This government meeting is brought to you by Eastworks and our local cable subscribers. All right. Good evening everyone. Welcome to this uh regular session meeting of the East Hampton School Committee. Uh, we are going to roll call
in. All right. Tim St. John >> present. >> Ericette >> here. >> Megan Harvey >> here. >> Laura Scott present. Sam Hunter >> here. >> Linda Marquee >> here. >> Uh, Mayor Derby >> here. >> Henry Lagana >> here. >> Walter Baker >> here.
>> Nice. Uh, hello everyone. We're going to begin with announcements this evening. Um, Megan, do we have any correspondents? I don't have any correspondence. I don't think. Let me just confirm that. Um,
no, I don't have any correspondence. >> Gifts. >> I don't have any gifts. >> No gifts. Um, >> Walter, >> we are going to then transition. Um, I'm glad we have a big crowd tonight. >> Yeah, >> because this is a little bit of a fortuitous date.
>> It is Master Baker's birthday. And so, um, members are allowed to turn their mics off if they want because we're going to do a really quick stirring rendition of Happy Birthday for our man. >> Yeah. >> And to one and a two and a one, two, three. Happy birthday to you.
Happy birthday to you. Happy birthday, dear Walter. Happy birthday to you. Thank you. >> He'll never for
us will ever for know the Robert's rules tricks that we've gotten up to. >> It's in there. Look it up. All right, Walter, do you have a student representative update for us this evening? >> Yes, I do. >> Great. The floor is yours. >> Okay. So, uh, since, um, the last time
that you were updated from the student council, we had our first kids night out event of the year, which was on, uh, October 17th. Um, we had a little bit lower of an attendance than usual. I think that was just cuz we were a bit slow getting out, um, advertisement. Um,
and so because of the lower turnout, um, we're going to hold off on, um, donating the profit to Special Olympics of Massachusetts and wait until we have, uh, more profit. What was your turnout on that first one >> this uh last week? >> Yeah, >> I think we had 42 kids.
>> Oh, that's pretty good. >> I can't imagine watching 42 kids. >> Um and then speaking of the Special Olympics, uh we are collaborating with uh Mrs. Smith, the life skills teacher, and um we're working to um raise enough
money for Special Olympics to bring the mobile polar plunge to the high school. And hopefully we can get like the community involved in that. I think we have to raise like $2,000 or something. So, you know, we have work to do on that, but the profit donated from a kids night out should be like probably about
a little more than half of what we need. >> Great. >> Um and then we're also um Ayanna is really taking charge of this and has reached out to um the Williston ice rink about setting up like bake sales and um other things like that uh throughout those
hockey games again this year. Um, and then with the uh the mobile polar plunge, we're thinking of having a month of inclusion. So, we're working on this new campaign uh spread the word to end the word. Um, >> I think I know where you're going with this and this warms my heart. Go.
>> So, um, where? Wait, what? >> Where you can give us a give us the TLDDR of the spread the word and the word. >> Okay. So basically it's a campaign to spread awareness um and just stop the
use of the rword in the school um >> and everywhere. Let's just say everywhere everywhere, >> right? So you know we're doing that and hopefully that can be a leadup event to getting the mobile polar plunge to come to East Hampton. >> Great. Um
uh next Saturday um we have 14 or 15 um people going to the uh MASD state officer workshop and then on November 6th we have the uh WASC fall conference and it's being hosted at Eastampton High School.
>> Um and then moving into November we have our feather a teacher food drive which has been successful the past couple years we've done that. Um, and if you don't know what that is, basically you bring in a pantry food item or some kind of non-p perishable and for every item
that you bring in, you get a teacher or oh my god, every one item that you bring in, you get a feather and you put the feather on a teacher that you want to see wear an inflatable turkey costume for the rest of the day um before Thanksgiving break. Um, and then all that food gets donated to the East Hampton Community Center.
>> Can the teachers resist the feathering? Like can they away and try to hide from you? Well, so what we've done in the Well, it's we have like all the teachers who participate in it, which is almost all of them. We have their portraits up on the wall and then you just choose, but the teachers can donate as well and move feathers to another staff member.
So, >> Savage, that's um >> and then our next kids night out is going to be um on Friday, November the 21st. >> Great. >> Yeah. >> Excellent. That is our high school update. Master Henry Lana, do you have
an update for Mountain? >> He's going to do the update with that art display. >> Okay. Do we want to skip ahead to that or do we want to just do our public speak? >> Yeah. >> Okay. So, let's do public speak and then we'll do that. Okay. All right. Uh at
this time, we will open the floor for public comment. If you are joining us in person, you could please line up at the podium. If you are joining us remotely, just raise your digital hand and we will give it a minute.
Okay, seeing nothing, we are going to close public comment. Move on to the super superintendent update where we'll begin with the MBS middle school student showcase. Yay. So exciting. It's so nice to see everybody. Thank you all for being here.
Um tonight we have um an artwork display. Um we have uh teacher Alex Fischer here to show some off some student work. We have Aaliyah Martin, Henry Lagana, Violet Brazy. Is that
right? Brazie. Okay. Uh Eloise Kutcher and June Stackhouse here to show their artwork off. >> Come on up. Let's see what you you all brought with
us for us this evening. >> Wow, it's amazing. >> Can you tell us a little bit about this beautiful display? So, uh, over the past few, uh, >> hey, Henry, can you go to the podium so we can hear you on the mic? Everyone at home is dying to hear what you're
saying. Go ahead. So, over the past few weeks, uh, in art class, we've been making camouflage art where we take like this piece of like scrap paper and then you like glue it onto like a a piece of paper and then you have to draw over it
to try to camouflage it. So, as you see, we have these beautiful pictures and if you can try to find a camouflage like piece, but it's going to be hard. So >> that is really cool. >> Beautiful.
>> What materials we used? >> Uh we used colored pencils, paint, and uh outlined everything. >> That's awesome. >> Can I presume this this returning to NBS after tonight?
>> Yeah. And I'm hopefully going to hang up some more. And if I can get some volunteers, your volunteers help me hang artwork, that would be wonderful. And anytime you have extra artwork, we have a mess of walls up here. >> Oh, yes. Would love to be considered.
