. Better pick up his gun, Phil. All right, King, let him up, boy. As for you, Clondike, you're feeling half as sick as you look. You'll stay good and quiet for a while. A few minutes later, Lebo had been marched back into the shack and tied up. Clondike, with his wrists handcuffed together, was allowed to lie in the bunk because of his wound. The Sergeant untied Dr. McCone. Thanks, Sergeant. I never expected you to have to trail me, King, but I'm mighty thankful you did. How did you happen to come after me, Sergeant? Bill Carver was anxious to locate you.  Yes, we're... we're afraid he may have diphtheria. Diphtheria? I'd better get a look at him as soon as possible. Your cabin's over on Drifter Creek, isn't it, Phil? That's right. It's located right at the mouth of the creek. Maybe we can drive there with the outlaws. Take my outfit, Phil. King can go along and pace the team for you. He'll get you there in a couple of hours. That'll be swell, Sergeant. But what are you going to do with Clondike and his pal? I'll stay here and guard them for the time being. When you take the doctor back to town, stop off at the post and tell Constable Ross to come out here and help me, please. All right, I'll do that. Oh, Phil. Yes? Good luck to your little boy. Thanks, Sergeant. You may need it. Two hours later, Phil and the doctor arrived at Phil's cabin on Drifter Creek. Oh! Oh, oh! Come on, Doctor. All right? Thanks, Heaven. You're here. Hello, Mrs. Carver. Phil, darling, I was so worried. We had some trouble, honey. I'll explain later. Here, Doctor. Let me take your Parker. Thanks. Now, where's the little boy? He's in the next room here. Right this way, Doctor. Hello there, son. Hello, Daddy. I brought Dr. McComb to make you well again. Hello there, young man. I understand you went and caught yourself cold. Yes, sir. Well, now, suppose we see what the trouble is. Now, can you stick out your tongue for me and say, ah? Meanwhile, at the outlaw's shack, Sergeant Preston was speaking to Klondike Taylor. His back was turned to the door, and he didn't notice the look that crossed Lebo's face as the outlaw glanced at the front window. What happened to the rest of your gang, Klondike?  We split up a few miles north of Nugget City. I know that. Your tracks were still visible at the point where you separated. Where was the other man heading? Put up your hands, Marty. I guess that answers your question, eh, Sergeant? Yes, I guess it does. Keep those hands up higher, Redcoat. Don't try any mucky business while I'm taking your gun. Ah, you sure showed up at the right time, Slug. How about getting these handcuffs off me? He's got the key in his pocket. I'll find it. No funny stuff, Marty. Yeah, it is. I'll go over there and stand against the wall. Hurry up with those cuffs, huh? All right. Yeah. Thanks. Here, take this gun and keep the Monty covered while I'm Ty Lebow. What do you think we better do, Klondike? You and Slug better high-tail it after the doctor and that other guy. You've got to stop them before they get to town and tell the Monnies what happened out here. Yeah, we'll stop them, all right. There you are. How about taking care of this Monty right now? Hold it, Slug. I'll keep pressing your cover with a gun till you two get back. Then you can take care of them. Why wait? I'm not sure yet whether you can stop the doc and the other guy before they squawk to the Monnies. If you can't, we may need to press them as a hostage. Yeah. Yeah, I see what you mean. All right, Lebow, let's tie up this red coat and get going. All right. We'll use my team to get there. Meanwhile, Dr. McComb had completed his examination of little Gary Carver. What about it, Doctor? It's diphtheria, all right. His throat's in pretty bad shape. What's the outlook, Doctor? Ordinarily, I'd say it's not too good. But I've got something here in my bag that just came through from the States, a newfangled cure for diphtheria. They call it an antitoxin. It has to be injected into the patient with a needle. Will it make him well again? Frankly, I don't know. I haven't tried it out yet. Go ahead and use it, Doctor. If there's a chance, it'll help him. That's all that matters. Very well. I'll give it to him right away. Unnoticed by Dr. McComb and the Carvers, King had turned around and headed back to Sergeant Preston almost immediately after arriving at the Carver cabin. When he got back to the shack in the canyon, his nostrils caught a new scent, the scent of someone who hadn't been there at the shack when he left. King bristled momentarily. Then he began to whine and scratch at the door. Inside the cabin, Sergeant Preston said, Sounds like one of your huskies has broken loose. Yeah, I guess you're right. I better go fix the critter before he starts raising King with the rest of the dogs. I guess you won't get away while my bag's turned. Not the way you're tied. Plundike pulled out a parka. Then he grabbed a dog whip and started toward the door. King caught the outlaw's scent even before the door opened. He crouched, ready for action. Plundike staggered back in panic as the great dog sprang. He tried to wield his whip, but King was already on top of him. Plundike dropped the whip and fumbled for the holster under his parka. With a sudden jerk, he pulled the gun free. But before he could squeeze the trigger, King's powerful jaws clamped tight on the wrist of his gunhand. Sergeant Preston had been handcuffed, and his ankles tied together with rope. He struggled to his feet and hopped over to the door. Cautiously, he bent down and picked up Plundike's gun. Well then, Plundike, you have the key to these handcuffs in your pocket. Got it. All right. Hand it to me. Here. That's right. I'm going to unlock these handcuffs, and while I'm doing it, I warn you, lie still, or you're going to hear from King. Sergeant Preston took the key between his teeth. Then he held his hands up to his face and inserted the key in the lock. By twisting his head, he was able to unlock the handcuffs. There. Now to get this rope off my ankles. That does it. All right, King, let him up now, boy. On your feet, Plundike. Oh, King doesn't like you any better than you like him, Plundike. Hold out your hands while I handcuff you. After handcuffing the outlaw, Sergeant Preston tied him to the bunk. Then he said, You won't be going anywhere for a while, Plundike, so I'm going to borrow your dog team. Come on, King. We've got to get to the Carver Place as fast as possible. Four lives depend on that. Meanwhile, Phil and Ada Carver and Dr. McComb were grouped around the bedside of the sick boy. He's been sleeping ever since you gave him that antitoxin. Doctor, tell me honestly. Do you think he's got a chance? It's in the hands of God, Mrs. Carver. I've done everything I can. There's nothing else to do now, but wait and see how he responds to the treatment. If only he'd just perk up a little bit. It's so awful to see him like that, especially when he's always been so lively. Yes, I know what you mean. It might help a lot if you could find some way of rousing his interest. Phil, I'd rather like someone at the door. I'll go see you at his door. No, Father, Mr. Two men with guns. That's right. We aim to use them.  Come out here where we can keep our eyes on you. Plundike just told us to take care of the dog and this other guy here. What are we going to do with the dame and the kid? We'll take care of them the same way. And we might as well do it right now. Drop those guns! The slug turned to fire, but the sergeant's bullet shattered his wrist. King sprang a libo. My wrist is busted, Doc. You've got to fix it all over him. Get him away from me. I haven't enough. I was the first time he jumped. Take that gun away from your libo. Oh, I think he's had enough, fella. Get your hands up, libo, and keep them there. You and your partners are both under arrest in the name of the Queen. Listen, it's Gary. He's awake. Darling, don't be frightened. It's all right. What happened? Well, two bad men tried to make trouble, but sergeant Preston took care of them. How are you feeling, son? Any better? I guess so. But still not very peppy, eh? Hmm. It feels like your fever's gone down a bit.  Got any ideas yet? Uh-uh. Wait a minute. I'll bet I know what you'd like. Suppose I get old Injun Tom to make you a special pair of snowshoes just your size. What do you say to that, huh? I guess it's pretty hard to work up much interest in outdoor stuff when you're flat on your back in bed, isn't it, son? If only we could think of something that would interest him right away without waiting until he gets better. At that moment, King advanced into the room and trotted over to the sick boy's bedside. Sergeant Preston, watching from the doorway, saw the boy's eyes suddenly light up. Daddy, I know what I want. You do? You just tell me what it is.  Oh, my golly, son, there's not another dog like King in all of Yukon.  And if you ask me, that pup will be all the medicine he'll need from now on. Well, Gary, maybe Sergeant Preston will let King stay here with you till Daddy gets back to town. King? Yeah, boy. Listen, your next assignment is helping Gary get well now that this case is closed. In just a moment, Sergeant Preston will give you a preview of Wednesday's adventure. What an offer, fellas and girls. It's sensational. If you act right away, we'll send you five pocket-sized Bugs Bunny comic books. Not just one, but five. Five different Bugs Bunny comic books for only 15 cents and one box top from a package of Quaker Puff Wheat or Quaker Puff Rice. Each book is 32 pages thick. Each one a complete story you've never seen or read before. Only Quaker Puff Wheat and Quaker Puff Rice offer you these five Bugs Bunny comic books. And in addition, we'll show you how easy it is to get ten more. Hurry! Get your order in the mail right away. Simply send 15 cents, only 15 cents, and one box top from Quaker Puff Wheat or Quaker Puff Rice. The delicious, crisp, nourishing cereals shot from guns. Send with your name and address to Bugs Bunny, Chicago 77, Illinois. I'll repeat that address, so listen carefully. It's Bugs Bunny, Chicago 77, Illinois. Listen Wednesday when Sergeant Preston and Yukon King meet the challenge of the Yukon, in the case Hazel Kress decision. The Constable of Indian Creek needed our help. When King and I passed to Sulkirk on our way there, I was surprised to have the notorious Hazel Kress asked to come along. The result of this meeting with Hazel brought about a very startling and extremely dangerous climax. Be sure to hear this exciting adventure Wednesday. These radio dramas, a feature of the challenge of the Yukon Incorporated, are created and produced by George W. Trandall, directed by Fred Flower Day, and edited by Franz Stryker. The part of Sergeant Preston is played by Paul Sutton. They are brought to you every Monday, Wednesday and Friday at the same time by Quaker Puff Wheat and Quaker Puff Rice. The breakfast cereals shot from guns. This is J. Michael wishing you good bye, good luck, and good health from Quaker Puff Wheat and...


