Meeting Them Where They Are: Assisting All Users Through Canvas LMS Implementation

Hi. Hello. Welcome. Thank you for being here today. I am very excited to have a full room. I wasn't sure there you had a lot of choices, and I appreciate you coming here.

I also wanna say though that, you are welcome to vote with your feet, and if this is not hitting your needs, to go out and explore because you did have a multitude of choices to pick from today, and And so I understand that what I'm presenting is not it may not fulfill your needs specifically the way you thought it was going to. We do our best to make sure that our presentations match our descriptions, but, you know, there's always those things those times when it isn't quite what you're looking for. But I will not be offended if you maybe if you all get up and walk out, I might be offended. But if a few of you get out and walk out, I won't be offended. So alright.

Let's connect. And on on if you're following along on the the other presentation, you'll see a picture of myself and my daughter. I wanted to give you a little bit of information about me if I get up here and I start talking fast, there are reasons for that. I am ADHD and an anxious person. And I'm standing on a platform.

I'd be more comfortable if I was on the ground. There's something kind of weird about being up here. And so I'm going to do my best not to walk forward, but I will probably sway around a lot I have a fourteen year old daughter. She is starting high school this year. I have been in Little Elm ISD.

This is the beginning of my either seventeenth or eighteenth year. Basically, I graduated college and started working a little elm. Never left. I taught middle school English for seven and a half years before transitioning over into technology. At about a year into that is when we transition to Canvas.

So we have been long adopters of Canvas relatively speaking. We use it in, six or twelve grades. I do have some pilots in my fifth grade campuses. My goal is to get three through five on Canvas at the start of twenty twenty four. We'll see if I can convince everyone else to agree with me, but, that's that's what we do right now.

I am also the only me in the district. There are no other digital coaches. There are no other Canvas administrators. I also am the seesaw and Google classroom trainer. I'm I'm also writing curriculum.

You know, it's one of those mini hats. And we're not necessarily we're are a small district, but we're not a small district. We still have over eight thousand kids, and ten campuses. So I support pre k through twelve, ten campuses, and all of Canvas. Everything.

All everything. Canvas. So, this is for those of you who might be in a boat like me and are trying to figure out how to Support my first year teachers, my third year teachers, my teachers who have been on Canvas since we started it. How do I make sure that I'm meeting all of their needs? And how do I keep them interested and aware of what's going on when I'm not stationed at their campus to provide that immediate face to face support for them. So I would love if we could connect on Twitter.

I am not as active on Twitter, as I have been in the past. So, but I I do love to hear from people. But also, if you wanna email me, you can email me at any time. I have people who often email me and ask for links to things that I share or just ask general questions. I am always happy to share and help.

I I do know gatekeep. If if I've made it, I will share it with you. In fact, everything that I'm going to talk about today is linked in the presentation. So you're able to walk away with it. It's view only, but you can make a copy.

Change it up for your district because that's what we do as educators. We beg borrow and steal and make it our own. Learning targets, because all good sessions begin with learning targets, right? So I can discover ways to train and support both my new and returning canvas learners. I can summarize my learning into a tweetable moment. And then we have a future learning target, and that is for you to modify something that you've learned today and be able to take that back to your district, your university, and apply it.

So what are we talking about here? We're talking about three main things. We're talking about training, supporting, and marketing. And I know that that that sounds weird to add marketing as part of that, but this is especially important if you're in your early years of Canvas adoption. You have to sell it. And especially if it's not a mandate.

Okay? When we first started Canvas, it was not a mandate. My teachers could use whatever they wanted. I had teachers, high school teachers on Google classroom on Edmodo blessed. I had someone use nothing, I we had a variety of different products out there. I had to sell Canvas, and for a very long time, I was known as the Canvas Like, teachers would see me and they'd be like, oh, it's the Canvas lady.

And I'm like, well, it's misty, but sure. That's that works too. Whatever. And so marketing is a piece of this job. Even after you've been using it for a while, the marketing comes into play on complacency because we don't want to let our teachers stagnate and If we're still using the course we designed in twenty twenty, there's there's some problematic things going on with that because we're not still in a twenty twenty environment.