>> Where where would your volunteer where would you need your volunteers to go or >> um just to the middle school side of Mountain View School? And um I don't know that that entryway. I know there there's plastic um display, but we could hang over it and just like make it a
nice welcoming space by the lobby. I think that would be if that was a magnetic wall that would be perfect. But >> somebody write that down. Write that down. >> Middle school entrance and when >> um the same time I think I'm going to be
done with this with all the classes by the end of next next rotation. So next week it might be oh probably by next week or >> and like I'm so sorry and if it's if it's more clear to other people it's not
to me >> what time of day people could come in >> um I'm available for my in school. We do it one day after school. >> Okay. >> Yeah. >> Okay. >> What else? Can you get a picture? I'm
going to take a picture. >> Okay. Thank you. >> Nobody move. We're going to get a photo. Yeah, we need it. >> Also, we integrated fifth grade this year into the middle school and Violet wanted to share with you what we learned about in it. Comfortable doing that. >> Okay, cool. Thank you.
>> Violet, do you mind getting a little closer to the microphone? >> That way everyone can hear you too. >> Well, you could hold it while you >> Yeah. Yep. Hold it up for us. >> Or you can get a helper to hold it for you while you talk. >> It's up to you. >> You want me to hold it?
>> Okay. I think your pleasure. Thank you. >> All right. Go ahead, Violet. >> Um, well, we're making um that they're called Infinity Rooms >> by um they're created by an artist called
>> It's hard to name. Yayama. >> Yayama. >> And she um she makes art with lots and lots of little dots. and she actually took lots of the time to make every little tiny dot. And um so we were gonna
make those and we used we used these thing called bingo dropppers to make circles and we outlined them with >> oil pastels. And we got to make any colors and any
patterns. And then we're we made um little you could make flowers and pumpkins and mushrooms or like whatever else you want. >> I made two pumpkins. >> Well, two jacko'lanterns.
>> So cool. It's awesome. >> That's amazing. And so Violet, you're in the fifth grade. >> Yeah. >> And when you said you've joined, so this is like new art exploration for fifth graders. For White Brook, we had 5 to 8.
And then when we consolidated to schools, we had sixth through 8th. And now we're introducing to get um fifth grade acclimated to middle school a little better. So they know some teachers on the middle school side. They're all doing specials on the middle school side. >> Great.
>> Um do you enjoy that? >> Yeah. >> I was just going to ask, you like that, Violet? >> Nice. What are the other specials you take, Violet, aside from art? Um, I take library, gym, art, steam, health,
and >> music. >> Nice. Nice. >> We're not going to ask her to pick a favorite here in front of everyone else. >> That's great. >> Advantage of the room. All right. Right here. And Art is right here. So,
>> they're all favorites. >> Anything else y'all wanted to share? Um, anything from art club Ellie? >> Um, we've been working on a lotish kind of. Um, we actually started drawing
um, haunted houses and some of us are working on building those with our work and some of us like me are working on paper. >> Oh, that's >> Do you take orders, Eloise? >> What do you mean by that?
We'll talk. We'll talk. Paper machine is incredible. >> Yeah. And also um later in the year, come December, we've got an ELF grant for Brazilian arts community to come in and they're co-eing and um we have a whole list of stuff and ideas. We're
going to do wheel felting. We're going to do like sound sculpture, plaster sculptures kind of thing, objects. Then one one of these days we'll reach out to the community about doing a mural. That would be really wonderful to do. So just
trying to plan that ahead of time maybe within the next couple years or so. >> Awesome. >> And when you talk about when you're planning for these like found sculptures and whatnot. Do you have a structure in place to like are there items the public could be saving or donating? And maybe we could find some space on the website
to keep that kind of tally running and have a drop site for that type of stuff. >> Yeah, that would be wonderful. I mean, even in parents square, I could do something in there. Um, I'm on I'm part of the East Hampton free >> Facebook group. >> Even though I don't live in East Hampton. Um, so I'm part of that one,
the Northampton one, and then I should probably do the Turner one because that's where I live. So, I'll have like extra and actually could go places and pick things up. But yeah, I'm always looking for recycled materials. Any donation of like fabric or jewels or any
craft things would be perfect for >> Awesome. Okay. Thank you. >> Thank you. >> Thank you. >> So, >> you're muted online. >> Who is this committee? >> Oh, yeah. >> Microphone on the bottom.
>> Thank you. >> You guys have been good. >> Okay. >> Yes. Why is that not working? I don't think you can. >> Uh, you can the mouse. >> Sorry. >> It's always something. >> There you go. Okay, >> now we're good. >> Masina,
>> Nathan, can you tell? >> I I can look like we're good. >> All right. Thank you. >> Thank you. >> So, thanks to Leah, Henry, Violet, Eloise, >> and June. Do I see June? >> Ah, hello. It's the mic was right
through your face. That was incredible. Round of applause. Thank you. Thank you so much. This picture, that was great. We got a picture. >> We got a picture. >> We got a picture. >> Okay. All right. >> We got several pictures. >> All right. Awesome. Thank you so much.
>> Thank you. >> Thank you. >> Next, we have a student enrollment update. And we did not have anything about this in the packet. So, you just want to walk us through it. >> Great. >> I have a little slide to show. >> Great. All right. It's It's
>> Yeah. Mhm. Which is actually fine cuz then didn't hear us sing. So that's only those in the room to hear off the record. >> I didn't get to hear you. >> Oh, I'm just kidding. We're not >> There's just video of us looking at you.
>> We're just all going >> Well, no. It should it should record on the >> other. We're all set. All right. Great. That was easier this time. All right. Um, I'm going to I decided that over the next couple um school committee meetings, what we're going to do is
we're going to do some gap analysis and just some data review um and kind of trying to figure out where we are, where we need to be. Um, and we reviewed the superintendent goal last meeting. We're going to take a look at some enrollment numbers today. We our last meeting we
talked about um school choice in, school choice out, where were their students going? So, I have a little data presentation on that today. Um, our next meeting, we're going to go over our MCCAST data. We're going to do a little bit of a facilities overview. Um,
December, plan on doing that parent square update, a further gap analysis. January 6, meaning I plan on doing a listening session update, sort of a culmination of all of the listening sessions, what was said, um, and, you know, sort of next steps. And then um
our new curriculum update CKLA. So how is that process going? What is the feedback we're getting? How are our assessments going? So that's kind of the plan for the next um few months. I thought it was, you know, good to get it out just so people can see and tune in
when they're um they're listening. So just I wanted to give a framework for how we're going to look at the data, the different types of data that we're going to be looking at. I'm using a text um from SA Shane Safe here and uh Jamila
Dugan and it's called straight data. It's just a way to look at data in different types of data. Um there's this thing called satellite data. It's sort of the highlevel overview of data. Then we have map data which is sort of the more granular level and then you have
street level data. It's like really what's the word on the street kind of a thing. So what are people saying and doing um in our school? So, I'm I plan on, you know, just approaching our data analysis through those three buckets. Um, examples of some satellite data is
attendance, enrollment data, which we're going to look at today. So, we're going to be looking at what we're going to call satellite data. MCCAST data we're going to take a look at. MAP data is that unit assessment, that's that CKLA data. We're going to be going over some diagnostic and screener data, looking at
our Renaissance Star assessment data and the correlation between that data in our MCCAST data. And we're going to be looking at some DESA data. Um, and then street level data will come when I report out during the that listening session. I've done learning walks. I've conducted three learning walks with
administrators. You know, what what is what am I seeing in classrooms? Um what does the student experience in classrooms? and we're going to be launching um some surveys. We started our first set of surveys um to teachers um for students to administer um today
and that is really looking at equity and belonging. So that's our first data that we're looking at and that is led by our equity team work. So excited about that data, but to partner that with the data that I'm going to survey both staff, students, and families um around, you
know, again, that sense of belonging, that's very important. Um I have our district overview slide, which I love to sort of highlight um just as a who we are as a district. But getting really into it, this is our sort of student
enrollment trends. I started in 2015. we're looking at 10 years. So if we look at here um it looks like in you know 2015 we have about 1,400 students in our local schools. We have about 1232 now.