Gemini 4, the first American spacewalk, and the first mission controlled from NASA's new manned spacecraft center, which was later renamed the Johnson Space Center. Since then, the Johnson Space Center, or JSC, has continued its commitment to the challenges of America's spaceflight program. With the Gemini program, new techniques such as rendezvous and docking were developed. The Apollo program landed men on the moon. During Skylab, three different crews lived and worked in America's first space station for a total of 171 days. With the Apollo Soyuz test project, American astronauts and Russian cosmonauts brought their spacecraft together in Earth orbit. More recently, the development of a reusable space shuttle opened new avenues into space. From deploying and repairing satellites to conducting scientific investigations in a broad range of disciplines to assembling large structures, shuttle missions have expanded our capability to work in space. As the key component of the space transportation system, the shuttle will provide the means to carry men and women into space well into the 21st century. The shuttle is essential to the construction and operation of a permanently manned space station. As an orbiting laboratory, space station freedom will provide an opportunity for long-duration research in areas such as life sciences, materials processing, and Earth observations. It will also serve as a maintenance and repair facility for spacecraft and as the checkout and departure point for future manned exploration of the solar system. Recently, a presidential initiative identified two long-range goals for expanding humanity's presence in space. First, astronauts will return to the moon and establish a lunar outpost. This experience will provide the necessary groundwork for the next step. A manned mission to Mars. Each goal is part of an evolutionary approach that continues to strengthen the foundation that will lead us beyond Earth's boundaries. Throughout the years, mission control has become synonymous with spaceflight in the eyes of the general public. However, mission control is only one segment of this center's program activities. Months of careful planning are necessary before a spacecraft ever clears the launch tower. Each phase of the mission must be planned in precise, in-depth detail in order to make the mission safe as well as productive. Activities and procedures must be evaluated, tested, and retested before flight. Flight crew training is an important aspect of any mission, from classroom training to full-scale mock-ups to high-fidelity mission simulators to simulated weightlessness in an aircraft or in a large water tank. Projects continually work on developing and maintaining the skills necessary for mission success. In addition to mission-related activities, this center is currently involved in the development of medical, scientific, and engineering experiments, as well as in the design and development of space station freedom. Basic to the success of any program are the resources and talents of the people involved in each project. 23,400 civil service and over 11,000 contractor personnel form the JSC team. A majority of contractor support is located beyond the center's fenced boundaries. In some cases, program concepts and prototypes are developed off-site by a specialized team of contractors and civil servants. These new developments are then tested in facilities located on-site. The advancement of science and technology is critical to the success of America's space program. The technology developed today for one program will become part of the foundation for the next program. In space, the human body changes as it adapts to the lack of gravity. With long-duration spaceflight, new medical challenges will have to be met. A crew health care system is currently being developed to provide the total spectrum of health care, including environmental monitoring, exercise countermeasures, and a health maintenance facility. Life support system technology continues to expand and be refined as we learn new ways to live and work in space. Currently, engineers are working on a space station suit with a higher operating pressure than the existing shuttle space suit. The new suit would eliminate time-consuming pre-breathing operations while providing easier on-orbit maintenance, greater mobility, and simplicity in operation. Historically, the development of computer technology has been crucial to manned spaceflight. Astronauts, engineers, and technicians use a variety of computerized systems which are unique to spaceflight. From a real-time mainframe computer complex which provides mission control with several functions, including the processing of command, trajectory, and telemetry data, to the shuttle's five identical general-purpose computers, which perform guidance, navigation, and control functions, systems management, and payload operations, these systems are constantly evaluated and improved. Computer-aided graphic software packages provide useful tools for engineers to use in mission planning, extra-vehicular simulations, and space station design. The addition of artificial intelligence provides engineers with a smart computer program which has decision-making abilities. In the hybrid vision laboratory, an optical system is being developed which uses artificial intelligence to determine the identity and location of an object. Eventually, this capability will allow the computer to process the information and decide the course of action. Another area which has benefited from artificial intelligence capabilities is the advancement of robotics technology. On freedom, astronauts will use robots for a variety of jobs, such as construction and maintenance. Here a voice-activated autonomous robot is tested on the air-bearing table. This demonstration is part of the crew and equipment retrieval system, currently being designed as a joint project involving five divisions. The Johnson Space Center provides an arena for ongoing studies as scientists continue to reap the benefits from the Apollo program. A specially designed lunar curatorial facility provides storage, testing, and distribution capabilities for the soil and rock samples gathered from the moon, as well as for the study of meteorites. At the Lunar Planetary Institute, scientists from around the world combine their talents with the resources of the Institute to study the evolution of the solar system. The method of management is a basic ingredient to the success of any of these programs. From overseeing the financial management of this multi-billion dollar operation, to providing basic necessities for overall operations, JSC has instituted a management structure which ensures direct involvement and quality control in program activities. The Johnson Space Center has been a part of the Houston community for over 25 years. During that time, it has continued to be a significant factor in the local economy. In 1988, JSC and its employees provided the Houston area with approximately $860 million, which amounts to about $3.3 million for each working day. However, JSC's contributions to the community go beyond any dollar amount. A mutual dedication to the space program has resulted in a beneficial relationship between JSC and Houston's business and academic community. This relationship has led to the development of educational programs which involve both faculty and students. The Johnson Space Center is committed to communicating its programs to the general public. A visitors program provides an opportunity for people from all over the world to view exhibits of America's space program. By project, year by year, NASA's space science effort will continue to provide a wealth of new knowledge. The JSC team of government, contractors and academia forms a valuable national resource which is ready to meet the current and future challenges of America's goals in space.


