001here thank you pledge United States of America to the stands na indivisible andice for we have a member of the audience would you like to comment or just going to listen yes no I am heard comment okay you're up the floor is yours um you could just say your name so name and my name is paulski I'm a uh graduate of the school system from 87 I also have a daughter within the school system she's seventh grader right now um I was looking at the uh diversity and Equity policy um what I do in my regular job is I'm a compliance officer and I do policy review and in listening to the uh the last session um a couple of things that crossed my mind when I was going through this uh policy here was
002it's got definitions that actually aren't used within the policy um and I know there were questions about that like the uh institutional racism I mean to me with a policy I wouldn't use that uh divisive language within it um but uh the other thing that I was looking at um I believe you were saying this is actually kind of like another Talent policy it was kind of tweaked it's a few different policies that we pulled together uh one toown and Connecticut Association of boards of Education uh they provide templates as well so it's a combination of a few different is based on the conversations that we had had previously yeah cuz uh for me we take policies all the time from other institutions and stuff and I mean I'm not a big fan of just
003plugging a uh a name on it moving on yeah because you never know what's in it um this one here you had made the comment that was more heavy on racism uh which going through the language it seemed to be more combating racism in areas when the policy itself should probably be more about promoting Equity diversity I don't I think what I said was that the original draft a different version was um not as unifying we changed the language to make it more unifying yeah because uh you know I went through and I think I stuff that I thought was um like I said divisive um there are a number of areas where it seems like uh for example the district will Employee Staffing process support and gender racial and gender diversity and staff well
004the policy is supposed to be encouraging more than just those those two categories um there was a thing in here about uh removing barriers um systemic barriers I think was in the uh the definition on the first page and realistically I think pulling the Lord systemic out is much better because you know if you're physically uh handicapped mentally handicap other groups you're going to be um have barriers they may not be systemic barriers so um and then you know going through the one other thing I did was I actually asked on chat GPT to generate myself a policy and it's just simple it came up really quick draft a polic for E diversity for a school district in Connecticut with legal citations I mean it came out with like an 8 point uh policy in
005here that didn't have definitions that address pretty much everything you guys were looking at I would expect and I just thought it one p here Plus in looking at the legal citations I mean they seem to be all discrim ation and less about diversity and um I mean one of the other citations that wasn't in here that I found uh was important was the Harvard and missig case from last year which is the one that did away with affirmative action now working in the private sector um a lot of private sector companies are pulling away from Dei initiatives and it's mostly because they're fearful of um being sued and mostly for job discrimination so I mean the sections in what chat GPT came up with and Poli talk about diversity and employment um if you're
006tying it to like the diversity in school has the potential to be turned into a quota kind of and then that becomes problematic and the district could be sued um for for that I mean that's that's what the private sector is looking at I mean more than Happ I was going to say if you want to leave that with me or if you want to send me those comments if you don't want to leave them with me um we could take a look at that too yeah I can send it I I think that is just seeing that and working through is much better than uh any comments that I made because um that really I think was just simple it make sure to keep throughout the document uh that all inclusive language for everything
007um the only thing in there is it doesn't have a comment on employment so Chad GTP wrote it's not perfect uh but it may be instructive give us some inut that's right so thank you that's all I have to say thank you appreciate it thank you um following up talking about the uh equity and diversity uh couple of things that came up at our meetings our last meeting uh there was a lot of public comment and again tonight um one of the concerns and I would I would have as a parent if my kids were still in school and and was brought up by several people over a DOT do we have an issue filling uh AP classes or opportunities for kids to get into those classes is you know I I know I asked
008you about a quota when we were talking about hiring but is there a is there any kind of restriction that we'll have as far as getting classes of uh no like AP classes the the only we don't have any restrictions as it relates to um race gender or anything like that I mean the the only Hang-Ups we ever get into in terms of scheduling AP classes is usually that student you know if they have a a scheduling conflict like maybe they want want AP music composition and AP Physics C or whatever we're only running one of each of those and they fall in the same period that that would be the only conflict um you know we we currently look at all of our data to look and see is it only boys registering for
009this class only girls I mean it's typically gender based um and try and we I mean we look at other things too but when we find a preponderance it's usually based on gender and we try and figure out why that is um and see if there's anything we can do to support it so you wouldn't foresee anything in this policy that would would impact the uh the ability of no yeah yeah I mean if there's an opportunity for us to strengthen language in the policy to reiterate that point then maybe we should do that if that's a question or concern um and a bulk of this well not a bulk pieces of this are from Cade how many other districts comparable to ours are have policies you aware of those numbers or uh I I
010couldn't quote you a number but I do know many do yes so in our reference group yeah yeah we are we would not be alone there are several do some have had the pr some have positions dedicated to it um you know I think our take on that has been that you know everybody who works here is responsible for everybody's success I never proposed a Dei position before the board and like an administrative position because I I wouldn't want to establish a situation where that you know the the responsibility of being inclusive and providing Equitable opportunities for all students falls on one person should fall on all of us so and we don't we don't have anything like that but um you know this policy was put forward is I think just a a community
011statement and a reminder to all of our uh constituents but it is important uh that we are inclusive in our environment thank you sure I mean this is um since that meeting and you know to your point mark I think it's good to uh this still one I made comments on I don't see the comments should beop let me I'm [Music] technology better safely sorry yeah we don't want any hackers is do you accept the the comments I had on the side maybe oh I didn't know I have to accept him I accept him no no that's I was wondering let me go back to the email you said that is because they were there on my computer I wonder if they got kicked in um if you change the drop down from editing will
012that do anything for you on the right side no I just want to look at uh you could look at revision yeah history after Ming after May first it wasn't I was doing it at 7:30 you doing it today no didn't look so it's probably locked in here right here see the okay so you know if we we can explore for language around um that question that you were just asking if we felt like we wanted strengthen that but I think that that's where that question was coming from was I mean this was one of the things that we had talked about and Mr lki just brought up uh the definitions um you know whether I highlighted those because we were looking to determine whether or not they were necessary within the construct of the
013policy the other thing is this um alternative text was recommended I had a conversation with uh Jody goer who does the house he worked for Cade and he recommended that you know so one through 10 is pretty prescriptive um and he talked about administrative regulation should include but not uh limited to the following areas so that this would be an alternative to the one through 10 so just that one paragraph yes no so I don't understand what you just said is the is this alternative text 1 through 10 to replace the earlier 1 through 10 this 1 through 10 here would be stricken for that par take the whole thing out and just have the paragraph Yes Tony you provided that feedback and Jody when I spoke to him talked about the you know those