So there's been you know about 200 um de 200 student decrease and that's just the the pool of students that are in East Hampton. Um our homeschool numbers have stayed, you know, relatively, you know,
even. We did see a peak in 2020 2021 which was as expected because of COVID. A lot more parents you know made the decision to homeschool. Um and then you see the percent um of students that are in the district that are attending
public schools. So it's our enrollment versus the the pool of all of the students and the percent that are going into public. I did flag 23 24 because that data we saw an unusual spike and I
see a one in there um for the difference between sort of like who was going where. So we are at 98% for the public. So I just there might have been some reporting thing for that year but we're consistently about 92%
um of the students in the district or in East Hampton are in public schools. Any questions about sort of overall enrollment? >> I do have a quick question. >> Go ahead, Megan. >> Sorry. Is it um the percent in public schools? Is that in our public school
district or any public school district? >> Our Yep. That's East Hampton. >> Anyone else? Sam, >> um for the homeschool numbers, does that include students who are getting um walk-in services through their IEPs? Are they count counted as homeschooled stu students
>> if they have a homeschool plan that we've approved? >> A superintendent approved home school. Okay, cool. >> That is included in that number. >> Maybe we don't know but is does it seem like the the drop in students comes from any particular high school, middle school, elementary school or is it kind
of dispersed? >> We'll take a look at >> Yeah, that's fine. I should >> anyone else? Okay. All right. And this is just sort of an overall sort of like who's in our schools. It's really it's kind of small
but you know just some trends like high needs. If we look at in 2015 um 591 of our students were identified as high needs and then fast forward to 2425 um 763
um so 54% from 31% over the course of 10 years. um our EL population from 15 to 50. Um we're looking at students of low income from 25 to 39.
Um students with disabilities in 2015 we're about 18 and to last year 31.6. >> Um I have a question if no one else. When we're doing our calculations for low income, I know that we had had discussions when the free breakfast and lunch was initially rolled out, you would see a drop in people filling out
the longer, more complicated forms. I know this year we sent out a really nice single sheet consolidated form. How confident are you in our data collecting that we're getting? >> I would say it's under represented of the students that are actually um
qualify. We didn't notice any significant tick up from reporting from the year previous last year to this year. So, I don't know that that new form is maybe we just weren't missing as many people as we thought. >> I just don't think people are reporting as frequently.
>> Okay. Anyone else have questions that the students with disabilities percentage is >> that's very unc for those watching from home that is higher than the state average, higher than the national average. Yeah, we're about um I think there was only one other district that
was higher than us >> um in sort of over 495 area and that was a district that had probably like you know less than 300 kids. >> So that's a high percentage of students. >> Mhm. I have one question about that. >> Yeah, of course.
>> Is um just and you this is more of an opinion question so you can feel free to say that you don't know. um is is that more like there are kind of two ways to look at that. One is we have um a a large number of students being diagnosed with disabilities and maybe that says
something about our school environment. maybe we need to like maybe there's practices that we can engage in that will make you know students um need less intervention or is it just that we have really good child find and we're really identifying the students who because that's a problem >> and the percentage of choice in
>> and the percentage of choice in so >> I think it's a combination to be honest I I think you know it would be hard to identify a certain area but I I do think our our child fine is an area of strength for for the district if the public a thumbnail about what Childfind
is. >> So, it's a way to identify sort of who needs what services very early on and it's a way to capture right early intervention and it's a way to really it to help reach out in advance before kindergarten.
>> Y we have a responsibility for every child in the city that as a school district we have the responsibility to identify children with disabilities and um outreach to them. So, >> and to administer those services beginning at age three. Yeah. So like so
in you hear about other districts really um you know kind of kind of some contentious conversations around the child finding policies or practices but I I have to say like in my experience in East Hampton that has always been a strength of ours. So I'm more inclined to think about it from that way. But I'm
also like not in the school every day like you are. So, um, but I was just just curious if if you thought it was more that we're doing a really good job identifying students versus, you know, there's something >> and I think we're also, you know, I I think we're we have really good
practices in place for accommodations and team meetings and that followup. I think we, you know, we're very a very supportive district in that regard. >> Cool. >> Any other questions? Yeah. I'm just curious, do you dive a little deeper into the data and break it down with
looking at these things around the students that are choicing in or choicing out in relation to these, you know, like for example, students with disabilities. >> Yeah, we we do take a look at that and you know, it's a lottery system, too. So, right, we we open seats and we do
the lottery process and whatever we you you don't ask questions before, right? We let's say for the record we don't ask questions before. >> Right. Right. >> Some districts might. >> So >> um we and you know like what you get
>> the students you get. >> Yeah. Yep. >> So speaking of that >> here we go. >> Here you go. >> Um so where are non-residents coming from? So we see most of our non-residents um come from Holio. We have choice in 58 kids from Holio. Um we
and then the rest are kind of a little bit smaller. Five from Westfield, five from Springfield, four from Southampton, which brings our enrollment from 1268 to 1368. So there's about 100 students
that we choice in from other areas. Fascinating. Anyone have questions? >> No, it's just a great breakdown. >> Yeah, just a quick one. Um, so do you also break down this data with when they choice in? Do we like if if we have spots open in 10th grade, do we open
spots? >> And so like are these are a lot of these numbers coming to us early or just all over the place? >> So we open less seats in pre in prek to 5. So, but K to five, sorry, K to 5 there's less because we have um strong
enrollment numbers in K to 5 >> and then we accept more in middle school and high school. And so the way the process rolls out on our side is that midsummer we get the recommendations from the different buildings about how many slots they're talking about opening
and then we I would say late spring, early summer >> um and then we approve. Yeah. >> Yep. >> And then so but it's risky too, right? because then you could have families moving in and you're like, "Wow, we opened enrollment seats and we just got 10 new kids in now we have to open a new
classroom." So, it is a very delicate it is a it is a >> balancing act. >> Yes. Yes, it is. >> All right. So, that's where student where students non-residents are coming from. Okay. Where are they going? >> So, of our pool of students, this is
really small. Okay. Um, we are choice students that are in our district that choice out. We see 35 go to Northampton. We see 19 go to the Chinese immersion charter school. Um, we see
19 students going to PBPA and 78 of our students go to Hilltown. So, those are kind of our big buckets. Um, Hampshire, sorry, is another 34.