Well, let's get started because we've got a pretty full agenda. So I'll welcome Daisy and she doesn't get away with giving without giving a 30 seconds of fame. So when she comes, I'm gonna put her on the spot. So I hope she's a good sport. So weigh in a little bit. How are you doing with accessing your participants? The lists look great. And I just wondered if you're having any stumbling blocks, any issues that you'd like some more support on? Share with me, share with everyone. What's cooking out there? So I can start, I was, oh, it's like echoing. Okay, I was in charge of the student. David and I were in charge of the student forum. And so I ended up giving all the seventh and eighth girls a survey to figure out who would want to be part of this. And I did a little background. I sent the seventh grade team a presentation to kind of show their kids like what this is all about. So I didn't want to miss anybody. I didn't want to just like make a list of kids who I thought would want to do it and then miss people who don't usually take part in these kinds of things, but who still want to have their voice shared. So gave all the kids a quick survey and had a lot of guesses, probably too many of them can actually handle. So I have to sort of weed out which kids, I guess to know or two, but maybe I can give everybody the survey and just pick a handful for the forum. I think at least because kids are excited about this and they definitely want to take part in our future design. So that was really cool. And I'm glad that I didn't just pick the 10 kids who always get pipped for things, but gave it to everybody to see who wanted to do it. And I had some surprising people say yes. So it was cool to see that. Wonderful. And David put some kids on there too. So it was really nice to see who he put on there. I think we have a good group so far. And just know that you can have as many as 20 because you could have 10 for the high school component of that and then 10 different ones for the middle school component. So you could have 20 that are actually attending a forum. And then everyone else would do the survey. So the survey is unlimited and have as many as I want for the survey? Yeah, that's right. Yep. Thanks. All right, I see someone just joined by phone. If you could check in and let us know who you are. Sorry, that was actually me, Lindsay. I was having internet trouble, but I finally was able to get my internet to work. So that's why I hung up. Sorry. All right, got it. That's all right. I knew that Hayley was gonna lose power and she might try the phone. So I didn't know if she was doing a simul broadcast here. A question for you, Lindsay. Are you able to access all the documents in the Google doc? I am, yeah, in terms of all the forum stuff and the agenda stuff and all that that you've sent. Yep. Oh, that's good. Now, do you have a Gmail account? I do. It's just instead of having it attached to a Gmail email, it's just attached to the regular email I use. So I don't have one more to try to try out. I got it. Beautiful. Well, that was my concern because I didn't wanna lose anyone. All right, any other thoughts or issues, either good things happening or questions that you might have? Wyndon, I have a quick question. This is David. The middle school one, we have a lot of kids, as Kelsey said. And if we know some of them can be long-winded, are you gonna moderate the session to try to avoid somebody monopolizing the whole time? Absolutely. I'm gonna move it very quickly and try to have short, distinct responses, especially because, and I'll just use David and Kelsey as the example, I'm needing you as design team members and everyone in your respective forum to capture kind of the essence of what participants are saying. So the shorter the better and feel very free to kind of royally condense to a couple of words, the fewer words that capture what people are saying will help us when we're doing the analysis of data. And so keep that in mind. And also, some of you may not be as facile with Google Docs as others. Just know that all of you could be contributing data in that Google Docs simultaneously and it's gonna capture what you're saying. So if there are two DT members like Kelsey and David, don't worry about waiting, Kelsey, if David's putting something in, just roll with him and it will capture it. That's the beauty of a Google Doc. Any other thoughts or issues? Doing okay? Anyone struggling with not getting 10 people in your first forum? Okay, I'll pay back. Go ahead, Taylor. I have some people in mind that were added and I have some more, I'm doing the staff one and I have some more that I could add, but I don't really have staff from the other elementary schools. And so I was thinking it would be helpful if you had some staff from Brookfield and Braintree added in before I start adding more people. So if anybody has any guests. I got the directory for everybody, Kayla. So we'll check. All right. Thank you. Information is power. That's good. All right. Any other, anyone else? Hailey, go ahead. Yeah, I think Brookfield only has we were talking Richard and I were checking in. We only really have two staff right now. Unless I didn't know if Paras, if they would go under teachers or staff. They would go under staff. Okay. So I think there's one we could ask at Brookfield that has a child that is in the high school that might be interested. But it has been hard to think also about staff or teachers that have connections to the high school too. Cause I feel like that's could be important. And also to get them more interested in joining the forum. They probably will want to have some sort of attachment to the high school. And so that's been a little bit tricky for me. I did hopefully get the two Brookfield teachers that have had some direct connection to sign up. But we'll, we'll see. Well, if you have to shame them into it, I mean they're representing the whole town.  I was just going to mention, I had put on there Jeremy Rilling who I had reached out with. So I was just going to put out coaches. If there were other coaches that might have, I didn't know. I mean, they're considered staff and they sometimes have some pretty good connections and feedback. So those might just be somebody else to consider as you're thinking of folks. Yeah. So what's happening right now is the beauty of the design team is that you can kind of cross pollinate and you should, because you come from different experiences, different communities. As you begin to sort, who's going to get the first 10 invite? Think about diversity of your three communities and of your fours.  Think about the balance in your team. And for those of you that have 20 or 30 names, for the second set of forums, same thing. Think about those that have balance. And as you're having the conversations, just be really clear that we don't want to prevent anyone from communicating their voice. It's just that we have a limited number in the forum and no maximum number in the surveys. So keep that in mind. Any other thoughts or issues before we go into the next agenda item? Okay. Is Desi joined us yet? No, she hasn't, but I just emailed her and I emailed her a link again to the meeting and the phone number. So she may just need a little help. And I told her to contact me if she has any questions. So hopefully we can get her linked in. She might not be super familiar, although her kids should be able to help her. Okay. That's again, power of technology, isn't it? Isn't it ironic that sometimes we have to rely on the younger generation to help parents and grandparents at all become active with this? Well, good for you. Let me go into, talk about the evolving list. Any problems with actually the inviting of participants? Are you doing that more via email? Are you doing it face to face as much as that can be done in a COVID environment? What are your successes here? I've been emailing, go ahead, David. I was just gonna say, I've been emailing and texting a couple of phone calls, but just to confirm, once we narrow down the 10, there'll be some sort of formal invite to it with a link and everything, right? That's somebody else. Yeah, I'm hoping that that's Tina Scheindel and Ann, maybe you can help us with that behind the scenes. We established, the process I'm doing with Barry is just about the same time as yours. Their first forum is tomorrow night. They have two of them and their information technology director did a kind of a blanket process. I provided the information and then he did the invite. So, we'll take that and I'm just making a note to contact. I think as long as we have email addresses, or if they're, well, I would imagine everybody's gonna be able to do email. Linda Lubold from the OSED office is kind of our administrative assistant person that's helping out. So, the combination of her and myself and hopefully no more having to rely on IT. Hopefully we've got things under control. So, we should be able to help get that out. And Ann, maybe you can share with everyone what we know from Tina about the ability now that we have our own, I'll call it domain. Where the shared directory will go from my shared directory to actually the school's shared directory. And I think the invites to meetings will come through that. Am I accurate in that, Ann? No. My understanding is they're still working on that shared drive. Cause there is still a few glitches there, but the meeting invites should be coming through me. Although she's, Linda's not gonna warn, the feedback sessions, the focus groups are not official like needing to be warned meetings. So, actually that was one thing that I wanted to talk to you at the end of this. And so we better probably do it now is she was wondering if you wanted to do those through a regular Google Meet versus putting it through the OSUD Google Meet system. I think I'd prefer to do it through your school district. My internet's a little sketchy. In fact, I had on Friday, this computer died. It went to the hospital. I used my backup over the weekend and it took me a couple of days to get things up and running. So if there was a delay in my communication with you, it's because of that. I got it back today and initially it didn't work. It was the same as it was. And somehow in installing a external keyboard mouse, it had changed my laptop mouse pad so that nothing worked. And I was a little frantic at about four o'clock today and the tech from North Branch of Montpelier called me back and said, I think that's what the problem is. And so we troubleshot it and I'm good to go with fingers crossed. So here we are. Okay. So I can set those, I can set those Google Meet up then. It should work, work out. Okay. And if I can't figure it out, Linda's got a, she's got an email for all of us. Oh, but it would be going out to the whole, oh