So that's where marketing comes into play. So I kinda wanted to explain why marketing is a piece of this. Obviously, support and training makes sense. So training. We're gonna start the very first thing that all all new hires do six through twelve is I enroll them in a Canvas basics course.

This is a required course that they have to complete as part of their onboarding, basically, into the district. And all my little gift went away. Oh, it's not there. There's a really cute gift in the, live session, though. But basically, my point is if you can do these things, you can do everything else in Canvas.

If I can figure out how to create that sandbox. And by the way, I make their sandbox for them, because I'm a sucker like that. But I make their sandbox, but if I can figure out how to share things to the calendar, then my kids know what's going on. I can figure out how to make an, announcements, again, my kids know what's going on. If I can figure out how to make a page, they have access to the content, If I could figure out how to make an assignment, then I can assess their knowledge.

So if I can do those things, even if I do nothing else in canvas, My kids can get the content that they need and walk away at the end of the school year having been provided those instructional materials. And as a teacher, if I can figure out how to do these because the rich content editor is the same across the board, then I can build anything else. So this is their bare basics. This is where we start. All new teachers are required to do this.

Now I sometimes have teachers, especially lately, who come in and have used Canvas in another district. And they'll ask me, do I still have to do this? And my answer is, yes. Okay? And it's not because I'm a jerk. They may think that, but it's because I need that consistency, and I I need the proof that they know how to use it before our students get here. So this is something that they're required to do before the first day of school.

And, basically, what I do is I monitor the new hire list, like a hawk, And as soon as somebody gets added, they get they get an email from me with a link to the basics course, and I explain what they need to do, and then they have the rest of that, the the summer to work on it. But they do receive, six exchange hours. So I'm I'm from Texas. We we do, CPE, obviously, and then, but we also have flex days. So they can they can earn six hours, which is essentially a day if by completing the Canvas basics course.

It shouldn't take them six hours. Honestly, it shouldn't. But I tried to balance it out by time spent, should be time earned, especially with adult learners. So so that's the reasoning behind that. Then, and again, I was gonna pull up the live course, but if you click on the button, the little and he's not showing up, but he's a little cute panda, and he's like, He.

If you click on him, that'll actually take you to the course, which is available in commons. So again, if you would like to use it as is, it's there for you, ready to be used and copied over, and then you can tweak it. The way that the course is structured, it starts with a don't panic video. And I made that originally when we made, obviously, COVID. I my teachers were learning on the fly.

And so the whole purpose of don't panic is to remind your teachers don't panic. I know that sounds, I don't know, kind of silly to say, but If I'm a brand new teacher, especially if I've just graduated from college, I'm learning about classroom management. I'm learning about how to use my grade book. I'm learning just the structures of my school, and now I have this other thing. I might have used it as a student, but now I've gotta come from the other side and be the one creating the content in it.

Don't panic. It's going to be okay. Then each module is set up to have a video and a click sheet because some learners prefer video and some prefer click sheets. And if you're not familiar with click sheets, it's basically the picture with the text that with arrows pointing do this, do this, do this, so step by step. So each assignment, there's the page contains the video and the click sheet, and then directly beneath it is the application.

So build a module. They go into their sandbox, they build a module, they take a screenshot, and they showed me that they build a module. It is very, like, literal hands on. And the idea here would be that by the time they completed the basic scores, they have their first module with at least one page, and one assignment that they could use in the first or second week of school. So that is Canvas basics.

And again, I encourage you to look at it in comments if you're interested. Oh, there's my gift. Look. Okay. Beyond basics.

And again, if you're in the live version, if you click on the little astronaut, he will take you to the Beyond basics course in common. So this is where we're looking at function and frill. Alright? We've mastered the basics, and now we're ready to to pump up the design aspects and the rest of what we can do. This is for my first year teachers who maybe are just more interested it, but aft really, it's for my second year teachers on. I've met maybe they did basics for the entire year, or maybe they made it till the semester, and then we met one on one, and we looked these as goals for how they can move their canvas course forward.

This is where we really get into discussions, utilizing SpeedGrader. And don't get me wrong. Do I think they should be doing these things in your one? Yes. But the approach is to keep it as simple as possible for those overwhelmed. I have no time.