>> So, we lose we're losing about 200 and change students choicing out. >> Mhm. >> I'd be curious. >> Smith Voke doesn't Smith V isn't included because they're enrolled in our
district and they go to Smith V. So >> although isn't isn't there a way to some some people choice into Northampton to go to Smith Vogue? >> I don't think that's how that works. >> Okay, I'll look into that. >> Do you want to clarify? You're maybe you're not familiar. >> They'll they're East Hampton and they
cho they they they vote choice too, >> right? Let's say there is an eighth grader who lives in East Hampton who choices into Northampton heading into high school and then instead of attending Northampton High School, Sim was informed by people that they could have the option to go to Smith instead.
I do not believe that that is how that works because it's not considered the district school. >> They whatever they'd abide by whatever Northampton's enrollment policies are, which I don't know. >> I'm going to look more into it. >> Yeah. >> I feel like it's leading both of us in the opposite conclusions,
>> right? Yeah, I'm really worried that >> and it would depend on what year. >> Yeah. >> So, this is just a, you know, I think so what I'll get to the what we're going to do. >> Um, and I just took a look at enrollment
trends in to at Hilltown. Um, we do see that they have higher enrollment numbers in sixth, seventh, and eighth grade. So, I think what I've been hearing is that, you know, some of our students will um be in East Hampton public schools up
until fifth grade and then they go to Hilltown for our middle school. So, it's just an area I've been curing about. So, I did look at the enrollment numbers and there does seem to be an increase in Hilltown enrollment. I I don't know where the students are enrolling from.
>> We can there's a history of that too in the district. So that goes back prembbs to when we had Whitebrook and Whitebrook. Um there was like a four we broke elementary at that point. It was just K through 4 in center Pepin and Maple and Whitebrook had 5 through 8. So
that was a big turnoff. Some parents didn't want their fifth grade students metriculating with eighth grade students. And also to be very fair, my kids had a great time at Whitebrook, but the place was a straight up bummer full of mold and asbestous. No, it was, you know, it turned, it didn't show well.
Um, >> rubber gem floor. >> So, that is I think that's an inherited problem that we've had and we haven't turned around that narrative much yet. >> Yeah. And you know, it takes some time. >> So, um, and I did look back 3 years and that seems to be a consistent trend for
Hilltown, the enrollment increases for middle school. >> So, just thinking about, you know, we know this information now that we have this, what are we going to do about it? So what we're going to do is we are we're we put together a survey and I did hear this from listening sessions and
parents were saying you should really ask families why they're leaving East Samson public schools and it's a fantastic idea and so from the listening sessions is going to emerge this this survey. So, we're going to look at students that are deactivated from our
system and just ask, you know, why did you make the choice to go to another district? What was it about that district? And whatever choice, you know, we're just looking for information to improve our district and, you know, to
make it the most attractive district because, you know, we want students that live in East Hampton to, you know, be with their peers and in Eastampton public schools. So, we're just going to ask and I think it's, you know, we're hoping for honest feedback and to to really hear from families about how we
can improve. So, and why did they make that choice? >> I think it's important for us to consider too that like sometimes that choice the the point of choice when it first began was to offer this menu of options. PBPA is a beautiful example where it's just a different kind of curriculum built for a different kind of
student with a different set of needs. We're aren't going to compete with PBTA PVPA. were going to be a compliment to something like that. I think what we're trying to seek out is who are those people who are just dissatisfied. We're not meeting their requirement of what they expect the average public education
experience to be so that we can begin on that work. >> Y >> I think that's a really good point. >> Yeah. >> To keep in mind. >> Yeah. >> Yeah. Oh, it's all within the context, right? And >> you know, some schools are there's a smaller school and whatever choice you make is the best choice for your family.
And I completely understand and respect that. >> We're not attaching judgment to any of this. We want to just see, you know, >> absolutely. >> What's that perception >> feedback? It's that straight level data, right? How, you know, why did you make the choice? >> So, we're going to send this out tomorrow. >> Great.
>> Um, and you know, excited to just to hear from you. >> Are these anonymous? >> Absolutely. Great. >> Excellent. >> Absolutely. >> Any any other question? Oh, you know what? I'm going to let you I'm gonna let you go. Go ahead. You have a question? How will the um feedback be sent
to parents of kids in Hilltown or confused? >> So if you were enrolled in East Hampton public schools >> and you are no longer enrolled, we're sending out the survey to those parents. >> Okay. I was all parents who died.
>> No. No. If you were here and then you for whatever reason, we really want to capture the who left East Hampton Public Schools. Any other questions? >> Great. >> All right. Great. Thank you. There's
your enrollment update. >> Stay tuned for next level of data. >> Love data. >> Excited. >> Um this is our second meeting in October. So while we do have the business update with a finance and
personal update listed on the agenda, um Julia is incredible and amazing. Julia Sari Franks, our director of business services. We do not expect her to deliver a monthly report twice in one month. So we will be hearing from her about her November monthly report at our next meeting which moves us along to the
school committee discussion. We'll begin with a policy subcommittee update. Sam, are we ready? >> We are ready. All right. >> Um so I've got the AI policy. Um I believe last time we met Well, actually,
let me I'll leave the AI policy for a second and just do a general update. Okay. >> Um we are working on some of our building use policies. Um and um um we're a month we're going to be meeting in a couple of weeks to um to go over that again and then I think we'll have a
building use policy to bring here for our next meeting. >> And by building use you mean >> um so essentially so the public understands we um we no longer have a bunch of the buildings that are alluded to in our school committee policies. Like if you want to, for example, use the gym at >> Pepe.