014being generally much more prescriptive than you find in a policy about specific actions to be taken and just um making a blanket statement about um how these what these things should address rather than specifying what the AC things is that because it ties the hands of personnel he just said it was situations um when you look at the actual things to do this is um more prescriptive in terms of telling you this is what will happen um and doesn't have the same flexibility I mean policies as we've seen can be WR for 30 years not 3 months it's like it's like bylaws they shouldn't they shouldn't be so specific so specific that yeah things all the time yeah that as things evolve you're not you're stuck in your old ways which you know this is
015uh it's not like time limited and in some of those places I tried so like number five five periodic professional development to its staff to improve cultural competencies anti-bias training and serving a diverse student body and Community District shall offer opportunities for all staff to improve culturally responsive instructional practices curriculum and assessment well how often are we doing why and for how long yeah yeah it's it's a little bit vague or prescriptive where did you get these from C can and there was one other District do you remember what the other District was that we looked at we had another one that we were looking at initially those are the best ones of the ones that we reviewed that provided us a starting point I think it was New Town new town so so Jeff
016is he saying that that we should be creating a regulation somebody saying like these yeah and that was the language he used I I would even um administrative I don't know I don't like the term regulation that's also something that goes into your policy manual if you wanted to go the regulation route it would be in the policy manual doesn't require readings for the board to change it but I would say you know responsibilities admin yeah responsibilities or strategies um expectations you know I I would change that word from regulations as my my take but I I use the language that Tony used Adam we cut you up you would raise your hand earlier uh yes um I would say striking 1 through 10 replacing with that paragraph is a step in the right direction
017um the uh the word aware what is that mean the word what remains aware of this policy so be you know that one of my big sticking points was Point number eight where all students will be educated the implications of the policy which of course then would mean that they're being educated in um institutional racism and uh implicit bias conscious and unconscious bias um which is still in this policy currently um so does what does awar mean or what would you intend it to mean I think regular communication about so it would be more just a placement inside the handbook or um well what would it mean CU before it meant much more I don't think a placement a placement in the handbook would be where you would start I would think if you find
018that people are still not aware after that I mean we've done other things other types of communications uh newsletters things like that I actually think that language is better than remains aware something about that this that this policy is communicated yeah that's right I was think when the communication pieces um is communicated to the community and ensuring that the tenants of these policies are commun this policy is communicated uh to the chure public schools Community maybe say at least annually you that's as a superintendent that's a little bit uh easier for me to understand and follow are people comfortable with be ensuring that and if it's included in the I'm sorry if it's included in the student handbook they have to sign off on it anyway right annually yeah so everybody theoretically would be reading
019the policy or be aware of thec sorry no I just like the language of communicating this yeah information better just put hand yeah you can just probably scratch at these just yeah now was that going to change our legal references um I would have to review that but you mean or have all those memorized probably with Jody because I'm not an attorney but um yeah we'd have to look at that so um can I ask about um uh under the re we strive to section uh Point number seven which I believe our Our Guest mentioned as well that seems to be something that we would have to commit to if left into this policy because potentially what it's saying is that there could be if there's an over representation that needs to be corrected and
020if there's an under representation it needs to be corrected and if so what would that correction look like I think that's the one where people were saying oh we have too many boys in this class you're not going to let girls in that's not I mean it talks about gender yes but it also right talks about yeah ethnicity and other I think what we would commit to which is something that we've done and continue to do is examining that in um seeking remedies where possible uh so that should be changed there's a it's funny cuz when our Korean friends were here uh and visiting our class classes last spring we went into a math class and um his fate would have it there's like 12 kids in the class it was a very small class
021AP I want to say it was like AP stats and um if there are two girls in the class both of them weren't there that day so there were two 10 boys in the room and we walk out and they were like where are the CR you know they don't take stem well we continue to travel along and go into apem and there were 12 girls and two boys in the class and they're like oh in chemistry yes like it was so you you know we have these preconceived notions so I guess I would say that we have done a good job of along the path of telling you know making sure that girls have opportunities in science and theyve taken advantage of those opportunities I think they do exist in math too they just
022and so when we look at those sort of things and we say huh I think what this is asking us to do is to look at race representation look at gender uh other variables and say are they are are classes and places you know wildly represented and if they are you know can we at least explore strategies and maybe girls just don't want to take that AP Stat I'm not going to force any female to take it the same way I'm not going to for Force boys to take the APK um but at least it makes sense for us to be aware and to say all right maybe we need to in the grade before say to girls hey you know you'd be great at AP stats if you want want to go take that
023route maybe they still don't want to but at least we've made sure they were aware of that opportunity and same with the boys for cat um so I think that's the practice that we want to embrace and finding this should be number seven I would recommend being about language that reflects what we want to embrace and if it doesn't if the language doesn't reflect that then I think we need to change the language would be my recommendation um and so identify and remedy any practice I think is the identify I think everybody's cool with that identifying practices that may be limiting kids it's the second step it gets people anxious about well does this mean now my son won't be able to take AP stats because we got too many boys no or my daughter
024can't take AP chem same thing but um we want to I think remedy the practice that language should probably be massaged here to be more reflective of what I was just saying that you know and we'll try and educate our community and ensure to ensure that all students are getting opport all opportunities maybe that's the language um and attempt you know so it says Identify practices including assessment lead to the over representation of any group of students um yeah you know through the rest and where those are identified work to um support students to ensure that all students have equal access to opportunities but equal access is is is not what this is saying it's saying it's talking about over representation under representation specifically in gifted talented in honors classes in advanced placement right and
025so this is saying something different than what you just said I don't because you're talking about fairness and equal opportunity and um whoever wants to sign up will have the ability to most likely take take the uh class if we have the uh resources to do so um but what happens if we don't have the resour ources to do so or if you have to make a decision about only having one class versus two because maybe there's one or two kids over the over um our capacity um are you now going to have to document something that you normally wouldn't have before because this says maybe someone will feel that um they are part of an underrepresented group and that you decided wrongly this gives them an opportunity rightly or wrongly to per perhaps uh
026further uh an opportunity that uh may not have been uh deemed correct but I could I you know people could identify opportunities wrongly all day long anything right now right it's mostly up to you and your staff to make those determinations you have the freedom to do so currently yeah this takes away that freedom I don't I don't see that though I and I'm you and I have known each other a long time so we thankfully we could engage in something and realize neither of us are upset at each other we're just trying to have an intellectual debate so um I don't I mean I again I always just feel more comfortable striking the entire thing you have your administrative practice and you do what you do which seems to have been working for the