I'm burned out, even though I just started, especially if they're transitioning from from one district to another. You know? So so that's the idea here. And then viewing student progress, creating quizzes, prereqs and requirements, those are things that enhance the functionality of Canvas, but they're not required for your students to walk away with the content. Is again, is it better course design? Yes, in my opinion. And what I love to see all my teachers getting past this point? Yes.

Do I have teachers that are still in the basics mindset? Also, yes. And that's okay because again, their students are still getting the content, and they're still being able to assess and know what their students know by using Canvas. The frills side is things like linking the modules to your homepage, using Well, we'll talk about HTML later. But but creating buttons and banners and and those kinds of things where we're going from the modules view to a homepage view. So again, your basic design is your module's view.

When your students log into the course, they see the modules. Your beyond basics, when your students log in, they see a homepage with about me information or clickable, buttons, things like that. So I'm gonna pause no, I'm not gonna pause. I'm gonna keep going. We'll we'll we'll pause it a minute.

So that's beyond basic. Then we have deep dive. Deep dive is for those who have mastered levels one and two. And by the way, when I set these up, they do have to complete the prior course to go on to the next one. So it's a it's a pre req, basically, to earn your badge for basics, and then beyond basics before you can enroll in deep dive.

And when I say badges, I don't use I do have digital badges, but I actually I physically y'all, I'm extra sometimes. I physically print out badges. I hand punch them, and then I mail them through interoffice mail to the teachers when they earn them. So they get a digital one to put in their email signature, but then they also get a physical one, and they get to display it outside their door. And they're these these really cute little pandas.

So that's fun. Sometimes you need a little bit of fun to break up the monotony of making sandboxes. Okay? So that's my happy spot is making little cute canvas buttons. So Canvas deep dive is where we get into collaborations, group assignments, peer reviews, utilizing apps and LTIs, HTML. So if you're really if the teachers are really wanting to customize their course, then when I'm talking HTML, I've included basics like a line break or but also things like, mhmm, not being able to think of anything right now, more advanced HTML.

I've got it pictured in my head, and I cannot tell you what those words are. So this is this is where anxiety and ADHD ADHD co excite. And then also mastery paths. In the course for mastery paths, you'll see an example of a traditional mastery path. As well as a choose your own adventure mastery path.

And, the choose your own adventure was done for an art teacher where they got to pick between three artists and it took them on their journey. And the reason I show both is because, mastery paths, it doesn't have to be that lock I don't say lockstep, that that purely I don't know how to say this. Mass repaz is wonderful. I love it. Truly.

But it can also be fun to let them have that choose your own adventure type type opportunity where it's not tied to how they scored, it's tied to what they're interested in. So I like to show them both ways to do that. Okay. We're gonna pause No. We're gonna go one more.

I also make a training course for our students. So when I'm talking students, I'm talking about primarily aimed at sixth grade students, so younger students than some of you may deal with, I should have asked this at the beginning, but how many of you are k twelve? Okay. And then my university people Okay. So while the content may not, directly apply the the the scope and the idea would, you could adapt it. But this is aimed at my sixth grade students, and it is intended to be done over a week.

I usually get a core course to volunteer because they all have to take English or they all have to take social studies. However, that works. This year, they're actually requiring all sixth graders to take a digital citizen course, and they have volunteered to take this, on for me, which I appreciate. But it's a week long course, and it is How to campus? How do I turn an assignment in? How do I know I have an assignment? Well, what's my dashboard? Because my sixth graders are coming in having never used it before. So so thinking about your student perspective, you may have students even at the university level who have never used Canvas.

And so it is important to have something, some kind of training for your students. And, again, it's very quick. It's short videos, and then it's hands on applications. Over there on the side is the canvas for students. I this is a very smaller, very smaller, a much smaller version of my canvas guide for teacher.

But it is the click sheet version. So again, we have videos and we have click sheets. Now I'm going to pause for questions. Any questions about those four training courses, which are all available in comments? Yes. So the question was, is this as a self graded or am I having to go in and hand grade? For the student one, it is it is done by their teacher.