>> If you want to go pay $15 an hour or whatever it was to like rent all of Maple, it these ridiculous rates that were like very very low um and not competitive. It was actually costing us money because we have >> because we have to pay for the custodial services. So um uh our business director
uh Julia, sorry, Frank Franks Franks Franks Franks. Yeah. Um she had the brilliant idea of just taking all of those numbers and building names out and instead um just doing a general policy for like how we are um the rules that we
have around using our buildings and then um those rates will live in within her purview and we will approve them uh if they need to be changed. So then that way they're not in the actual policy that takes months to change. So the business director will be looking at them annually making whatever recommendations she sees
>> based on what is um how much things in the world cost today. >> For example, we renegotiate contracts. Custodial costs increase. So we you know >> Yep. Um I've learned a lot about how custodial um schedules work through doing this which is it is actually.
>> So um I'll spare the public from that for now. Um, so then the and then the other thing that we've been working on, which I think we're we did a first reading of and now we're going to do our second reading of is our AI policy. Um, and I believe we were we had some feedback from um, student council um, about this
and then I believe you guys had talked about it, right? >> Jess is here. >> Jess is here. Perfect. >> Jess is going to do it. >> Yeah, sure. >> Jess is going to do it um, whenever whenever she's ready. Yeah. Um, and I'm happy to
>> Jeez, >> there's like multiple computers happening with our tech setup tonight. >> We really got to up our game. >> We've got like >> I say to myself, >> oh, here >> you have it. >> All right. >> This reminds me, Jess, my kid's robot
printer still isn't working. So, we're going to have to call you. Oh, >> I can't believe they just haven't had you like cut the like the important cables and send you a brand new one. >> That's a That's We're just killing time, guys. Way to put >> Okay,
>> this should work. Um, >> there we go. All right, >> great. >> So, um, love this. >> I am kind of the head or the chair of the student voice committee. So, I was kind of put in charge of this task of collecting feedback on the proposed AI
policy. So, I was kind of sent the draft policy um and I read through it and I made some questions and then I kind of created a survey. So, this is how I collected responses. >> That's great. >> Gave out some good free candy. Everyone
really loves that. We had some QR codes and then a little summary of the policy that students could read. And now this is kind of Oh, this is kind of the overview of the responses. >> 82. That is good turnout for a survey. >> Yeah. And then 19 from student council.
So from student the student council responses is um where I'll pull most of the questions and comments. >> Um because I did the survey for the 82 people during lunch and for like one free little packet of hair. I feel like they don't want to be standing around for 5 minutes like writing on their
phone. >> Bribed before this is um Walworth's example. Um, so we have some of the questions and then there was an open response.
>> Good job. >> So there was that and then the first question was kind of on AI literacy. >> So basically, do you know how to ask chatb a basic question? Um, >> no. Kind of. >> So we had a lot of people knew how to do
that. And then also would you call yourself flu in AI? >> Um, oh interesting. That is really >> This is the average opinion on AI as a whole. >> So, so one is low, 10 is high. >> Yeah. >> Okay. >> Meaning negative to positive. >> Negative to positive. So, like they like
they either like it or they don't like it. They have positive or negative. >> Yeah. So, a solid 6.5. >> Interesting. >> And then >> this is kind of I asked like some more personal questions at the start. So, this is like how often people uh students are using AI. >> Wow. >> And I think a few teachers filled this
out, too. >> Wow. And then should AI be used in schools? >> Yes. Sure. Maybe. >> Right down the middle. Probably. >> Huh. >> Wow. >> All right. >> Sure. And yes or the same. No. >> What? >> Sure. And yes.
>> Um, I kind of had more detail and then I kind of removed it. I had it as 100% on board with having AI in school, 75% on board, 50, 25 minutes, but then I just removed those percentages cuz it kind of looked confusing. >> Because you have the other percentages, right? Exactly. Yeah. >> Um, so I just had to change it a little.
>> That is um, it's great. >> All right. And then I just asked is having just a blanket like general AI policy um, in the district a good idea? >> And then students in AI. So this was student feedback on if they should be able to use AI >> maybe.
>> So that 48% is 40 students. >> It just so reflects that it's an unknown. >> Yeah. No, I think this makes sense. >> And then this is where they think they should use AI. So, these were some >> pre-put in things that I did. Um, and then you could add in other topics.
>> Tests. >> So, he has I put in tests kind of as a little joke. >> The test. >> Hey, you know, >> what do they call that? Like a a control answer or something. >> Yeah. >> Just to make sure they're not clicking
everything. >> And then this is students thinking if teachers should use AI. >> It's kind of the same percentages as as >> 10% less. Yes. >> Um, >> well, they, you know, the teachers get paid. You guys don't get paid. >> And then this was on the whole clause about AI checkers and requiring like
district approval on on using AI checkers and then requiring like a human process. >> Oh, I like >> on disputing like if a teacher thinks if someone's using AI. >> Okay. >> And then this is on students feedback and AI and grading. A lot of people felt very strongly about
use teachers using AI to grade. Oh, >> good for I mean that's I'm I'm glad to see that honestly like I I feel like >> depth of thought. >> Yeah. Like like really kind of considering what that would mean and how that would change their experience. That's really cool.
>> It kind of doesn't really make sense as a a whole vehicle, right? Right. >> Teachers using the opposite of pedagogy. Yeah. >> Yeah. Great. Yeah. >> Yeah. And then should teachers be allowed to use AI to help create assignments? So like slideshows or different questions? >> Sure. Right. Yeah.
>> Okay. I'm going to quickly jump to my little questions page. Okay, let's see. So, I'm just going to read over the comments and concerns and then you can ask questions about that. So, um one of the comments was this policy is
unnecessary and AI shouldn't be allowed in schools. Um introducing AI could potentially kill off fully learning and certain topics. Um let's see. Oh gosh, something happened to this one.
Um, oh, worried that teachers, not particularly at this moment, but in the future, could stop teaching and AI could fully teach everyone and everything. Um, people will take advantage of the policy using AI for assignments they aren't supposed to. Um, AI, and then these are
some of the more positive ones. AI policy could help teach topics in a different way that certain students may understand better than the teachers methods. Um, and then AI could help on homework comprehension, allowing students to check answers and find mistakes without having to put too much homework review time into class.