man. Let me just check in with her and Tina just to make sure how we're supposed to do that. Cause it shouldn't be that hard. I think that's what Tina's setting up because she captured all our email addresses. Right, right. But that's for these meetings, but if we're going to do the feedback thoroughly with certain individuals, then is it going to cut? I just want to make sure it's not going to cause some kind of weird glitchy thing. And if we have to, I've got great internet connection. So I could always do it through my personal email, although I'm supposed to do my board work through my OSUD email. So we'll figure it out. I'll talk to Tina and Linda and we'll figure it out. I would encourage Tina's office to handle that because I think it makes sense. They've got the expertise and this is quite important and we've got enough other stuff to do, not that they don't, but I think that would be the best way to go. Do any of you need any feedback on your lists so far? Do we need to go in and just share those and talk through it? Are you comfortable? Because we're starting next week on February 3rd. We're starting our first forum and we'll need to have those people invited and sent the packet of information, when I say packet, it's an attachment, the packet of information three or four days before the actual forum. And as you may have seen, I'm asking forum participants to do some self brainstorming before they come to the forum, just to have some points ready. Because sometimes with a new group that you don't have much of a relationship with, the facilitator has the question and there are 10 blank faces and 10 blank screens and it doesn't go so well. So some advanced planning will help. And also one of the roles that I need you all to play is if it is a little stymied and dialogue isn't really starting, be prepared yourself with some feedback to be able to start the conversation and then I'll take it from there. But I might say to you, and in this case, Anne and your group, I might say, Anne, do you have any thoughts about what to start, stop, or continue? And so I wanted you to just have the heads up that I didn't wanna surprise you with that but be prepared that you could get us moving. So that's a really important role two things, one gotta be the dialogue starter and flow. And the other is to capture the essence of what the participants say. Any questions about that before I go to Gus? Yeah, Gus, and then I'll go to David. I didn't realize I had that in mind. Oh, okay. David, go ahead. So maybe I can understand something, but are there gonna be a handful of questions to prompt some dialogue and conversation? And if so, do we have those yet? Yeah, you do. And what I'll do is I'll share that with you. They're in the Google. Let me share a couple of files with you right now. See what's going on here. So a couple of you teachers in the group, I just did a little professional development with this thing called Pear Deck. And I'm wondering, I mean, we wanna hear people, but I'm wondering, I don't know, Wynton, if you're familiar with this thing called Pear Deck, are some of you teachers aware of it? It's a way of allowing people, like you can do this little thing where they just have a little post-it note and they can kind of type. And you can put some questions out. I just, or do we want it all to be oral, Wynton? I'd love to do that. I'm actually exploring that with Jam in the berry process. I wanna make sure that we're not too complicated because I don't know how quickly folks will be able to come on. So we may end up doing something like that. And I'm very open to it. I have a backup process though, and I'm gonna share that with you right now. Can you see the document that I'm sharing with you now? Yes, we can. Okay. So the title of it is Feedback Forum Operation. And I updated it today. It's January 25th, it's version two. This just gives participants a little bit of background as to what we're going to be doing. And then we go into the sub-questions. And so this is what you'll hear in the forum. And the first one is what should the Randolph Union High School stop, start, or continue doing to ensure the students who choose to do so are sufficiently prepared and successfully complete their selected Randolph Technical Center program.  And it's on this form. The question is just the excerpt of it. And with these bullets, you'll just type in in this Google Doc, keep hitting cursor down and it gives you more space. And then when it comes to consensus points, this is where I'll try to capture the essence of what's one thing we could agree on around the preparation and successful completion of a program for Tech Center students. And then one or both of you can hopefully capture some of that essence. And also don't be surprised if you see me doing something live as well. So there might be two or three of us putting data in. And then we go on to the second question. And are you all, Ann, can everyone see this document as well? Yes, we can. Everybody on board? Well, I can see it on the screen right now, but I don't have access to it on my own. So I can see the list that we're putting together for the feedback forms, but I guess I'm not sure where to find this document on my own. Sorry. That's, yeah. I'm assuming that's David speaking. Yes. David, it should be. I send you out these links that will show the Google Doc where this is located. And it will come to you as an email and it will show you at the bottom, the title of the document. You click on that dark blue band and it will take you right into the document itself. So are you not receiving those? No, I'm not either. When did you send that? Well, let me look. Here's the share. Oh, maybe I didn't. Holy moly. Here it comes now. All right. I'm just going to say, here it is. My mistake. My other question is just to confirm is, I noticed in a couple of spots here, it says technical center, but just to confirm, we're talking about the middle school and high school and not the technical center, correct? Correct, but this is the Randolph Union High School student data collection. So I have different questions for the, I don't want to say this. No, I have the same questions, but middle school students may have some feedback about this and parents may have some feedback about it and business may have some feedback about it as parents or in their role as community. So these are questions and Anne will be more familiar with this than anyone. These were questions that, when the school board did their strategic planning retreat that caused this process to happen, they developed some framing questions around tech center, around senior project, around advanced placement. The fourth one is a new question. What do students need who choose not to attend the tech center and enroll in AP courses? What do students need to maintain a positive attitude? What do students need to plan for or either world of work, future training and or education after high school? You see the first forum is really about high school and it's about what students need in advance before they come into high school. The second forum will be predominantly about middle school, but it's going to have impact from elementary, actually pre-K through high school graduation. So the board had asked us to query these questions to be able to collect the data, analyze it and then help the board through the work of the design team create the three year strategic plan. David, in order for some of the students to get into the tech center, you have to accomplish certain things. And so we're trying to sort of make sure that students are aware of it and if students see gaps, like I was denied getting into the tech center my junior year because I didn't have this, that or the other thing that I needed in order to be successful or I entered the tech center and then I was asked to leave the tech center. So we're just trying to get at that a little bit. Okay. Well, my apologies for not sharing that. The three documents I have here now are all shared with everyone. Jeff has a question. Jeff Higgins has a question, Leighton. Go ahead, Jeff. Yeah, so I feel like there's some background information that the design team doesn't actually have at this point. So two questions. One, is there a strategic plan draft already that we should have reviewed? And then also, are there sets of questions like that that we haven't seen yet that are different for each forum? Yes, those, well, let me answer it in two ways. There's a current strategic plan that was done in 2017 that ended in 2020. And that's on the school district website. And the questions that I have been developing a frame around to get your feedback on were issues that the school board wanted to probe with the internal and external stakeholders. And so that's the genesis of where the questions came from. We're gonna get feedback. I'm sure that goes well beyond those categories. And that's okay. In fact, that's lovely. But yes, you're right, Jeff. That's what's happening here. Okay, so we just got those questions now. Yes. And there is no draft of the new strategic plan yet. Nope. No, we're gonna be developing that ourselves based on the feedback from either surveys or forums. Good. I went through that rather quickly. Any questions, thoughts or issues on what your role will be in the forum on the questions, do the questions seem okay? I guess you haven't had a chance to really see those questions, have you? I have a question. Okay. Just looking at, I think I'm extending Jeff's question here, but looking at some of those questions on that first one, if say the community members are gonna get those same questions, I can see a lot of them being more baffled by what we're asking than having useful feedback, certainly for some of the earlier ones. I mean, I don't know how much insight a community or a business leader has into how we run AP courses, for example, or if they would even feel they could give useful feedback. So are we tailoring other questions to different groups? Or are they all getting exactly the same nine or 10 questions? I can't remember how many I saw. Yeah. Yeah, they're all getting the same questions. And let me go there now. And we have, fortunately, we have another meeting before we go live. I say we do. I think we do. Let me just double check. So today is the 25th. And yeah, we meet, next Monday, the February 1st. And our first forum is Wednesday, February 3rd. We have two forums that night. So we have a little bit of time between now and when we go live to get the questions, but we're gonna spend some time tonight on this. Let me go through, because you haven't seen it before, this will go out to all participants in advance. Feedback Forum Operation is the title. And it talks about just how the forum will run. Let me spend a little bit of