So once the teacher imports it, but I tried to make it where it could be very easily graded. For the teacher ones, I do hand grade. I do hand grade. Because it's not quizzes and things like that, it is based on proof of of mastery. They have to actually submit actual physical screenshot or a link to whatever they created.

So I do go in and make sure because sometimes y'all, I get teachers who You know, just life students, right? It might not be quite what I asked for. So sometimes I have to kick that assignment back. So, yes, I do hand grade them. Which if you looked at my to do list right now, you would see that I'm behind. Any other questions? Yes.

Similar to the Canvas row, modules? I don't know. I I didn't look at Canvas grow, so I can't say for certain how similar or or not they are. This, was one I I just like I said, I've been using this for a few years, So it was kind of before before COVID, and and there was there wasn't as much training, so I needed it for my teachers. So I can't say exactly how similar it is. We're just starting.

And then that's two weeks. So that's all of the resources we were provided so far. Yes. I was gonna say go ahead and take a look, because if nothing else if you hate it, you hate it. Like, it's no, you know, but go ahead and look at it.

It's there in commons, and it's available. And the more resources you have, obviously, the the better off you'll be. That's that is the truth. And maybe some of the support and marketing materials, even if it's not the training course themselves, of those materials may be helpful for you as well. Yes.

And, great, or, I guess, do you ever have, like, cohorts of teachers that do this together? Or do you keep track of where they are in their learning? Yes. In writing, spend writing support? The the question there was, about hand grading and having cohorts, like grouping your teachers to know who are my basic teachers, who are my beyond basic teachers, and then trying to maybe partner with them to grow them or make recommendations on professional learning based on those needs. So, yes. Obviously, my basics course, my cohort is my new teachers, my new hire, so that one's much easier to track. And I actually create a new course yearly for basics for that reason because it's such a large number.

The other ones I leave open, but I put them into sections, I guess is the best way to say that by year. So then I can filter out and say, these teachers completed it in twenty twenty two. And I can kind of follow-up with them and be like, Hey, would you like to enroll in deep dive now that you've done Beyond basics? Things like that. It also does let me kind of follow-up with them to for me to say, oh, I see that you you you've earned both of those badges. Let's look at level three, or you've earned all three.

You interested in mentoring or partnering with someone on your campus who's just starting out? And again, I'm I'm working with I don't know how many teachers. Like I said, we have about we have a little over eight thousand kids and ten campuses, but I'm only working with three campuses as far as campus goes because we have two middle schools in a high school. It's a five a high school, but it's still three is better than ten as far as this goes. So it does make it easier for me to connect. With my teachers and kinda keep track of that.

Any other questions before we move on to support? Okay. Supporting. So I send out bi monthly communication And I flag it within an obnoxious emoji in the email. They they know if they get the little alarm emoji. It's it's from Misty and it's about Canvas.

And that's how I kind of pull them in because we all know they don't read emails. Like, do I read all my emails? No. I scan them and archive them. So The the, bi monthly communication, my goal there is to keep it short. So it's usually very focused, except for the beginning of the year.

That's always a long one. But I try to keep it very focused. Like, one new feature that that was shared out in the the feature release. Hey, just wanted you guys to be aware of this. And then I usually also include a little video showing them how to use it.

And I make those videos in Loom and then add them to my YouTube channel. So that way, I continually have updated videos and they continually have access to it when they inevitably cannot find that email that I sent a week later. I use it also for encouragement. So I always kinda sign off with a silly gift telling them how amazing and awesome they are. Because they don't hear it enough.

They don't. They don't hear it enough. And I know a lot of them, like I said, probably rolled their eyes at me, but I will get a few back, and they're just like, thank you. That made me laugh today, and sometimes that's the only win they're going to have. So just little silly things like that, and it helps me build my relationship with them, which again is hard when you're not on a campus with teachers.

And so I've got to get to know all these teachers and their quirks and their personalities but I also need them to know me and be comfortable enough with me to reach out. So those are little ways that I can do that without physically being on the campus with them. Canvas guide. So this is I'm gonna give Corey Callahan, who I found this idea from, and then I ran with it. But but this is my giant book of click sheets, and it's it's a huge Google slides, and I treat it like a book It's got a table of contents where they can click and go directly to whatever they're looking for, and then it takes them to a page that has an image.