>> And then some questions students had is when and how would these like AI trainings be and how would they be introduced into schools um and into the classroom? And then what type of assignments can you use and not use on AI? And then to what extent um AI would
be implemented into learning and then if you used AI on an assignment would it affect your overall grade on that assignment? And then how clear will the guidelines on fair use of AI be? How will overuse of AI be found? And what will the punishments for excessive use
be if any? And then if I'm allowed to use AI lightly on my assignment, what stops me from using it to do all the work? Right. >> Right. All righty. Those are all of those. >> That was great. >> I've got my one last slide.
There we go. >> Boom. >> That's awesome. I really appreciate you doing all this work. >> Thank you. >> That is like enormously helpful. >> Um, >> million questions. >> So, we're gonna catch the public up really quick. what we're talking about tonight. This is our third scheduled
discussion on an AI policy. So Sam's policy subcommittee created a first draft. We had a first reading. We sent it back with a bunch of notes and at the same time Sam kicked it over to the student council to collect their feedback, which is what Jess
delivered tonight. And so now we have the option to do the second reading. When and if Thank you, Jess. when in it the second reading were to pass then it would become a fully functional policy in our handbook in our policy book. >> Yeah. And I um
>> I want to address some of like so one of the things that I think was really cool about your presentation and and also um about the questions that were asked is that this is a really good way to demonstrate the difference between a policy and a procedure. Yes. So the policy is like what we set at the school
committee and so policy is just um what are kind of our guiding uh uh values and um how do we make decisions um how do we think about specific issues and then like and other things another thing that's covered in policy is often like what is definitely not allowed and under
what circumstances um and and but then the procedures which is like how a policy is implemented that is all determined it within the the um school district um outside of the school committee. So like the uh we we have a designate in the policy who's like our
AI um kind of our a what do we call AI not officer >> coordinator >> AI coordinator yeah so we have like our AI coordinator who's going to be somebody in the district who already has a job in the district who this is just going to become a part of their job and this their job is going to be coming up
with the procedure um around this policy. So the questions that we're being asked around like what happens if people get caught using AI or like if we can use it for some things, how are we going to know that we can't use it for everything? That's all falls within procedure. So we're basically coming up with a policy to say here's our um our
values on AI as a school district. These are the things that we um that are important to us. Um these are the places where we definitely don't think it should be used or what what that we're like the the fact that teachers aren't going to be using it for grading. That was really important. That's a part of the policy. Um, but we're also
designating a lot of the day-to-day questions for our um our uh AI policy um person um who will then communicate back to us. So, if there's something that they feel like really needs to be added um it's come up so many times that we
we've got to add it to the policy um or we we missed something that we didn't realize it's not going the way that we thought it was going to go. Um they will give us that information. We'll be able to change it then. but also like you've really demonstrated in your survey like you guys the students already have the
power to give us feedback um about that kind of thing as well. So I would be curious to hear you know in a after we've had this implemented for a year or two I would be curious to see like another survey you know and how how do the students feel about it now because um >> that's something I want to touch on before I >> adopt
>> so that's that's my is just my um that's kind of my my context for this. So, the questions are great questions and I think they're probably mostly um sort of with outside the purview of the school committee, but >> Right. >> Yeah. >> Yeah. Tim. >> Um,
it's I think it's crazy to assume at this point that somebody who is already employed and already has like full-time work like educating is going to be able to be an AI coordinator because this is a it's a it's an ocean of or tsunami of
um information and that is going to be available to everybody. Um, it's just a there's a lot more thinking that needs to to be done around it and having a I mean, I know we we we've talked about how we have to
have a policy going forward before this. >> Um, and I think that's great. So, I'm just I want to just make these comments. Um, >> well, because I'm thinking of it. >> Yeah. >> You know, and it's nuts to think that a teacher is going to be a one teacher is going to be able to handle this in even
a part-time capacity after a full-time job because this is it's so much to manage and so much to handle. Um but there's that part of it and there's more but we'll start with that one. >> Right. I think it's important to me and
I think this might have been embedded after the first read was um a requirement that it at least that it be reviewed at least once every term. >> Yes. So because it's just going to change so fast that I wanted to force any future
committee to have to look at it at least once every term kinds of adjustments, right? >> It's almost the only policy that would matter is that we need to look at this again like in a month really but >> that this needs to be
>> just reviewed. Yeah. and and that our pol the school committee policy um I think if we're going to if we're going to go hands off I think we should you know make sure that we're not by hands off I mean if we're only setting up guard rails that we should be setting
up guard rails but they shouldn't deflect to a person who's going to handle this part-time or handle this on whatever capacity we really need another almost another position to >> well Sam I would love to hear Sam and Michelle's thoughts on the coordinator >> I will say This this sounds like a like
when you kind of it's a four-page policy. There's a lot of different things to keep in mind. This is already a job. I mean, we we already we have we have a we have a lot of jobs that are like this that are part of people's jobs. That's a pretty normal thing in
public schools. So, you know, it's and I don't know, you can speak more to the staffing of it. Um uh but I I I don't think this is adding as much of a lift as it might appear >> initially. >> Initially >> we might find in a year or two that
create it could be something that we we do have to do at some point but I don't think at this point it's that big of a lift. >> Well, we don't have the money to do it today and we need a policy. >> Yeah, exactly. >> Michelle, what do you think? So, I think Julianne I think feels pretty confident
that she could start this work and lift it. I think we just have to be like cuz there are other um policies like the plagiarism policy that support this policy. But I think we need clear
practices in place and like Jess had mentioned what is the training and professional development going to look like for teachers to prepare them for this work. So I do think that from our end we have to do more around the what is the PD and then what are what are our
practices because the policy sort of sets the expectation but we have to say all right step one if this happens then this happens we need a flowchart >> for how we are going to then handle issues that arise >> and it we do have
>> yes once I'm going to pause everybody does anybody have questions for Jess >> you can step away from the >> I also do have one question. Um I had like while I was sitting there on my free candy table, um >> I had like six teachers approach me on the hunt for free candy. Um and also and
also to wonder and ask about what I was doing. >> Um so they were a lot of them wanted to give like more detailed feedback and stuff and I was wondering if I should create a separate survey and have Mr. Evans send that out to teachers and then
get responses from them. I think their responses aren't going to impact policy, but I do think it will impact practice. So, for sure, I think that would be a really good next step for us to help identify. All right. So,
if a teacher encounters suspected use of AI, what are their next steps? And we do say reach out to the AI coordinator in our policy, but what does you know like how soon is there reform? like all of like that stuff we have to iron out as a
as a district and I think teachers voice in that process is important. >> Mhm. >> Yeah. Just I'm concerned concern is give me one you're next. Anyone else have questions for Jess? >> Jess has any further questions. >> You can stay at the podium or you can have a seat. Tim,
>> I really appreciate you guys. That was wonder. >> Incredible. So anyways, that's I mean I I'm not sure what our job is here again regarding something like this. My I'm just going to say that my fear is like
bringing a knife to a gunfight, you know, is kind of uh I don't want us to be naive. I don't want us to wander into something and get creamed, right, >> by AI because AI is is changing the the whole face of the world. >> We have to remember we're not alone in