time. This is your current mission statement. What knowledge, skills, and tools the students need to be prepared for the next stage of their lives, which justify the resources invested by the community. That's a fixed mission statement. I suppose if we got totally different data and the board would look at that feedback and make a decision, do we change the mission or is that still, is the feedback consistent with where we're going, where we have been going? These questions came from not only the board's strategic planning process, but they also came from what are called ENS statements that are in your board policy. So what this document will say to forum participants, it says board goal number two features eight stakeholder forums, specifically target high school culture and academic programs. The second set of forums focus on soliciting feedback around middle school culture, climate and student transitions between elementary, middle and high school. And so the second set of forums will be more kind of wide open than the first. The first is quite targeted on high school. And what this document encourages the participants to do in advance, as I said before, is brainstorm responses to the list of sub-questions below. And let's spend a little bit of time. Are you able to see these questions on your screens or is it too small? Yes, we can see them. All right, is that better or is that takes it off? Did that make it bigger on your screens? Guess not. All right, so take a moment and just read the question. When did that get bigger? That was better. Okay. This is Heidi, are there gonna be questions focused on the culture and the climate right now in the middle school and the high school? Yeah, high school, some, not as much as the middle school. Do you think we should have some high school culture questions? Absolutely. Okay. Yes. All right, let's review all the questions first and then we'll go back and do some edits. So I'm good. So hold that one, Heidi, and welcome this evening. I'm glad you made it safely. When looking at these questions, do we need to think of overall, are we thinking of this year? I just think this year has been so crazy. We might need to put a disclaimer about it's not, we're not just focusing on this year. And let's first, like we shouldn't be, right? Correct.  Yes, we'll ask them because we're projecting three years ahead in the future. And so hopefully we're not gonna be dealing with COVID-19 three years from now. And yes, I'm prepared to talk with them about it. And in fact, if it doesn't, let me just make a note here. That's just for me, just to make sure that I get it in there, okay? Looking at the first two questions, those seem okay to you. I do think it's gonna be hard, these first two for middle school students. I mean, maybe we can, I think maybe reordering the questions from middle school, because it's gonna be a group of 10, 70th graders who don't know much about the tech center, who are uncomfortable anyway, kind of like in a new group. And so I think that we gotta start off in the middle school with some lighter questions that they would be able to answer. Like, what do you need from adults in the high school? That might be more of a question to start with them. And then these two questions could maybe be at the end that some kids might know, but I don't think many know what they need to do to get into a tech center program. And they've probably heard of Senior Project, but we don't talk about that in middle school. So that's gonna be kind of a rough way to start out for them, I think, on that very first forum with two pretty tough questions. Got it, okay. And I think with them too, it's gonna have to be like some kind of start that's like a check-in to kind of get to know each other. Cause I mean, again, it's gonna be 10 sort of random kids thrown together virtually. So just, and we can talk about that, me and David later, but just thinking about have to be a bit more creative with their forum, I think. And where is this done? It should be, I shared it with you. It should be in your Googlebot. All I got was the high school questions, not this set of sub-questions. All right. Let me make sure that you're on. Is this David Roller? Jeff Higgins. Jeff, oh, sorry. Oh, you're on it. I'll send it to you again. I see the 125 high school student forum data forum. All right, that's the attachment you just sent. Yeah. Everyone should have them all now. Okay. So the second question focuses around Senior Project. Probably the same thing for middle school as far as feedback. They might not even know what a Senior Project is. So just to sort of go back on Kelsey's point here, this is kind of my worry with some of those people we're surveying who aren't involved enough in the schools or aren't inside them enough to really know what we're talking about. I just, I'm wondering like, for example, if I were in the community leaders forum and I'm presented with this question certainly in the first couple, I think after the first few questions I might have a bit of a bad taste in my mouth because I'm gonna feel like I'm not gonna be able to contribute. So I just think we need to think about for those forums where people haven't been in the school say in decades, that they're starting off with a question that they can answer and they can contribute with. Okay.  I wonder if, since we just saw these now, if it would be more effective for us to get a chance to read these and then provide feedback on them, rather than watching the clock here and trying to get this, I mean, I think we really needed to have looked at these prior to meeting about them. Okay. I agree. And I'm sorry that I didn't get them to you sooner. My only concern about that is our first forum is a week from tomorrow. And we're gonna meet, we're gonna be meeting. No, it's gonna be a week from Wednesday. And we're gonna have a meeting two days before that. If we don't at least have a framing of the concept of those questions, the participants aren't gonna have much advanced opportunity to do some brainstorming. So I'm happy to go wherever the committee wants to go, but I'm also looking at the timeframe. Yeah. But like Richard said, like we have the first community one with the businesses and nonprofits. These are questions we can't really ask them. I mean, none of them really, I don't think they can really answer. Okay. I mean, so there might be have to have a set, a different set of questions. Well, maybe Richard and Anne, we can get together or everybody's subgroups can get together and put together some questions that are towards their audience. Well, let me ask you this question. Take a look at this overarching question. If we were to ask any of the stakeholders that question, would that be easier for them to get a start? I think that would be a good conversation start certainly for those community members who haven't been inside this building in a while. I think that particular group of people, it's more about opening a dialogue because we don't, we don't know what they do and don't know about what we do. So we need to kind of reach that gap really. Okay. Yeah. And we need to ask, I mean, I think they're, they want to get feedback on the current culture and climate at the middle school and high school. So those are key questions to ask. Well, and how are they, if they don't know what's going on in the middle school and high school academically, are we sure they know what's going on within the school and high school culture and climate? If they don't know what's going on academically because they're not in the school to know academically. Not everything is academically. Yeah, I know. I'm not sure. I think the, the one, certainly with the community members, I don't know how even I'm supposed about this, but to me it seems that that one's more useful just to learn how the general public perceive what it is that we do and how we can make a better connection there and reassure them that their taxes aren't being wasted. Yeah. Okay. I wonder, I wonder, is there any way to provide some information on what the current scenario, so again, you're saying like, what should we do, stop, say? Is there a way to provide some information about what is currently that to prepare children for the RTCC or for the senior project that maybe later in the discussion you could bring up? These are some of the things that are currently provided. You know, what do people think? What's your feedback on that versus kind of assuming like you say that somebody maybe an elementary parent might know what senior project is but isn't gonna know what's currently done for them? Okay. Sounds good. Whitten, when we did this before, we were looking at and we were asking the community about sort of what they wanted the schools to provide and they gave us a fairly kind of generic, you know, found the rest of our mission statement, you know, those foundational skills in this, this and this. And I wonder if we wanna read, I mean, maybe we revisit that a little bit for the academic part. So when we talk about foundational skills, what are you expecting or what do you want? What do you think are the good foundational skills that students should be coming out with? Maybe, I don't know. I'm just... Oh, that's a good idea. Have that in the rest of our, because our mission statement is this first overarching question or statement and then it's specifically to foundational skills but we haven't revisited what exactly do you mean by foundational skills and social studies? What does that mean to you as a student? What does that mean to you as a parent? What does that mean to you as a community member? What would that look like? Okay. Okay, got it. And there are some other ones in there like adaptability, Right. a use of technology. You might wanna include and I believe when we talked about, climate, if you look at life skills, some of the discussion that we had whenever we did that 15 years ago was life skills wasn't just doing the laundry and going shopping. It was about emotional intelligence. It was about cultural awareness. It was about conflict mediation. Those types of things were some of the things that came up in those community forums but we didn't, they weren't really, we, it got lumped into life skills. So I just wonder if we wanna just sort of touch base again and see if the community or students wanna be more specific. Okay. All right. Let's just scan the other questions and see if there's some to preserve because I'm gonna have to jettison a bunch of the questions that are here that the board was interested in and do some adaptation. But in a one hour session, we're not gonna be able to spend time on many more than like seven or eight questions. This one, let's go here. I think you could probably group like five through almost eight or nine together because they're kind of all asking a similar question just around different parts of the school whether it's advanced placement, senior project, it's sort of what are you doing to prepare for that higher level of academics. So I wonder if those could be grouped together. Okay. Is there some mutual agreement about that? I agree. I think that means people could participate and say, well, I'm referring here to the tech center or I'm referring to advanced placement and that gives them a choice of how they participate. Got it. Okay. What do you think about students that the high school having a positive attitude that stay or that go?  