With arrow indicators and step by step instructions on how to do everything. And I say everything because I'm constantly working on it. So things that are new that just got announced, they will eventually make their way into the canvas guides. It is a living document that grows as canvas grows. I have teachers who have literally printed this out and put it into a binder and then tabbed it.

Some of my older teachers, that is how they learn. YouTube videos are awesome, but not everybody learns via video. So that's where this comes in. Because I can't be you can't be with all your teachers at once. And we all know that one session at the beginning of the year with a hundred and eighty faculty members is not enough to let it sink in.

So this is how I kind of, make copies of myself. And I will direct them to this a lot when they reach out to me via email, ask for help. I will send them a a link to the to the specific YouTube video, and then I will go into the Canvas guide and send them the link to the slide to help get them remember and remind them to use those resources. And by the way, that link is there as well. So again, if you have the live, that link.

It's clicked both on the picture on my now the pictures. If you click LAIC canvas guide, it'll take you there. YouTube playlist. That's my other primary support piece. And I actually have this that's my little cassette tape, aging myself, but, I keep that linked in my signature, my my email signature as well.

So right at the bottom, they have that picture of the cassette tape, and it's linked directly to my greatest hits YouTube playlist. And this is a fantastic for those teachers who are night owls and are working on Canvas at eleven o'clock at night. And Instead of having to wait until the next morning to get a response from my from the email they sent me, they can go on to the playlist, utilize it. I would encourage you to steal the videos that work for you. Don't remake them or do, do if my voice may not be an appealing voice to you, and that's okay.

Texas accents are an acquired taste. So, but if you're looking for something in hand, especially those of you who are just starting out, please feel free to direct your teachers to this playlist. The content, again, I try to date it from when it was last updated so that you would see, like, this was a video from twenty twenty two. One from twenty twenty one, kinda gives my teachers an idea that, oh, that may not be the most recent information. And then, again, it's only me So I try to keep up to date on them, but sometimes there's older information out there.

Ongoing supports. So I do offer, you know, occasional lunch and learns where I'll show up at their campus and be like, Hey, I'm here today. I'm gonna be here for all four lunches, and come see me. If you have questions, I'm here today. Today's the day.

Come see me. Some of them come see me, some of them forget, and then email me the next day, and be like, where are you? And I'm like, it was yesterday, but that's okay. PLC drop ins. This is going to be harder this year because I have all ten campuses now. And by the way, that's a new development.

I went from a three to me. That was the adjustment this year. So a lot of you are probably in that boat as well. So PLC drop ins will not be as easy. Lunches are a little easier because I can still multitask.

PLCs, I've gotta be very focused, and that's a very obviously centered discussion. Monthly webinars, I do try to do webinars so that they can come and attend virtually. Because of the way our schedules work out, I offer one from eight to eight thirty in the morning, and then one that, again, at four o'clock till four thirty. Because my high school teachers get out at like three forty five, but my middle school teachers don't start until eight thirty or or like eight forty five. So try to catch everybody.

And then some are professional learning. That's obviously when I get a lot time, because I say time. They can choose to come to sessions and come work with me, but those are some additional supports that I offer throughout the year. And Those are in addition to the playlist, the click sheets, and the online training courses. Structured cheat sheet.

I think this is very valuable. So again, if you'd like this, it's linked, explaining to teachers the structure of canvas, When they are new, it can be overwhelming. So I tried to break it down. This is your course. Inside your course, you have homepage announcements, modules, and grades.

Inside your modules, you have units. Of course, units of study. And inside your units, you have your content. It doesn't work for everybody, but for some of your more visual teachers, seeing it laid out like that can make a difference to them. And it does really when I say page, what does that mean? Oh, it means teaching materials, videos, slides, docs.

Again, it's a very specialized terminology, which will take me into it's not in my appear presentation, but it is in the live one, which is a Canvas terms cheat sheet. Because when I say instance, they're like, what? When I say dashboard, what? That doesn't mean anything to me. So those terms, I I also include a cheat sheet, and that's something that they get during during new teacher. They get physical copies of that cheat sheet. And that is linked in your version, and I'll show you it in a minute.