027last 30 years arguably I don't I don't know if there have been any losses brought against we're not aware of any lwuit that have been brought against the school system for that yet right correct Mr um so far you have a pretty good track record so I don't know why it's even needed yeah yeah would you would you keep the words including assessment yeah I I I think that's those are examples of where we currently look for issu so if um you know the reality is that our Asian student population has outper performed um all of the groups and a lot of the assessments and we look at that and see what are those students doing to perform it doesn't mean it we're not limiting uh students who identify Asian we're not you know taking
028them out of classes to say all right well we better make sure that we homogenize everything and and that uh you know all students perform the same uh we're not and I wouldn't I don't think anybody would advocate for that U what when I say when I read this assessment I'm saying it's we're looking at and again that's where I would say most people would agree but if if if we're going to have a policy how would we make the language reflect us that we should look at assessment data we should look at all available data that we have and if there are substantial disparities between subgroups that we should try and identify why and make sure that we're still providing you know opportun uh and success for all students um and I think that's
029that's something so Adam to your point like whether or not we have the policy and what we the policy says ultimately not my decision and if the board was going to have a policy that's what I would recommend that we had language that says something like that and so representation um I think that if that is the buzzword that provides concern to you what I would say is that you know equal opportunity and access and and um you know that the our our scores our enrollment those things should be relatively balanced and when they're not in their way out of whack and that's a discretion it's not a scientific term way out of whack what are we doing about it well we're looking at it determining determining our kids opportunities limited and making adjustments as
030a as a result do your point things you been doing do you have um for lack of a better term wash out rates for AP classes for like kids sign up don't cut it um it's small or they decide not to take classes further AP classes anymore or don't make it out of that class in middle of semester I don't know if they can switch out you know like in college drop a class and add a class or whatever yeah you can drop it's rare um you know typically we do everything we can to support you you might be more likely to find a situation where the student doesn't take an AP exam sometimes they just like dude I got into college I'm done I don't want to take this AP exam sometimes it's I'm
031not going to take the AP exam because this is dual enrollment with ECE I'm going to take the Yukon exam and not worry about the because the AP credit doesn't mean as much as the EC credit does there are a lot of different reasons some kids do um not finish an AP course but that's really pretty rare so I don't have data available on that I could probably get it but it's not really high this it's just I I find it unusual that when this town and now potentially us included this there must have been a study or something that made them Target AP classes for whatever reason and even though you know we seem to to be fine here it doesn't say AP that I see well it says gifted talented honors andan placement
032yeah does are examples such as but if it's in a policy it's it's more than an example I don't know if it's more than an example I think we're reading into to that with with the that's what policy is it's it's just providing an example it's not saying I guess but yeah it's not saying in these programs it's saying in programs such as gifted and talented honors classes Advance placement it also ref usually such as inaly means it also references special special displ where you know we do look at the representation right you know boys typically over represented in both those places you know um so I mean I again if we're keeping an eye I gave some thoughts recommendations over representation um maybe identifying any practices including assessment that lead to um how about
033under data that is that is you know markedly different than the student population rather than over representation marketly different could address under representation as well um so that mean that could be an option here mean obviously nothing sentenced on here I'm just drafting for so you want to take out the under representation new representation no took out the over representation but you also want to take out the under representation because you're saying yes because now you're just saying that are markedly different on the overall and you can just continue that stream right so identify any practices including assessment that lead to results that be markedly different than the overall student population in areas such as special education and discipline gifted and talented honors classes and advanced placement when evident uh the administration should take steps
034to evaluate potential causes and Implement strategies to support uh success for all students for that's a little bit tighter anyway like why is over representation two of them and under representation the other ones seems more in line to what you know is already occurring well it's definitely already occurring but you're going to laugh at me but when I look at cheser Public Schools we strive to um I hope you're laughing that strength because when I I say we don't strive to we do strive to identify this is like telling you what to do this is not something you strive to do so when I think of this you know intro we strive to in my mind I'm thinking identify any practices that uh create barriers to Student Success for all um you know that's that's
035what we are try I mean this is this is the practice you would use to I um we strive to identify any practices that uh create barriers for success for all students and address them as necessary like that's what you strive to do this is how you strive to do it like this is how you would actually do it right does that make more sense to people or do you prefer the language that's here um because you don't strive to identify practices that I guess I mean that are markedly different in areas are you talking about that we strive to language where it says we strive to and then it says Identify any practices including assessment that lead to results that are markedly different than overall student population and areas such as special ed discipline
036gift and to do that yeah okay when evident the administration should take steps to evaluate potential causes and Implement strategies to support Student Success for all students so you know maybe more succinctly identify practices that uh limit success for any subgroup of students and Implement strategies to ensure success for all I mean that's very succinctly said same thing identify practices that uh create dispar results between students and uh create remedies that support success for all I'll type it out but I me obviously we're not adopting no I don't like that this one I don't think it's say clean as good have change one word I like design remedies though excuse me it's more in line with the other uh n points do you think the shorter one is the shorter one I mean that's why
037when I reread it it just seemed to fit the rest of the policy a little bit better I mean obviously if there's language that you feel like needs to be changed in set to change the spirit of what's being said then you can always do that too just throwing out suggestions you can have S A and seven b see what people think we could leave them both in there the draft right now I me like we've done throughout the process solicit feedback from people on the board you know Senate and obviously you know Community will comment so you had mentioned um this uh with the with the intention of being a community I forgot the word you used U community statement or you you had said before I was it something to that effect yeah
038yeah statement of affirmation or something yeah more or less and I don't know you have one through 10 which are aspirational and then we'll have the final paragraph which is aspirational but then we have the definitions in the middle which seem out of step with the rest of it so what do you shbt well I mean there a a Wise Wise public commenter once said you know the definitions should be items reflected in the policy themselves so I mean I think I think I I said that right but um the uh I would look to see you know the things that we have definitions for are they in the policy itself if they're not I don't know that it necessarily makes sense to include them but I mean if there are terms that what do
039you mean by diversity I think it's good to have a definition in that if it's in the policy of well identifying practices let's go back to number seven if those practices are systemic then that's institutional no institutional racism is different um I'm going double check but I I don't think we have institutional anywhere in the uh or is it meant to be systemic racism I'm not sure if they're different but institutional can we get a definition for systemic racism in here in these or do you want you to to look at yeah systemic barriers I mean either way I've always thought them to be an indictment of the system as a whole going all the way through potentially as I mentioned before the indictment of Western Civilization people who wrote that definition that I believe