One of the things that came up in the board meeting was just what some board members were concerned about is sort of some of the talk among students is Randolph High School sucks. So we, you know, this is in a great place. And so it was sort of looking at is that real? Is that just a small portion of the population? Is that a concern that the rest of the community has with kids feel like our high school isn't any good and, you know, all these other places are better? You know, it's not doing what it should be doing for us. We wanted to kind of get at that. Got it. Questions. That's a question I think. Go ahead. I think in the middle level kids, that would be a question that's appropriate for them for sure because that's something that they can reach to and like Anna was saying, like they can think about sort of their own notions of how they feel about being a student in middle school. So I think that we should definitely stay for our forum. I think we need to reassure them that if they actually do feel that way, it's safe to say so. There are questions that as we get to this that will focus on that issue and it's this one. Ensure there are multiple avenues for student voice in the high school community and the same for staff voice in the high school community. So Richard, does that address what you just said? Yeah, I was more thinking in terms of these students who might be quite intimidated by the whole process, just feeling safe to say, well, actually I don't have a very good perception of my school rather than being surrounded, by important looking adults and going, I'm not gonna say what I think because I feel like I might get in trouble. So I'm more talking about the process of the forum itself than the questions. Okay. Yeah, and I want to be welcoming to middle school students willing to participate but at the same time, you ask any middle school student or high school student, they're all gonna say their school sucks. It's not that it's not that Randolph sucks any more than the next school in the town.  So that's, it's an interesting phenomenon. I wanna just probe this one, that students maintain a strong connection with at least one adult in the school community. There's some national research around that that's quite important that that happened. I think that's a great one to keep. Okay. But I appreciate that one because that came up in our trauma training about how important that is. Yes. So did the school do trauma training? We are trauma informed schools now. Beautiful, beautiful. I did that with my schools a few years ago and that's very powerful process. Good for you. Let me, before we do any more editing on the high school side of these questions, let me take you to the middle school. This is form series two and it talks about positive culture and climate. And I will define those for folks in advance. So they know the difference. The second one is, do they like the operating system for middle school now? Or if not, should we research and consider other types of middle school configuration? And that's probably more about grade level but it will be whatever people think it is. And then what's the right leadership model for the middle school? How do we ensure that students feel physically, emotionally and intellectually safe? And this one is about the smooth transitions from elementary to middle. Can you go back to number three? Yeah. No, number two. Number two, I have to say as a sixth grade teacher for like almost 12 years, it's always a mystery as to how the middle school is operating and they do switch it up which is perfectly fine. But as someone who has a deal with it on a regular basis, the transitioning of our sixth graders to seventh grade, I usually just defer to the seventh grade teachers at the meeting and say, please explain how you're doing it now. So if I don't have a good idea as to how it's functioning, I doubt anyone else in the forum would. So I just want to put that out there so that whoever's running the forum or running that question might want to say based on your knowledge of how the middle school is operating or something, because it's always a little bit of a mystery. I think they're always improving upon it, which is fine, but I would never say I'm an expert and I do at least 15 transitions just for students every year. Well, then you're gonna love the last series of questions and I'll surprise you with them when we get there. Physically an emotion. Language went in for the middle school students and even the high school.  So some of the jargon is explained and maybe some examples given? Okay. Yes, yep. So these are the transition questions. And so number seven, what systems need to be in place so parents feel comfortable with student transitions from elementary to middle and middle of the high school? So I think that the feedback that was just shared a moment ago, that may begin to get at the issue. And I forget who it was, whoever the middle school teacher is or the elementary teacher, I guess. That was good. Okay. So these are the questions, these are seven current questions for the second forum series. And my question to you is, do you like it better that the question, and some of them just, it's not appropriate, but do you like it better that, what should the school stop, start or continue doing so that it's very clearly some things need to end, some new things need to start, or we like some things that are going on now, or would you rather have it just be open-ended like this one? Should the middle school continue operating as it does now? And if not, what should we research and consider? Talk to me a little bit about your feelings on the different styles of questions. I think the start, or the stop, start, continue. Again, the only challenge with that is it sort of indicates you should have knowledge. And so I think that there are people that might, if they go, oh, well, I don't know if they're doing, so I don't know if they should stop or start. So I kind of like the open-ended more, especially for like the community and parent ones where people may not know as much, and therefore they don't feel like they're supposed to. Okay. Right, but I think for the middle school students and high school students, I do think stop, start, continue gives is going to work with. I think if it's too, I think Lindsay's right that the community open-ended, but I think middle school, like they need to be thinking about, okay, what do I want to stop at my school that I want to continue? I also like not to roll the whole thing up, but just looking at the questions, obviously for David and I, these questions are so much more relevant to our forum. So I feel like, if I imagine having 10 students, like starting with this one and then going to the high school one would be much more successful, I think for us, because the high school one is just a tough one for us to start our first forum with. But if we started here, then by the second forum, so I don't know if we can switch, just David and I switch our order to have this one go first. Well, I can easily move the first forum series to be the middle school questions in that one and then move the high school questions to the second forum series, if you think that's a better way to go. I do, yeah. Okay. Yeah, I like that. The middle schools one seem a lot more like open-ended and easier to get discussion going. So then if they, I even think about like how much more talkative we are in this group first, the first time around. So I just feel like those ones are more open-ended. It might be better to start with for everybody. Okay, well, consider it. Go ahead. Does anyone have a clear, concise answer for a community member if they say, well, how does the middle school work now? That's where I would need to rely on design team members. The boys are not here, so hopefully she knows. I just really want to start to move my on-strap on the fly. I think that should be prepared just so we can give a nice quick summary of the things they need to know, rather than sort of scrambling for information during the forum. And I can attend that one, like I've only been there for a year, but this is my first year, but I could attend the community one. I don't know that I want to run that one, but I could be there for the middle school portion of the first forum. I agree with Richard. Like if I go to both the staff and the teacher forums, which I was planning to, because I'm running one of them, I would love to have a little quick summary of how the middle school's running. Well, I put in the community and the businesses. I'll have kids in the middle school and high school. Okay. All of them that I've put in, I think almost eight or nine of them all have students. So they should be fairly... What's going on? Well, it wouldn't be a bad idea to have that in our back pocket, so to say, in case something happens that people don't really know. And I don't really know. So it might make sense to have someone in those forums that does. Again, I can't see your screens right now because I'm in full page. So I'm only going from voices. But someone spoke up and said, it was an Ann that you might... Ann, you're already attending the business leader nonprofit, what other forums do you think this issue might come up with parents maybe? Yes. So this is Jeff. How about instead of having someone at the forum to do that two or three sentence definition that we as a group come up with the three sentence definition of how the middle school runs. It sounds very administratively. So does it mean seventh and eighth grade or it could be seventh, eighth and ninth grade or you're talking about block scheduling or you're talking... So what do we mean by how it is run? Okay. Well, are there members of the middle school staff and high school staff on this committee that would be willing to put together the three sentence, not a disclaimer, but the three sentence explanation? Well, it's just Lisa and I'm just Kelsey who are, I mean, I'm not high school, but I'm middle school and so I'm the only teacher from the whole RUHS that's here. So, I mean, Lisa and I can work on that together. I work closely with her so we can work on that together