So any questions about supports? And I don't know how I'm doing on time, but Yes. You mentioned making a video with Loom, which I like as well, but I've heard a couple times in the last two days about using the embedded video report in side of Canvas, can you speak to the pros and consigns one or the other? So the only reason I don't make the videos specifically in Canvas is because I host them out on YouTube. And so it's easier for me to just make it in Loom, and then and then I have it to put both into my Canvas course and onto my YouTube playlist. Now I do announcements and things like that within my courses, then I do use the built in video, within Canvas. And part of it, I think, is probably just habit.

Yes. How do you balance, doing both internal step by step guys, but also So I do include links. I'm sorry. I repeat the question. The question was how about balancing between internal, like self created guides, with also what Canvas has already provided to us, which we know there is a very robust and well developed library of supports.

I tend to link to both. So I will I will include, like, on the in the courses. There's my video, my click sheet, but then there's also a link to the Canvas community, which is pretty much the same thing as my click sheet. Just mine has our instance pictures and my my notes about how to do things. So I do include both.

Does that answer the question? Okay. Okay. Any other questions about supports? Yes. Can you post all of this information? Like, I know you have a YouTube, but how do you direct Everything I host everything, in Drive because we are a Google district. So I just make sure that that link is view only.

And I continually share it out and send it out so that they have access to any of the materials. And then as far as, like, actual marketing materials, I do tend to things. And when I'm on campus, I'll bring them with me and hand them out physically. Some of the flyers and things in marketing, I'll talk about there. But anything like the the structure sheet, the, videos.

And then we also have a DL Canvas course that all teachers are enrolled in that is just a reference scores for all things digital learning in the district. And I linked them in there as well. So they live in a few places. When you share it with, new teams, so they already have contracts to have immediate access to stuff, like I hand make their accounts. And then I beg my cis person to start running them once we start getting the big influx, and he'll do, like, a weekly upload for me.

But in between there, I hand make their accounts in their sandboxes. It's not great. I wish I wish there was a better, but we want them in as soon as they're hired, obviously. And they actually came back on contract on Monday. I was with them on Tuesday before I came here on Wednesday, but I was hand making accounts even Wednesday morning for those that had just gotten onboarded.

Once, I guess, Monday, our single start officially, and then it syncs every night, every twenty four Yeah. But, yeah, it's the summer. The security piece of it of, you know, potential employees coming to work for you. Mhmm. Give them access into this, and then they don't.

So Well, and and from there, I think it's if they don't if they end up not coming out, their email is really disconnected, which would also disconnect them from because it's all tied to their -- Right. -- their district account. Limit where they can go in there? They only have access at the beginning to their campus, the basic scores, and the curriculum course. Yeah. As students.

And in their sandbox. Yeah. Yeah. Nothing else. None of their classes and no student information gets populated until the first day of school.

Yep. Yes. Cesaw basics. What is that? Cesaw basics is the exact same idea, but that's that's for my pre k through two teachers who, do Cesaw. Because I also have to train on seesaw and Google classroom.

Yay. But, yes, you're welcome to anything I've shared there, and you think it'll help your teachers, please use it. Alright. Marketing. So when I Again, I'm gonna age myself a little bit here.

But when I was first going and we were doing canvas, I made the little, like, apartment flyers. Y'all know what I'm talking about? College flyers. And I cut the little slits and I went and I posted them all around campus, and it was take what you need. What do you need? You need mobile learning, you need quizzes, you need discussions, take what you need, and then on the back was a QR code, and that actually linked to the Canvas community training more resources. So the QR code at the bottom would link directly to the Canvas community training resources.

And it was mostly just a ploy to get them thinking about things they could do. And y'all, it made me so happy when I would see something that had been torn off. I would take pictures and, like, tweet it and I'm like, someone took one. Oh, yeah. Okay.

I'm a nerd. And then my Canvas support, and the updated one is my I thought it was funny, and I made it Canvas support after hours. I thought that was funny. You have to know your people, whether or not you can make a joke like that. But that is a a business card, and I actually glue it onto the back of my real business card.