040that's what they meant just trying to find a so there's systemic racism as defined by Miriam Webster I'm sure you can get uh the oppression of a racial group to the advantage of another is perpetuated by inequity within interconnected systems all right so institutional racis a more nuanced definition of systemic racism according this uh so the Meer no well no the the definition we have here institutional racism seems to be a more nuanced definition of systemic racism it's one and the same yeah I don't know what the difference would be between systemic institution so I think that believe Equity is recognizing and valuing each and every individual removing systemic barriers to wellbeing to sustainable action and ensuring access to Pathways for success for all then it's worth having a definition for systemic systemic barriers or
041systemic racism or institutional racism I I agree that they're sort of the same thing we should probably V for something that says systemic it it should be consistent yes but is that in the spirit of what we're trying to say because it talks about oppression purposeful oppression is that what we're doing here yeah I like what you were saying Mark do we talk about it as systemic barriers rather than only racis because we could have systemic barriers that are gender based as well we could have systemic barriers that are religious religious absolutely [Music] you have a good what's your definition systemic barriers systemic barriers are obstacles that place unequal value on individuals and communities they prevent positive progression in working class communities of color barriers include racism poverty and disparities the health education and Criminal
042Justice System systemic barriers or what sorry obstacles you want to have that in our policy I'm just typing it down yeah we're just we're just looking because I'm just looking for a definition of systemic barriers yeah as opposed to institutional racism right and I don't I don't know if it fits I I don't no I'm just looking at that CU you know I said previously the definition of diversity educational Equity uh racism up up until we get the implicit bias um and ethnicity are all definitions that are used in federal language those are spoton for the most part but in institutional racism is not in federal language implicit bias conscious unconscious all that is not in any federal language um even in revised uh Title Nine language it's not in there so we're adding something
043that's not in any state federal documents we're defining what systematic B barriers which is referenced in the policy are obstacles to place unequal value uh on individuals you know I I would take out in and communities one well I'd say because we're using this within the context of the educational policy systemic barriers or obstacles um and and I think most people would indicate that um even intentional even intentional obstacles I mean you know um systemic barriers or obstacles uh that place unequal value on individuals and communities you know I think what they mean by communities though is like ethnic groups or yeah but if I were um see I'm just thinking because if if that is part of what we I and I don't know right now I'm thinking it should be part of if
044we are identifying practices that lead to markedly different differences whatever then those practices might be systemic they might be institutional not because we know about them but because we don't know about them but what if we come across something so systemic barriers or obstacles that prevent positive progression even inadvertently for individuals in the school system which likely lead to markedly different outcomes for students or which um we we could mle on that for a bit yeah that better just because that would fit you here systemic barriers to wellbeing and that you know I know that in it's race is certainly a part of this but you know when we're looking at this we're looking at other variables too you know um look at we look at some of our data around school culture and kids
045who identify as not male or female not binary um you know what are they reporting out how do we better support those kids like I gave the gender example in class enrollment before um and while race is certainly an important piece of what we look at it's not exclusive to race which is why you know I do like the systemic barriers piece I like the systemic barrier piece for you gave a really good example and we can go as simple as gender identity and bathrooms we we have to do something about that we've had to in the past do something about that because we were not thinking that putting girls and boys on bathroom doors there was anything wrong with that but in more modern times we find out that that's exactly what systemic barriers
046are stuff that you don't necessarily know because they've come through the centuries they were done in a different time they were put into they were codified at a different time and they've become common practice so are you adding systemic barriers and and also leaving institutional racism well we're I think we're contemplating removing leaving highlighted so that we can yeah pass it along to others for their thoughts on it so so far we have two questions for the full board I could send out get some feedback to come back to this menu seven A or B we've added systemic barriers thoughts on that is that preferred to institutional racism which doesn't which we don't exist anywhere anywhere in the document and if you guys see I think how would you feel about me striking this and
047asking people do you agree with that or not because and here's why we're saying now because it doesn't exist anyway what are we we have a a definition for something that is not reference it all in the policy itself and it's likely we'll continue to work that systemic barriers that people wanted ored all right you guys good with this for now mhm almost we still have unconscious bias in there yes we do do we want to take that up or we want to push that off for now I mean well if we're going to move it to a second reading then at least like you know oh I don't know that we are moving it to a second reading are we moving it to a second reading before here here's where the feedback we kind
048of got squirely um am I spelling unconscious wrong I can't spell this conscious n u n c o n s c i o u [Music] n that noise is something I'm all too familiar with hey dummy uh my spelling is never I don't like it Dev is talk to me so where was that Adam the uh um definition it's racism it's okay okay that's why I all right yeah all right here we go so I had to look I had to look this up just to for my own feelings on this and this would be um something when we're talking about unconscious and this isn't me talking this is an example well she's Asian she's going to be good in math it's that that's an unconscious bias because it's somewhat racist because everyone they they
049all should be good in that that's that's where that is that's an example of the unconscious part of that an example I've heard before is like you know you've heard the story of uh a black male walking down the street and and a a woman crosses the road or clutches her purse or something nothing that they they may not even be aware that they're doing it they do it um which is you know unconsciously racist you know um that's that's just an example that I've heard used before where did the definition come from I guess my question uh that might have been C but I don't know where C took it from we could always look and see if we have preferred a definition of racism Maran might have I mean I I don't have
050a problem with implicit bias conscious and unconscious I was just wondering as Adam says it's not in any federal legal this is doesn't include those references you know conscious unconscious otherwise this is this is a pretty basic definition yeah I think the first part of the definition is accurate where then when you go to individual racism includes when you include the the uh examples right that's more down here no no no in our in our definition right you have prejudging bi or discrimination by an indiv by an individual based on race I would call that imp accurate generally accepted definition of racism the second part not necessarily those are more possibly examples but not definitions or part of a definition unless you want to expand like you know external Behavior or actions towards others but
051that's more you know I like that definition though it's very Elementary I I could look at other in every sense Psych it's time then look at the glasses it's a pretty small F here though you can blow that uper how you get the glasses thing I'm going to a bigger phone now I'm doing so much reading on my phone now so much email I need a bigger phone easy enough to get this definition includes all of the I need to finish my semester before I can do any phone shopping not easy for me really maybe it's because racism adapts and changes over time so I wouldn't great the way that racism manifests itself may change over time like this is where we're you know well I think we do we need that in do we
052need that example in the definition or we just the basic definition I like the example because I mean I can seek out alternative definitions to um racism because people don't think that that is included but it is included so prefer 7 a or 7B need to realize that yeah to it definition I make a suggestion of course when I was well you need to ask the chair may I make a sure when I was looking at this uh particular language I considered that since the you want to use a more neutral term Define bias and then under the definition of bias indicate that racism is Prejudice or discrimination on the basis of race so Define bias rather than racism correct just or Define them both yeah but a simpler definition on racism you know being