this either. We are one district out of 350 districts in the Commonwealth out of 50 states in the country that are just starting the So my consolation personally is we're going to implement something because we need a we need a baseline. >> This committee's term ends in 2 months
which means that in the next 12 months the new committee will be forced to look at this again to check in. Yeah. >> So at least there's that and then we'll know that by annually it's getting at least which no other policy gets that regimented review. >> Have we do we have any built-in
mechanism for um this to get reviewed sooner than that if people feel that they're being overwhelmed that this AI thing is much larger than than >> I mean yes expected >> in the policy. Yeah. Um, so it will be regularly revisited and evaluated to
ensure that it remains relevant and up to date with the changing technology landscape. When revisions to this policy are recommended, the Genai coordinator will notify the superintendent, school committee, and policy subcommittee chair. This policy will be reviewed and revised by policy subcommittee in consultation with the Genai coordinator
by the 1 July of each new term. >> That's perfect. So every complaint at the micro level will get lifted to the macro school committee automatically by virtue of that policy which is >> right to be reviewed though on the same schedule. >> No that's saying there could be
additional reviews. Yeah. >> If if they're arising from complaints like teachers saying hey we're starting to see this funky thing happening that is by virtue of this policy getting lifted automatically to that coordinator who has to lift that automatically to the school committee. So we have to be notified. Right?
>> We may decide this is a little wrinkle now. Let's watch it. Or we may decide put this on the agenda. We need a falsome discussion. You know, they would be forced to address it one way or the other. >> Whether they decide to step away, they might. We're not in control of the next committee. But >> so, but that's something that could
could come up at every school committee meeting. Any school committee meeting by virtue of any complaint made on the agenda. >> Yep. >> Yeah. >> Any complaint made by the Yep. I got >> by anyone working it on the ground, which is nice. It's a nice And I'd also say that, you know, we we don't exist in
a vacuum. You know, I know that the collaborative for educational services is working on this now. Like a lot of different school districts are are working on their policies now. And so, you know, as this wheel comes together, we'll be able to see what best practices are. We'll be able to adapt the policy and we'll be able to take the things
that are really great and leave the things that don't really work and and I guess eventually AI will write us some amazing policy. Um, >> that was something that I wanted to clarify real quickly as well is we we have to have a policy in place by the beginning of this year. >> No,
>> no, that's a different that's that's for our um that was for our competency determination. >> Okay. This policy I I just personally felt compelled to get something on the books. >> It was it was brought to us by Julianne in February. And so this is in response
to a request from the district for a policy on the books. >> I'm just our buildings are new, their tech level is higher. Like it just felt more pertinent to >> we had a there was and there was also a situation in another school district um
where a uh a student used AI to write a um an essay and received a a a failing grade because of his use of AI. and then he failed the class and his family sued the school district because there was no AI policy um in place that said that
that counted as plagiarism. So like that I and I don't know I'm not super conservative around avoiding lawsuits but um I think this is an easy one to avoid by having a policy. just quickly um because I wasn't involved in the in the development of this AI policy. I
came on late, right? >> So I was >> Well, I mean you were involved in the development of it. You were just >> from the genesis meeting. >> You got involved in at at when we were about halfway through it. Yeah. >> Right. Um so anyways, just real quick and then I'm I'm done with this.
My my thought about this policy is that the the least amount of policy we can have is is probably the best way to go until we have some idea >> um of what we're facing going forward that like later the next school
committee or whoever the next school committee needs to to look at this. it needs to be something that can be I don't know if it can be uh forced onto their agenda somehow or if if we can have something in the what the council
does now that can force them to look at this when >> the answer is no aside from complaints to staff >> right if we pass that >> if we were to pass that if we do nothing then there is absolutely nothing that will require them to ever consider it period >> yeah um so I think we at this point if
we get a second read and a second. The second read would count as the motion and then the second would put it on the floor. Then we can have further discussion. I just don't want anybody to feel like I'm cutting them off. But this is a long >> reading. Do you want me to read the whole thing?
>> Do we have a copy? >> You have to read the whole thing. >> Okay. >> Do we have a copy of it by any chance? >> It was not in the packet. >> In the packet. >> Okay, I'll read it then. >> Everybody get ready for my dula tones. Um >> I'm ready. So this is the um East Hampton Public Schools generative
artificial intelligence policy for K to2 uh teachers and students. Um section one purpose the mission of the East Hampton public schools in line with Desi's educational vision is to ensure that students education prepares them to live meaningful and productive lives and to
fully engage in work in civic life and in personal and intellectual growth. Strong indicators from research and economics point to generative AI, Gen AI, as a key technology that is becoming increasingly central to many domains of our social, political, and economic lives and that all people will benefit from having fluency in Gen AI concepts
and use. Learning to be a skilled and ethical user of Gen AI is part of the preparation that students need for the future and a component of becoming a digitally literate citizen as described in the Commonwealth's digital literacy and computer science curriculum frameworks. Therefore, the purpose of this policy is to support the wise and
appropriate use of genai in the context of teaching and learning to help strengthen students skill with technology aid deep learning and creative thinking and help develop students ability to engage ethically with the digital world. The purpose of adopting this generative artificial intelligence policy is to provide a
broad guiding framework for responsible, ethical and creative use of genai in our school district by teachers and students. It is not a comprehensive policy to govern all possible uses of Gen AI by by all people in the district. Um so section two definitions generative AI refers to machine learning models
that are trained on vast data sets and are intended to create new similar data. They can be used to generate text, images, code, video, audio, and other forms of content. Gen AI can come in the form of standalone tools such as chat GPT, Claude and Magic School or as a component part of another piece of
software such as the image generator in Canva or the help me write extension in Chrome. Uh, Gen AI fluency. East Hampton Public Schools understands Gen AI fluency as the constellation of skills, mindsets, and knowledge that a person needs if they are to use or engage critically with Gen AI. Components of
Gen AI fluency include understanding the basic underlying technical functions that make Gen AI work and therefore what it can do well and what it cannot do well. Recognition of a range of ethical domains that are relevant to Gen AI, including but not limited to the possibility of bias, data privacy and
safety issues and environmental concerns. Awareness of information quality concerns such as unintentional AI hallucinations and the possibility of disinformation. ability to discern when Gen AI is an appropriate tool for a given task and when it is not and the ability to use Gen AI tools wisely,
appropriately, and effectively through prompt engineering strategies. Um, section three, instructional uses of Gen AI. Uh, professional learning. The district will provide regular and ongoing professional learning support to all educators to help them explore and understand educational uses of Gen AI,
equity and justice considerations, data privacy concerns, and other relevant topics. Um, school leaders will regularly assess teachers professional learning needs related to Gen AI. Uh, the classroom uses, the superintendent will designate an administrator to serve as the Gen AI coordinator. The Gen AI
coordinator will maintain a list of Gen AI tools and applications that the district endorses, including information about the relevant data privacy agreements that the district has with the Gen AI vendors. When teachers use Gen AI in the classroom, it will be to supplement, not supplant, instruction. Educators will transparently disclose
via APA or MLA citation and/or verbally describe to students all instances of Gen AI used for instructional purposes. Educators will follow all legal and data privacy guidelines to ensure that student data and privacy is not put at risk. And students are expected to adhere to the district's acceptable use
policy and all other relevant behavioral and academic integrity policies and guidelines when using Gen AI uh digital literacy and 21st century skills. Students will be given regular opportunities to engage with core concepts and practices related to Gen AI to help them gain fluency with Gen AI.