And that QR code takes them directly to my YouTube channel. Again, just reiterating the ways they can access that support in any way that I communicate with them. So when I'm physically on a campus, I'll leave a stack of them in the lounge or by the mailboxes anywhere I know teachers tend to congregate, the copy machine, there might just be a little stack of my cards, and they may all get thrown in the trash, but, you know, I did my part. Right? And, these things were all designed in Canva. So I'm a big Canva user.

HADty in Canvas, I really am a proponent of telling teachers why from an instructional standpoint, why canvas, and showing them an an effect size. That also helps me justify things to my bosses Hey, here's the impact size of that. We're talking about trying to grow our students. Here's my addy my addy's impact. So that's just a a little chart showing some of the things that Canvas has, and their their Hattie correlation, which, again, just some nice information for you.

And then I'm gonna give a shout out Steve Simpson, who, used to do this job in Arlington ISD, and kind of give you some humor with, are you suffering from any of these these ailments and it was like a a nurse's chart, like a checklist. I've got all these symptoms and what your cure, your cure is campus. So again, just kind of trying to have some levity teachers about this thing and not letting it be a big scary change from Google classroom, which is pretty simple and basic to something that we know is more robust and better for our students. Canvas. When I do lunch and learns, I print out menus.

So that way, they can come have their lunch with me and order off the menu, whatever I support them with. It also helps me kind of make sure that we're tailored, towards what I'm prepared to support because I might have a group of teachers that show up And they could ask me anything out there, but that way it's a little bit more narrowed. And I'm I'm more prepared, on what I'm gonna be helping address So I make little menus, and then I kinda put them up like in clear sheets, you know, again, just cheesy stuff like that, and and they they select off their menu, whatever it is they need with. The term cheat sheet I mentioned, that is linked. And in your version, it was its own slide because I felt like it fit better in the support section than in the marketing section.

More resources. We just got great pass back this year. My district uses focus anybody focused? Florida friends, maybe? Yeah. It's like Florida us and now Fort Worth. That's who I know uses Focus.

But we just got focused. And so my big push last year was grade passback. We didn't just get focused. We just got grade passback. And so that cheat sheet is, again, a step by step how to import and make my grades sync back and forth.

And at the beginning of the year, I took those flyers with me everywhere I went. And anytime a teacher walked up, it didn't matter what they actually were asking me about. I was like, here. Take this. I know you need this.

You've been asking for great pass back. And so when you get a win like that, you exploit it. Because that is how you get your teachers using it. What did I just do? I just made your life easier because you were already using Canvas, and now you don't have to double intergrades. So you're welcome.

And you'd be proud about it. Right? Pat yourself on the bag. I I did that for you. I mean, you know, I didn't. But I did.

I did that for you. Again, building that relationship with them. If you like the way it looks, there is a link to the Canva template and to the view only link, but there's also the PDF that's already made. If you're not focused, that won't apply to you. But for anybody else, just kinda showing you again the structure and how I set it up can be helpful.

Canvas level training storyboard, are any of you UBD districts understanding by design districts? Okay. So maybe storyboards or something that you're hearing about, or or you're going to be hearing about, it's pretty new with UBD, but basically it's like It's a storyboard. It's this little visual map of the order of your training. So I made one because I don't have curriculum curriculum. I made one for my teachers, And it's that same my three little badges, it explains how long the courses will take.

It explains the order, and it also explains what they could expect from the course. And that's just something that I have visually facing and available for both their and I tend to send that more to their principles. Than even the teachers, because sometimes our administrators, and I can't speak about upper education, but I know at k twelve, sometimes our administrators they don't they don't they don't see the why in the digital learning side of things. And I have to kinda explain why it is important. But I also try to explain why their their teachers are spending time doing these trainings, why it's important that I get FaceTime with their teachers at faculty meetings why I come over and do lunch and learns, things like that.

And then the l e I s d student canvas guide, which I'd already discussed, it is a whip. It does not have as much a work in progress. It does not have as much information added as the teacher one, but, continually working on it. Okay. So questions.