053like I said the definition I found was Prejudice or discrimination based on race and then uh form of bias so what were you saying bias yeah I didn't I didn't actually pull up a definition of bias but I figured it would be a more neutral term given that you want to be more inclusive so Jeff I think you need to keep that where it was that second sentence to racism and then do a separate do a separate definition on bias and see what you come up with and we'll look at those two side by side but we don't need to do that right now okay because it's already five or four now here's here's the tricky thing here that we did have a first reading of this already we going we moved it to the
054board and I guess when we put the um agenda together I apologize for this it still says first reading so we can do one of two things vote to um amend the agenda agenda so that this is actually a second reading for this which is technically the case or we can just keep it as it is as a first reading you mean the agenda for this meeting correct oh technically this is yeah that's what I'm saying you could vote to amend the agenda or else just not moving forward for or not uh move forward keep it as a first reading keep it as a first reading or not move it forward I think we had a lot we have a lot practice and I think I think we talked kind of about this before and
055that's why I just didn't it was an unconscious idiocy that I have um that we didn't move we're not ready double check that but um unconscious error my part I guess so we'll so we'll just keep it as is which would as long as we're okay we then would be at the end looking for a motion to Mo this for a first reading again I don't have to do anything because I already had a first first yeah so yeah we just just we're just not moving it forward so um and then at our next meeting we'd be moving it doing the second reading um in that case if you guys are ready Luther and V are here we're waiting go first yeah well now Transportation are you going to bring this up yeah this one
056okay while you're doing that I I'll give a little bit of a of a backdrop here so this transportation polic that's in effect which was last this one the draft version 3541 yeah it's a it's a table so this was last revised in 2002 which predates when I got here in 2010 and when L was fired and was 11 or 12 so not sure 11 I think 11 so we've got some recommendations that um are based on an experience that we've had over the years I will say that we've been able to work effectively within the transportation policy as a general statement it just needs to be tweaked and I'll explain the two major ones that we write to make um and if I just look at the history even though Luther and I typically
057deal with I don't a couple of dozen accommodation requests you know per year is very rare that any had gotten to the superintendent or um the board is even more rare in fact we've never had a transportation hearing with the board though we've had a couple of parents that have come to policy meetings so you know if you look at the policies as a whole they've been working just fine so we're not looking to make wholesale changes the first one which is on page um it's the third page in it's highlighted in yellow the top right then has ABC um yeah it's part of C okay yeah there it is so this is is pretty straightforward for special education students where we do provide prek services it's actually not great it's not ages five it's
058actually ages three so we thought we we should just update the policy to reflect that even though K through 12 students is age five and up to age 22 that's 22 is the new requirement under the law so pretty straightforward what instances are they are three-year-olds riding buses that uh this is not working okay they get picked up at home all right okay all especially need your home to school school to home we're not walking to bus okay then the the only thing I would want to carb out here is she guide decision making students eligibility students should be over three and under 22 if I'm in the transition K program for example and we're not providing Transportation unless you live that's going to be carved out below right or no no you about the
059so like next year regular Ed or yeah so I'm in the regular education programs or I'm a student not identified for special education services under the age of five we're still not providing your transportation there no right but I don't know that that says that well so I I guess that becomes a question of how detailed do we want to be this is just saying that you know we will provide 3 through 22 doesn't necessarily we're mean we're providing it at 3 years old we don't have a three-year-old regular Ed program so so we met on November 8th and one of your suggestions Jeff was to just put in school AG child to kind of encompass but and in my feeling is is that covers everything because our the age 22 has changed four times
060in four years yeah this is it's this age has been a a moving Target um about eligible School AG child because you're not you're not eligible for public education unless you're identified for special education services or um 5 to 22 really so eligible school age child well it says the following standard shall guide the decision making concerning a students eligibility for school transportation accommodations right yeah so the student is is a school AG child does that not cover this moving Target it covers the age moving Target Target but it still doesn't address um so our interpretation then is and I don't I get a little antsy about leaving it to interpretation our interpretation would therefore be that you're a four-year-old um you're not but you're attending one of our opportunity programs like the transitional K
061or one of our um tuition based programs then you're not um eligible for transportation services would the eligibility occur through a PPT yes right that's why I was saying you know um you want to broaden it was two wayo you could broaden it or you could say what it is it's for children K through 12 it's ages 5 through 22 for special education students it could be as young as age three right I mean that that's what it is now whether or not we want to just take ages out all together in favor of just making some generic statement that was the that's the what we originally talked about is making it somewhat generic because it's been a moving Target so what I think we're doing is uh students enrolled in grades K through 12
062and uh those enrolled in specialized programs that covers everybody the K through 12 if you're not if you're enrolled in K through 12 we're going to we provide you a bus right regular bus for anybody else you're identified and specialized you know through a specialized program um so the students shall be [Music] enrolled in grades so that's the only place where that's mentioned right Pages yeah I think we have one more yeah I I thought it [Applause] was CU there there is a specific section for special ed well this is for accommodation so that's that's going to be okay special ed right and then section 11. c.1 is that that's for available seats yeah in section n that's for the available seats but what's there should match what we're putting here yeah ah 11 C
063right 11 11 c. One Part D paragraph one it's for available use of seats so this is the main phrase though right here correct this controls everything we provide transportation for yeah students of X age I don't think you mean under 22 either I think you mean to 22 think you're right think it is through right wasn't that a thing well yeah cuz they that would be 21 but we're taking that out oh right okay yeah yeah right under 22 is 21 it used to be under 22 now it's 22 it used to be 20 then it went to 21 now it's 40 it went 21 but to the end of the school year it went to 22 and then 22 to the end of the school year that that's the change this year because
064basically the you know um the state isn't they're identifying that it's fiscally challenging to provide programming for you know kids that age or young adults I should say when you're 21 um and they said well you know we're just going to transition this over to school systems and let them deal with it locally they do it better and it doesn't cost us anything and then so it was up until 21 and they like oh no 20 up in if you turn 21 on the first day of school it's through the end of that school year they just they've done continual updates to protract the amount of time that local districts are navigating and providing the supports which that's what it is that's what it is it's just that it changes all the time which makes
065it really confusing for parents and schools you have to you just have to cross out some more words there the students and you have enrolled in so you don't really need from the word over on you don't I don't think you need any of that know what OB yeah yeah I I just kept this because it was our old policy yeah you know so people when they look to see what the difference was this is what we're we're striking out okay so that makes sense next one is date okay so this one I just a couple of things to preface CU um one is this policy where we have kindergarten at half a mile and then K through six at one mile there's a couple of things that we have to remember one we used