outside of this group. Okay. Is that for middle school or high school? I'm middle school. She's seven, eight, nine. So there's nobody here who's really tied to the high school. Lisa's the closest one. Lane's not with us tonight, but maybe we can have him help with that as well. And I'll read, I'll put that on the notes. And can that information go to all forum people in case it comes up? Yeah, for sure. Okay, got it. Okay. You're all worth your wait and go. This is sort of great feedback. Anything else in the questions? If we have feedback for the questions after this meeting tonight, we kind of think of something and we say, hey, what if we worded it this way or whatever? Yeah. Is there a way that we can put that on the document or should we not share? Are you gonna award Smith these? Sort of what's the process gonna be? Well, what you can do, I have given you all edit capability. And if I, let me just look here. I don't know if you can see this. Can you see that screen? All right. So you can be a commenter. And maybe that's what I should do is give you all commenter. Well, no, I have to give you editor rights so that when you're in the forum, you're able to do simultaneous edits. So I guess I'm gonna give everyone editing authority. And I think you also can just post the comment. But I'm comfortable with that one so you can comment even if you're an editor. Okay, good. All right, so I'll keep your editor authorizations in. Just comment on the side. It will be a little side window. And I'll take a look at that and make that change if it seems prudent. And if people don't like that, then you need to comment saying it should be, rather than A, it should be B. And it's a tougher way to get at it. But I think that with some patience and collaboration, we can refine our list of questions. And I'm very comfortable having you all do that. I do wonder, I think it was Heidi that mentioned structuring them more for each forum. Would it make sense to copy and paste them so that maybe, weren't we talking about how it might be appropriate for parents but not for the middle school students? Would it make sense to create some new questions depending on who the forum is for? Yes, and I do have some language already done. Looks like I need to do more of that. My only concern, and I just wanna share with you what the pros and cons are. When it comes to the Google Form Survey, I can put in some open-ended responses, but in order to have some consensus data or some prioritization, and it actually shows in graphs what some consensus thoughts are, you need to have similar questions. And so that's my only dilemma. And I think I can do an amalgamation of some dropdown menus with some prescribed responses and people choose a response. And then I can just do some open-ended. And what it populates with in the open-ended is everybody's statement. So the design team then can work through that. So I'm just trying not to make this too cumbersome, but at the same time, getting at the essence of what people are trying to say. And I'm hearing you very clearly on there needs to be some differentiation here. So I guess what I'm saying is give me a shot at it. We've got a week or so to be able to get it right. I will get at it first thing tomorrow morning and you'll begin to see some evolving questions that will be more tailored to the stakeholder groups that we're talking with. Other thoughts or issues? We did something like this last year where we had to set up surveys ourselves. And I think we remember having a similar issue where certain people wouldn't be able to answer certain questions. So what we did is we said, if you don't feel you're able to answer this question, then you can skip it or you might be able to say on the question, this question is aimed at this audience. So I don't know if that's something we might consider for the differentiation piece. Yeah, that'll be a placeholder for me just to remember to go back and do that. It's good suggestion. Okay. Anything else going back to the high school questions? Oh, these were the high school now. So I'm going to, I'm going to switch the order. I'll do middle school starting on February 3rd and then I'll do high school starting on February 16th. Anything else pop out at you? And I'm assuming as some of you are in the Google Drive now, so you're actually able to see your own questions. I'm going to stop sharing here. There we go. There probably is a way that I can be in a document just to sec Lindsey, that I can be in a document and still see you. Is that, is that true? Okay. So rather than share my whole screen, I just need to share part of my screen. All right, Lindsey, go ahead. I was just wondering, I apologize. Maybe you mentioned this earlier. How are you wanting the groups to tailor down to the first 10? Like, are you wanting those of us that are in the group to then go and kind of move the list around so that the first 10 are the 10 that are the ones? Are we supposed to kind of outside of this connect with one another to kind of also figure out like who's going to scribe at the forum? Like, is that kind of the best way to do it? Is just each individually kind of touch base with our perspective co-forum folks to kind of finalize that piece of things? Let me answer the last question first. Last time in the timeline, we decided who the design team members were going to be within each of the forums. And so for example, on February 3rd, it's the high school forum and Lisa and Wilder were going to be the design team members that were at that forum and that were the scribes. So does that answer your question on that piece, Lindsey? I guess I meant more knowing that should we be kind of communicating, because I'm thinking like, for example, Jeff and I are together, if we're both trying to type the exact same thing at the same time that's, you know, versus should we be coordinating with one another to kind of figure out who might do those things so that we seem a little bit more put together? Okay, yes. You work it out any way you'd like. One of my suggestions, and I think in one of the correspondence, I said, take turns. So for example, Lindsey, you might take the first response and then David takes the second and so on and so forth. But also remember what I said, I might be plugging something in and don't worry about spelling or anything. Just chunk it in there so we get it. We can clean that up later. That's for our edification and use. With regard to selecting your top 10ers to be able to attend the first, now the middle school forum, get a distribution across communities, you know, if it's students, different grade levels, just the diversity of kind of open-mindedness and people that you think are influencers in those communities that would be good to be on those in that forum itself. So that would be my best advice for how to select that.  And also in the Barry model, a feedback I got from one of the teachers, it might be good to reach out to your top 10ers and make sure that they actually can attend. For example, on February 3rd, that those high school students don't have a game that they're actually able to attend. So there's not some back and forth. Well, we only got eight, and these two students can't do it, and now we're gonna replace them. It would be good to confirm that before you hand that list over to whoever the invitation technology person is. We're gonna, Jeff. Yep. Trying to clarify what you said there about the process. So do you want us to scribe into the form feedbacks live in real time? Yes. What if we took notes and put it in later? That's, well, here's the issue. I'm gonna be moving to some consensus points and I might need to see that list in order to kind of see what the trend is. So it's better if it can be live and I think that will work fine. Again, these are our info from behind the scenes. So as long as I can read it on the fly, it's gonna be okay. And what I'd like you to do is take a long sentence and try to condense it to two or three words. What's the key concept that the person is trying to say here? And I think most of your forums, you have two people that are working with you and there should be adequate opportunity to be able to do that live. So when the participants aren't gonna be seeing the sheet that we're putting in. Correct. Information, okay. Correct. It's only for our eyes. Any other thoughts, issues or questions? So would it be best to have the same 10 people, especially students to be on both forums? Like I kind of feel that might be the case I don't know if I bet most people don't have that many more but I feel like with students we have like potentially 30 who would do it but I feel like maybe the same 10 for both groups makes more sense. I don't know, David, what you think about that? Just to get some kind of discussion culture going that way for the brown, it's not like starting back over again. Kelsey, let me just go ahead again. Well, I was just wondering, are there students from the middle school that some may be more forward thinking already about the high school? So might be thinking in that realm. I wonder if there's a way to kind of divide the kids by which ones are already thinking all someday I wanna be in the tech center this is what I are already sort of thinking that way or not, I just was curious. I don't know. I think that'd be difficult but you, unless you just did eighth graders for the high school one and seventh graders for the middle school I think would be the easiest way to get close to that, I think. That makes sense. They might be more or not more being a group of 10, seventh graders in one form and a group of 10 eighth graders instead of, I don't know, you'd probably know better Kelsey so I'll follow your lead. I will tell you that from a breadth of thinking and experiences, it would be better if you have long list to have 10 do form series one and a different 10 do form series two for those of you that have long lists because it involves and engages more people and I think that between the advanced work that you do as design team members and the information that I will send to folks before the forum, it'll be a little stodgy as we get into it but hopefully I can get them warmed up enough and that you can coach them from kind of behind the scenes or beside the scenes to have those dialogue starters and don't be bashful about jumping in and saying, well, I'm thinking about this and what do you students think about that? I'm fine with you saying those kind of things. And the other piece is I'm realizing that in your forum role, you're not gonna be really able to contribute your thoughts and so I'm gonna spend some of our design team meeting time allowing you all to be able to weigh in on these same questions so that we have a dialogue and you're not just a worker bee, you're also a