Questions? Questions? Questions? Yes. Do I have a backup? Sort of single point of failure when it comes to all of this, when it comes to all indications, especially if you have to explain yourself every single time you have to justify it being the case related to all So if you're not available, government, you're you're sick or you're on vacation or whatever the case may be. Who does? So the question was about having a backup system when you are the only one in your district. I I one, I lean on the already created items being available, like, in shared drives, and outward facing where if I, for some reason, I think they were like, Misty don't come to work tomorrow, and my account got shut down, the teachers could still those documents would not die. Along with my account.

But we also have what I what we call intact. It's instructional technology action team, and those are teachers. So like I said, those teachers who have gone through all three levels of my training courses and are comfortable, they don't have administration access or campus admin access, but they are points of contact for support. So I do know that I can reach out to them and say, Hey, this teacher on your campus is really struggling. I can't get there.

Could you meet with them at some point this week and sit down and talk to them? Here's what they were asking about. So I do have some teachers that I can leverage in that capacity. But officially, there is no other it's me. And you said you guys went from a two of three to two of one? Yes. Yes.

It it February on's been rough. That's what I'm gonna say. Yeah. Yes. If I leave, there will be a lot of knowledge transfer that has to happen before I go.

Yes. What about community guys in terms of families? What? I'm sorry. Oh, yes. Oh, this one. I'll repeat it.

I'll do a better job at repeating questions. I'm gonna ask, like, part of our big marketing right now, coming back to online learning is in the community and with links. And so I'm just wondering in terms of training guides and marketing Canvas, the community, what does that look like for you? So she asked about, marketing and training guides as far as to your community, to your parents, and your, your outward of your school community. Actually do have a Canvas course that's a public course that is aimed specifically at parents, and it's called Canvas in LESD. I don't know if it's in comments, it might be.

But that one is what is Canvas? How do your teachers use it? How do I sign up to be an observer? Just those kind of things, how can I change my language? Those kind of, just basic things that that we we do from that standpoint, I don't have a lot of interaction with the community on a on a bigger scale as far as marketing goes. So, really, that comes back to the teachers and the way the teachers utilizing it, that kind of speaking for the product itself. Based on, getting their their parents enrolled as observers, reminding their their students and their parents that that's how they can view what's going on in the class. Yes. What does that look like? You mentioned some teachers are using classroom, some are using Canvas.

What does that look? So she was asking about different levels of of LMS usage. We are now mandated. So my pre k through two teachers, you see saw, my three through five teachers use Google classroom, and then all six through twelve use canvas. And what that means is supporting a lot of different products. And also, it means that sometimes parents that have students in all three grade bands are looking into three different programs.

To see what's going on in their classes, which, again, is why I'm hoping that we can get three five added to Canvas, And so then I can be pre k through two. CSall makes sense to me. I get it. Three five seems like a perfect time to make that transition, and then we'd be three twelve all the way through. Yes.

Yes. All three all four courses. So basics, beyond basics, deep dive, and the student one zero one, they're all four available in common. And if you have my live presentation, they are linked in the slides. If you click on the little badges, they'll take you directly to the So I give them six hours of CPE.

Very few of them actually need six hours to complete the course. Usually, I would say if they truly watched the videos went through, it would be four hours of work. I mean, that's watching the video to the minute, you know. And some won't need to do that. Some will be able to just get it and go, but I like to pat it for it to so I give them the benefit of six hours of work because it also includes making the content in their sandbox.

Beyond basics, they give them six hours for that as well. Deep dive is not where I think it's only worth five or four. I forget. That one is still, like, I'm always working on Beyond because there's always more being added. So I'm always like, that one's still under progress, but you can work through what's there.

Yes. So, yes, they do get exchange hours for those courses though. Well, thank you so much. We are at time, but big round of applause. Thank you guys.

Thank you. Please don't forget to rate the session in your app. Your, instructor Khan app has feedback for the sessions, and there is so the swag QR code. If it's not loading properly, just take a photo of it and bring it to the swag booth and they will honor it. I I truly hope you guys are walking away with something that you can see yourself using.

I'm gonna pack up and I'll stand over here, but if if you have anything else for me. You feel free to ask me or email me. I promise you. I'll answer your your emails. Thank you again.