066to have half day kindergarten and different transportation for kindergarten students now that we have full day kindergarten and students ride K through six together we need consistency with this policy the other thing that I want to mention is if you look at our surrounding communities they're at one mile 4 K through six if you look at the state guidelines you're at one mile actually K through three grades 4 through 8 mile and a half and 9 through 12 two miles so we are certainly below the state guidelines and it's guidelines it's not law I just want to be clear about that what we've where we've struggled with this and it hasn't been a lot is where a parent has a kindergartner and a third grader and so now you have to do a pickup at
067the half mile for the kid to Gardener and then the request becomes well my third needs to get picked up at the same time and so now that we're doing K through six Transportation all at once what we'd like to do is make K through 6 one mile and just as a general statement it's rare that we have K through six stops or walking distance at a mile anyway we're we're below um same thing for middle and high school it's a mile and a half but we're generally below those so making this a mile you know isn't going to change how we provide transportation for kindergarten students it just takes out some of the consternation for those parents when they have a kindergartener and and another Elementary School student um and you know Luther and
068I always use the Reas leness approach to providing bus transportation we you know don't want to make it overly difficult for parent um but at the same time you know we can't accommodate every parent request either so that's the balance we try and strike and as I said I think we've been doing a reasonably good job over the years because there's not been any you know major issues that have been presented through the superintendent of the board so um that that's the reason for this change is just to make consistency where it should be K through K through six and we're leaving middle and high school as it is I'm okay with the May sounds reasonable do we have anyone that has to walk a mile to a bus stop nobody yeah I was going
069I saw that I was like high school not even high school A Long Walk to get to these are the policy guidelines yeah as I said we below yeah what really comes into play is is the individual Street neighborhood some have sidewalks some don't you know there's a big difference having a student walk six or seven houses down from their house in the nav Hill area as compared to pek Lane yeah you know or M Road you know you just can't do that I don't care if they're six if they're sixth graders you just can't you know not built no problem my Road's quiet but you know road back and on those roads we're putting stops right we're putting the stops basically at the kids house yeah so if you've ever driven Down Mountain Road
070or P lane or Co kill in the morning you're stopping Jarvis well Adam I was going to say Adam's been around for some of the conversations we've had with Planning and Zoning about you know the new development on the North End near where the new school is going that obviously isn't sidewalked at the moment and you know Well we'd be providing a boss you literally could probably throw baseball into the schoolyard from where you live but you'd be on a bus cuz you don't want you walking across the road you you're L you probably yeah like a railroad things to come down yeah Gates or something cross so I mean we always air on the side of safety anytime that there's a petition made about like I should be a walker or a buser or
071whatever because of safety it's not just our opinion we don't just eyeball it when that request comes to us we send that to the chesher police department who sends out a traffic division person to assess the area provide us feedback and we you know go based on that too Public Works work and WR it internally right yeah so you know a lot of eyes get put on it to evaluate it and that's why generally people come back oh okay that makes sense are we try to find Solutions you know available seat petitions different things that we do um and so you know Luther done a great job over the years to accommodate our parents the best they can yeah parents always have that ability to follow an accommodation petition okay so that was um that
072one the next one is G hazardous walking area yeah so this is another this policy has a lot of specifics that leave it open to interpretation that that again becomes a source of frustration you know for parents um it mentions lack of sidewalks as Luther just said if there's lack of sidewalks in KN Hill area versus m Ro those different profil you know we wind up um you know using you know this policy kind of works against us sometimes so we're trying to clear that up the suggestion that we made is just to leave um item one and B where the superintendent or design determines that a walking area or walking route is hazardous and then we the determination to provide accommodations talks about crossing guards we wouldn't change that and then parents have the
073right to petition the board so you know I think we're we're being aggressive about trying to remove all that language you know so I I present that to the policy committee for consideration I don't think it would change what we do but it would take out a lot of language that I think is per really don't don't need it th this from the best what I can figure out when I came here whatever 11 12 years ago this is a boiler plate policy that the state put on their website we pulled it off and slipped in chesher which is a lot of what cave does and and I I would just go back you know there aren't any legal requirements to have this as part of our policy right no so it just wasn't made
074for chesher you know right it you can see it this is all this is is um things that a rational person would consider when determining whether a bus is relevant or not right your point in taking it out is that uh people want to just litigate every Point yes yeah again mentioned sidewalks that mentioned snow so the the determination is well you know it's it's snow it's icy therefore it's hazardous therefore you have to provide a bus well it doesn't snow and ice up you know every day it's a handful of times throughout the year and so that doesn't justify adding a stop for child that doesn't mean we wouldn't add it for other conditions but I I've seen this provide false hope to a parent where it's it's clear like no rational person would
075provide the bus because they they'll hang on right a word maybe even out of context within the and and like Adam said earlier you know people will hang on erroneously or otherwise you know to different things but it has been used to bang me on the head yeah and try to explain see by the looks you along with a lot of other things Lu well I mean I think the the question here is you know who determines hazardous this has a lot of details you know I think we're very responsible in determining hazardous and then we will look to you know police or public works but this one's a little tricky so I I think it requires a little bit of thought but I mean I certainly would be comfortable leaving some of the basic
076Provisions but taking out some of the detail about how about the superintendent does it we shall examine the um which we do the following factors to determine whether a walking area um I don't even know why you would have it like that because you're if you're only having one my only other consideration would be that you know maybe the super tenant um I think we can take out or his design because that's an unconscious bias uh the superintendent or or design shall deter examine the following factors or shall examine um whether a walking area or walking route is hazardous based on on the uh grade level of the student using the walking area or walking route with the consideration of you know uh law enforcement and and public works I think that is the reality
077of How It's deter and we do a physical inspection we'll go out and I usually take pictures and send I've seen them multiple times and I've seen their pictures too that they've taken and sent to us and and when they do that I mean these are all the things they're considering obviously so what you're doing is you're taking those things out of the determination of the parents because right they're not the right people to be determining hazardous conditions it's Public Works we're leaving it up to the professionals to do that I've had Parents tell me the Hazardous condition was the fact that they couldn't see their kid from the window as they were standing at the at the bus and so it get it can get really convoluted that just about anything can be considered
078as as PR no people care about their kids yeah that's true and and that's why we typically work it out you know we figure it out we try and help them it just makes it very broad so the concern I have is so when you get rid of all that detail right and it's just superintendent or designate right um the does that open you to the potential of more um transportation hearings because since there's no obvious CR there wouldn't be any obvious criteria for someone who has a complaint to to wonder how you came about your decision does that say well then I want a hearing so that we can examine what you what your evidence is yeah I don't know if it increases or decreases the same either way we provided the report too