contributor. So I'm gonna build that into our timeline. Other thoughts or issues, okay? So I'm looking ahead now kind of the last thing on our agenda tonight is decide a survey communication strategy. How are we gonna get this survey out and inform folks that they should contribute their feedback to a, it's a Google Form survey. It's got some dropdown menu items, it's got some open-ended. We'll ask what stakeholder group they're in. How do we get the info out to them? So do you want to get it to the people who were approached already but weren't in the smaller forums? Yes, but I'd like it to be, I'd like everybody in all three communities, four communities, the school communities to be able to participate. So it's not limited to those people that didn't get the forum, it's open-ended. So in that case, we can email, I mean, the same way we tell everybody if it's a snow day or send out information about COVID problems, we can email the whole school community by pushing a button. It's, I mean, it's really easy. Okay. Any of the administrators can do it and Tina can do it also. What about, do you have front porch forum? That's another choice. Because I think the list you have for your school are your internal stakeholders. It's your parents, your students. So how do we get it more broadly? How do we get Vermont Technical College? How do we get businesses? How do we, should we put it in the newspaper? How do you want people to know about it? I would say the newspaper for sure. Front porch forum would be good, although you're gonna get a little overlap with parents. That's okay. And one of the people that I have on my list and contact that I haven't contacted yet is Linda Runyon who is the Chamber of Commerce person. But she might be able to get it out to a lot of the local business people. You might have a way to do that. Okay. All right. I can send it through my REC. I have like a thousand people with accounts in all three different towns. I can send it on the e-blast. Perfect. All right. So as we flesh these questions out for the forums, we'll be using quite similar questions in the actual survey. We'll refine that survey next design team meeting and then we'll start pumping that out as well. All right. Can we possibly leave links on the school Facebook pages or the OSSD website as well? This is not the point of that access. No, that's it. The more the merrier. Got it? In this time. You might have heard me say in our first meeting, three to eight to motivate. In other words, people hear it three to eight times before they actually maybe do something. Go ahead, Ann. I was just, this, so if we're gonna be working on those questions for the survey, those will be sort of like the ones that we just saw tonight that are gonna be in each feedback forum, but we'll have those like starting, maybe tomorrow afternoon, you'll send those at least a start out to us so that we can kind of begin to tweak them and make sure they're answering. They're right. Yeah, okay. Yep, that's the plan. All right, any other thoughts or issues, concerns? You're okay? Bet you didn't think you were gonna get into something quite this intense, did you? I appreciate you sticking to it. It's a big job, but I think it'll be a very positive outcome and it's because of all your experiences that you're sharing and your interest in helping to make the schools the best that they can be. I think that just about a wrap for this evening, I'm just reviewing agenda one more time. Our next meeting is February 1st, 6.30 to eight. I've got notes. I'll print up the meeting notes that get published because it's of the open meeting law and I'll send those to you as well through the Google Doc. We're moving. Yeah. I just got one other question. Do we, do you wanna send out just so people have sort of a long range of view of sort of what the strategic plan was the past one because it's also my understanding that we aren't just jettisoning that one completely. We're sort of still working on those things that were put in place to achieve that strategic plan. We're just sort of adding a little bit more now that we're kind of moving on that, but it might be helpful for people to know what the last strategic plan is that on it. I don't know. I'm just wondering. Yeah, I will. It's on your website, but it's a little hard to find. So it's under policy. What I'll do is I'll copy that into the Google Doc so you can see what the old one looked like. And do you think that I also should send out the indicator document that Lane, we discussed with the board back in October, I think it was that talks about the key academic areas and the accomplishments and what's left to do. Should that be part of it as well? Well, what do you folks think? Is that going to end in a date we would do with too much information? Well, I'll tell you what, I'll make it available to you and you can look at it as you can and as you want to. And that then will becomes your choice. Again, the new strategic plan could look quite similar to that or it could look really different depending on what our feedback is from stakeholders and the direction that the design team moves forward with. Okay. All right, I think I'm good on my end tonight. Anything else, any last words that any of you would like to share before we sign off tonight? It was quite a whirlwind tonight. I'm sorry that I didn't send you out to those questions in advance, but you behaved yourself quite well and we moved through them. So I'll refine that and get it to you tomorrow. And with that, have a great night, stay warm and see you soon. Bye now.


Well it's hot, sand gets in everything and try to keep ourselves occupied until we actually start true operations. Definitely a life saver.  Playing guitar is like keeping connected to home just because back home I used to play guitar all the time and when I joined the Marine Corps I played it in my barracks where I'm kind of entertaining myself, entertaining others.


I first encountered inquiry-based learning and teaching as a beginning graduate student in the physics department at the University of Washington. And as an undergrad, I had been a physics major and a very traditional program where I sat in lectures and, you know, did my best afterwards to read through the book and my notes and figure it all out. But at the UW, I was a TA. The students meet once a week and go through some more interactive materials where they are asked questions and they discuss their ideas together. And the TAs are asked to facilitate that. And each week on Mondays, we would all meet together, all the TAs and the faculty members from the physics education group to prepare. And the TAs, us, we would go through the materials as if we were students. And I quickly realized that I didn't understand all of the physics topics that I felt I should have understood or that had been covered in my undergraduate physics major. So these were all familiar topics, Newton's Third Law, the work energy theorem, things I had studied and thought, well, I understand, that's basic stuff, you know. But the materials would ask questions and we TAs would have to work out the answers for ourselves. We'd question each other. You'd have to take risks. You would answer questions, not sure if you were right or not. But the other students, you know, would correct you or give you feedback or build on your ideas and as a group, you would progress through and make sense of it. And this was new to me and a complete revelation about what it means to understand and to learn physics. So for me, it not only improved my understanding of these basic topics immensely, but really caused me to kind of rethink what it means to learn and understand. As a graduate student at UW, I had started out in a traditional area of physics research, experimental physics research. But after encountering this new way of learning and teaching, I was just, I fell in love with it and I knew that's what I wanted to do. So I actually switched my research focus and earned my PhD for studying the learning and teaching of physics with the physics education group, which is led by Professor Lillian McDermott at UW. And so after that first experience, I just never went back. And after my PhD ending up here at Western, you know, my first year or two of teaching as I think is probably the case for many, many new teachers, I was just trying to survive and get through. So I didn't, I didn't do a whole lot of inquiry based teaching in my courses. I did a lot of traditional lecturing and then as I got more comfortable in the classroom, started to come back to this other way of doing it and incorporating more student centered activities and opportunities for the students to make sense of the ideas. So, you know, gradually over the next phase of my teaching career, I started talking less and tried to get the students talking more. And that kind of led to the project in the labs, whereas the department, we made a commitment to changing the labs here at Western in our introductory physics course to be more student centered and give students the opportunities to make sense of ideas for themselves, to ask questions of each other, to develop answers together rather than being told by the instructor. And so now here at Western, every student who goes through our introductory physics program has that experience in the labs where they are asked to figure things out collaboratively and the instructor is a guide and a facilitator rather than the source of the knowledge. So our introductory physics program here at Western is, it's a large enrollment program. We have several hundreds of students at any given time in the course. There's multiple lecture sections. Since all the students from the different lecture sections take the same laboratory part of the course, they all share this experience of learning physics as a process of inquiry. So there's a well-established syllabus and it's got a pretty lengthy list of topics. Bring students loose to explore, you know, force and motion on their own to figure out what questions they're interested in, to design experiments from scratch to answer those while exciting is not practical in a situation where there is an established syllabus and a fairly long list of topics that students need to be exposed to. We decided rather than open-ended inquiry to have a guided approach. So we kind of established the scope of inquiry. We framed things for students by asking questions, giving students specific physical systems to think about and apply the concepts to. We sort of established a pathway using guided questions and experiments that leads to kind of where we would like the students to end up in terms of being able to understand and apply the important concepts, the ones that they need to understand in order to go on to the next part of the course.