079right to the we provide the oh yes all the information all right so whenever have you made your determin whether that's in the policy or not you always put something together for rationale that's part of your your practice in we we send a letter it includes uh who was part of the the process the police the okay you know they're all copied on it you know what the determination was sometimes we call them and say you know what you're right we're going to we're going to give you a stop so we've done that too okay yeah there there is a reply so they get they get the information as to why the decision was arrived and then they can fight it or not but they usually don't I think most times most people are reasonable
080that we deal with and when you see all right we went to this degree to make sure that people are substantiating that it's a safe plan then at least that you know they were heard and you went through the effort and they have evidence to okay it's and I let the parent know when they call that you know ask for an accommodation and I let them know it's out of my hands I created the original stop it'll be you know administrators because it will go to the administrators at the school as well police you know we send it to everybody you know what they tell me to do is what we're going to do and honestly I think the majority of the cases that we've seen in the last let's say four years five years
081are mostly with the uh half mile to mile right with mixed family members for the most part yeah so it's not even really the actual having a stop or not so it's more that is the bigger hangup yeah but um and we do change stops periodically like we've created a stop and that has been evaluated we change it or other sometimes variables come up that change too over a year um maybe because some form of construction or some you know other variable that wasn't on the radar and we'll make a change so we do change it too it's not like we always go through the processes always now we go through the process because it's a good process and tells us we need to change things or not I think you just want to encourage
082people to pick up the phone and talk to you rather than trying to figure out how they can get something from a policy and they you know you're right people do call and all the time and they they will email I talk to parents all the time that's good that's a good thing oh it is oh absolutely because then I can explain the whole situation and tell them what the next the next move is if they if they still feel that they need to to ask for an accommodation and I I didn't I don't think you have a copy but you know when we receive an accommodation request you know luus and his staff they provide pictures you know we look at you know what's the line of sight is a straight road what's the
083distance of the current stop to the requested stop and you know the request we received all over the map sometimes it's literally the driveway next door and sometimes it's in a new development we had one this year that you know the Kevin who's the traffic officer weighed in and said we've had trouble in that location you know even though you know we thought the stop was reasonable we change the stop you know that the parents request so I would just say that as we're doing this meeting need just be sure that the policy and the procedure that we use is the same no matter who's in that position y well yeah because those positions are going to change the people in change yeah the people in them are going to change and they need to
084be following the same I looked at all I've heard rumors I listen to The Buzz so if you want to take a quick look this is what we'll send when a parent is requesting you can see the it has the pictures where their house is where the stop is I think that one is two houses away from the and part of the problem is is when you're that close we need 200 ft in a minimum from bus stop The Bu for a bus to safely get into traffic it needs 100 ft and 100 ft to come back out so it's very difficult to have stop at everybody's house yeah yeah I just realized what road that is and yeah right yeah mix y that gets me thinking about part sman road now any thoughts I
085have where do I bring those to did I bring those to these guys capital or to do I mean like signals or ways to get the street we're going to be presenting the capital budget yeah don't we have a date we don't have a date set right right now Maran is is we're stopping at everybody's house regardless of age unless they're side by side know one kid's going to some quick you're talking about when the new school is built or I'm talking about right now right yeah get no I mean yeah SCH bu I mean you know just right across the street but it's not right across the street I don't know right across the street that's where I'm just see like um running across Mar Mountain Road even with a uh there's a signal
086at Mountain Road between cor Cornwall Mountain Corall and M Road you know like that so you can pull there I'm surprised there's not more of those in town but that's new yeah something like that would be very effective I think we would have a crossing guard okay yeah up up on the North oh yeah yeah so anyway um all right so there's that piece the superintendent or dis shall consider the grade level of the student who will be using the walking area or route in consultation with chure police and Public Works to adjudicate petitions saing a tree then the next section is I and this is just to take out we don't mail postcards anymore to parents email um we still published in the newspaper we be hard harder we publish a an ad that
087tells parents you know go to school go to parent Square go where wherever we list them we no longer list them um in the newspaper itself we don't list the routes but we advertise to say that they're available right because we have to we also send out a post well it's a digital postcard for every single with about 10 days before put it on social media we we use the contemporary temporary strategy we basically do the postcard stuff but it's done through parents Square it's got all the same I don't know anything about parents like Blackboard we use a that Q you for student information basically an email it's an email with your students information on it it's effective yeah PS the email from Power School yeah parents email it's and then and J we
088just added the word School in front of 30 school days that's our response time for a petition is that to um so if someone petitioned over the you get petitions over the summer rarely so like that would be more likely impct Christmas break oh okay because now it's snowed and there's snow on the sidewalk down the street and my child shouldn't walk so I'm going to petition the bus but we're on break you know right potentially and that J us up got we we usually reply within two weeks but the 30 days is again that basically came from the state right um excuse me the how on this one this is the one about though okay so this is so we parents if they're in a daycare or let's say an alternate daycare location like
089a dual custody parents live at different locations parents can request um to have their student go to a daycare go to an alternate daycare site so what we then do is they may end up being on bus one three days a week and bus two two days a week all right but what parents will do a lot of times is they'll decide well we'll be on bus one for the next three weeks so we've actually held a spot on bus two even though their kid is not they're trying to they're trying to have both the daycare issue in the bus at the same time follow me no okay so let's do let's do it this way for two different accommodations for right so let's I'll make it simpler so parent says Monday through Friday we're
090going to have our student at um uh doodle Bugs cross and sa all right so now we give them the bus 15 for Highland is Bus 15 for doodle Bugs that student is assigned on that bus every bus driver gets a root sheet with everybody's name all of a sudden they start showing up on their bus that takes them home they're not on that root sheet because they're assigned to daycare so what the parents are doing is it want The Best of Both Worlds and it creates a logistical nightmare because so we so we basically have a student taking up a seat on two buses and we try to keep the buses down to 50 we struggle with that sometimes because that's two to a seat and we start building up to we can't go
091up to 73 77 kids depending so we have students that are getting on buses that we don't know about because they're assigned to a daycare and parents think they can do that well we live in we live here that's his home bus Which you got them assigned to day care all day now they can take that bus home if they ask for a day pass from the school so then they can take their home their home bus the bus that goes to their home but they have to show a pass which is in our policy that way the bus driver knows that they're on the bus because otherwise they may not know and they miss the stop so does this mean that um let's say um a student doesn't have before care but they have
092after does that mean that they could does that mean that so let's say that after care only right okay that mean they get picked up at their house house in the morning and then they switch to whatever the other bus in the afternoon but they can't switch back right they they're they always have to go to that after care bus and unless that the parent gets a bus pass okay Prov they use because that way when they walk on they can provide it to the driver so they know they're there right okay so that would be in cases when the kid doesn't go to daycare after school right for whatever there might be an emergency so the flexibility is still there but the parent has to take that additional step so that everyone knows where
093everyone is daily bus passes is so this change enforces that essentially otherwise we don't know we try we try to know where the kids are at all times sure it's not 100% because we don't scan on and off a bus not yet but we have parents that will intentionally try to do both and and we we had one last week where driver it was a spare driver and kid got on and then was playing in the back and missed the stop the driver didn't know who they were we had no bus pass we weren't on the root sheet but this I guess the question is having this in policy is it going to stop that behavior I mean it'll give us some it it won't stop right it won't stop it you can't do this
094but yeah it won't stop it so is that highlighted part not in the policy right now as stands so it ends at right now it ends at attends yeah I was just going to fix and then a dash then the new part is Dash a student cannot be assigned that's the new part and it and it is so the available seat petition that a parent will fill out for daycare purposes dual custody whatever it may be that is in fact on that on on that form what I've parents tell me it's not part of [Music] policy it's only a procedure and we don't have to follow procedures at 100% well so you you're saying you you need that language a student cannot be assigned to both a bus and dayare because because it it takes
095up it takes up seats and that's one of the reasons because now if the student is assigned to a uh a daycare that seat the seat they would have been on their home home uh rout opens up and I can put somebody else on there that's where sometimes we hit the available seat petitions which is a whole another right how often well if a parent wanted to change their available see that process takes 72 hours up to 72 usually overnight but up to depends on the year time a year yeah I mean either we maybe we put this in parenthesis sees note that you know the student it it is on the available SE petition that parents fill out so if it wasn't in well this is a first reading yeah so there's two more
096to come we leave it as is for now you can always shine it up a little bit for the next reading if you want that's what I'll do um okay next one is under M and it's it's just we have to make the AG consistent with what we changed in the first part of the policy and I think all right so let me just pull that language page yes we say you have to add that new language and replace it with that Lang so you'll see on E there's actually there is one and that talks about the day pass yeah that so if a student is in a daycare but the mom needs to have them come home or the dad's home for the day they can get a day pass which is provided by
097the school and they can in fact get on the school bus to go home and that's what that policy is part of that policy and uh so maybe when we were SMI this we can just refer to this I I'll take a look at it is the day pass um done through uh Power School or is it you have to actually physic physically call the office or yeah they the the way the policy is is that the technically the parent is supposed to call the day before that the student will need to pass and it's authorized through the administrators at the school the only time we get involved is they might call us and say is there enough room on the bus for that student to take the bus for the and it doesn't and
098it could also be another student needs an emergency daycare who's going to go home with friend because Mom can't get home in time you so they're used for that you know so um it it's done by the administrator technically the day before it never happens it's usually done the morning you know say do you keep track of emergency day passes like if you find it so for so we used to have it done um through Google Docs and it would download into a spreadsheet for us uh we did that for years and I we stopped doing we can't do it with St Bridget St Bridget's not connected to us they so what we do is we hang on to the drivers bring the pass to us we hang on to the pass for a week
099or so and then we get rid of it and K through6 they using aren't they using that app you mean uh um dismissal manager they use it and it doesn't help us at all because it doesn't connect to our system let me just put it this way what we do to accommodate parents daytoday you know within the schools uh for elementary is really quite sophisticated and quite accommodating so you know I mean we are we are good we do work with parents the the dismissal manager works great with the schools but awful with El because it allows the parents to make last minute changes to the school so we know to send the student to the right place but the bus has no we have no idea which is kind of a problem but that
100system can't it can't produce for you you can I we're you know I guess we could get I could get in touch with it and see if there's a way for us to get get an out you know a daily output of it but it would probably be pretty massive but it's usually you know one kid's going home with a friend you know for a play date so I mean it's not been a problem that we've overcrowded the buses or has it been no never overcrowded a bus but we have had students show up on the bus that we weren't aware we're going to be on the bus cuz they you know cuz it happens literally at the last minut dismissal manager to decide to put their kid on a bus rather than go to
101the daycare or we're not picking them up today or whatever they not going home so Sparky texts Mom can I go to Billy's House mom says sure she puts it in her in dismissal manager and the bus driver doesn't know anything about it school does which is a good start yeah and that's where it's tracked it's tracked in dismissal manager at the school level so you were mentioned that the Bud the uh scanning in and out is that like uh phase two or the where the uh the bus drivers are going to get into the loop on this thing that would that before I retire I hope that's that's in place and I also hope the GPS navigation is that something is that something that's that's we have to work out GPS was just approved
102by law though that wasn't available for you up in up until basically now yeah you've had to have map like a map quest like trip tick that the bus driver H holy cow Pap like I you know I can't believe that the system is that Antiquated um and so now CU if you're new to a route or something a spare you're following a paper copy of where to make turns and stuff where you could just hear turn left now you know it'll be way easier was that adopted it's in this uh legislative session in this session and I don't know where it stands but first days well they were going to have what they were going to do is they were going to allow the GPS like in your car to talk to you but
103not be able to read they want you to read but you but drivers have they want to read the problem that entails that I see inail is the driver's not going to be able to hear it because you're talking about you're in a tin can with 50 kids making noise and you're sitting on a 350 horsepower diesel engine we need those electric very I knew that was coming very difficult so I can hear Tim whispering in my year now but that's it's it I expect that to happen it'll get perfected you know and then there is the swipe on that that's available now actually it's a little complicated but it's available little some money well this is eye opening to me that we need this many pages to talk about kids getting on buses so
104I'm I'm in awe of you and what you're doing sir you can actually go to a I think it's Avon and Simsbury and their they get talking on of school their transportation policies are one page they've taken bits and pieces of the state they want popped it in and made it that we're trying to move in that direction cut down anyway so we do have another policy for a second reading your call this is the U I think this was the one the conversation that promted and Mar asking about the student enrollment the different programs so this is adults enrolling in high school classes with the permission of the principal that we struck from the all right when you have because you have a 40-year-old guy showing up in a high school class mom is
105that you in my Cass anyway so we took that out um adopted on my birthday that's not the year I was well you weren't here earlier and said today is my dog's birthday oh so happy birthday feels like only seven years ago any dog age humor didn't work for me anyway uh so that's it for today's Mark got it he's he's on the ball today oh yeah so I shut down after 8:30 you still got a couple hours so so at that at this point we would only need motions to move the first readings and the second reading to the board all right I'll make a motion to move we're going to move the transportation for first read correct and what are we doing with that I guess we're doing nothing we're doing nothing all
106right so uh make a move 345 I'm sorry which policy 3 okay School District I wasused yeah uh make motion move 3541 School District Operations for first reading second yeah all in favor yeah I we need a motion to move 6200 for second read I move make a motion to move 6200 adult continuing education forward for a second reading second all in favor ition so moved second I just said it before all in favor I just said it before Luther did