Students will have opportunities to learn about ethical issues that arise from Gen AI. Students will learn how to critically evaluate information generated by or possibly uh generated by or uh possibly generated by Gen uh Gen AI. Uh grading
and assessment. This is adapted from Oxbridge. Um the district encourages the professional use of AI for formative and sumitative assessments uh to improve the efficiency of grading and feedback. Teachers will ensure that AI supported assessments align with curriculum
standards and maintain the academic rigor and fairness of the grading process. Students and caregivers must be informed when AI is used in the assessment of work and have the option to request human grading for any assignment or assessment. Students and caregivers may sign a form at the beginning of the year explaining and
agreeing to this policy. This form will be generated and managed by the Gen AI coordinator. Um this next section we we added based on the last um conversation. Um plagiarism and cheating detection.
Teachers may use Gen AI plagiarism detectors that have been vetted and approved for use by the district. Um, AI plagiarism detectors are currently unreliable and as of this time may not be used by teachers in this district. When student work is flagged as plagiarism or cheating by such
detectors, teachers will first have a conversation with the students, build understanding about how and why the student used genai and about appropriate and ethical use of Gen AI. And the teacher will then follow school and district discipline codes, academic integrity codes, and other policies and guidelines with consultation from the
Gen AI coordinator if necessary. And again, just because you guys don't have it in front of you, the the important part to pay attention to is that currently there aren't any that we can use. That's right. Um, but if there is, um, it will have to be run through the, um, through the Gen AI person. Um, data
privacy and legal guidelines. Any Gen AI tools endorsed by or used in the district will comply with all relevant laws and guidelines related to user data, including student data. Uh, students and families will be informed of the extent and purpose of any student and family data that is shared with the Genai systems. The district will develop
and disseminate guidelines to help teachers and students understand considerations related to Gen AI and cyber security and uh legal use. All Gen AI applications endorsed by this district will comply with local, state, and federal laws and regulations. They will be reviewed regularly by the Jedai
coordinator to ensure compliance with legal standards. Um incident response. The committee expects its administration to follow the district's incident response plan appropriate to the nature of the incident such as cyber bullying, data breaches, plagiarism, and etc. for responding to incidents involving Gen
AI. That was another change that we made because it had just said incident response plan and we were like what incidents? What are we talking about? It was about like our specific response planes for cyber bullying and and plagiarism and whatnot. Uh the genai coordinator will be responsible for ensuring that the appropriate incident
response plan is followed for the nature of the incident. Um equity and accessibility. The committee expects its administration to develop guidelines for ensuring that Genai is used in a way that is equitable and accessible to all students. And finally, review and revision. This policy will be regularly
revisited and evaluated to ensure that it remains relevant and upto-date with the changing technology landscape. When revisions to this policy are recommended, the Gen AI coordinator will notify the superintendent, school committee, and policy subcommittee chair, and this policy will be reviewed and revised by the policy subcommittee
in consultation with the Gen AI coordinator by the 1 July of each new term. >> Uh, can I get a second? >> Eric did it. Oh, I'm the one recording that. >> Yeah, >> Eric, is that a second? Thank you. Uh, okay.
>> Like Sue. So, the motion's on the floor. Um, for everybody who just listened to that, apologies, but this is legally what we have to do. We have to read it into the record. >> If you would like to play it back when you need to fall asleep tonight. >> There you go. Well done, though. That's a long,
>> you know, I brought my tea for a reason. >> Um, okay. Any other questions? >> Have a couple. >> Yes, Megan. >> Um, I think you mostly did this. Did you highlight all of the changes, Sam, as you were reading? Okay. So that was the three point the plagiarism and cheating
detection and then the um review and revision. Perfect. >> Um and then the uh incident response. >> Thank you. I just want to confirm when was our first read. >> It was when I was in the airport I think >> which was a month and a half ago. >> Okay. I just wanted to confirm then like remind us all that there's time there's
been time for public to hear this. The students have seen it. Like I just >> we delayed it twice to make sure that we had time to gather all >> August or September the first September meeting. So, actually I have it on here. My the first the first reading was July
22nd >> and >> Oh, it was back on in September and we kicked it so we could get the student input. >> So, we could get student input. >> That's right. So, this has been considered >> we've considered this one a lot >> and then before the first reading to the full committee. This was considered in
two or three meetings. >> Three policy meetings. >> The policy subcommittee. Okay. And again, I uh want to also do like a major shout out to um Julianne who yeah this >> Julian Le curriculum coordinator >> our grants and curriculum coordinator who put this together
who's going to be our AI coordinator and has been acting as such essentially um and who um has worked on this with I believe an intern or a student teacher last year or something. It was it was cool like it was a neat um project that they did together. So, um, that is where
they did most of the research and, um, mostly they mostly put put this together. It was great. >> I sense more questions. >> I have one more. That's fine. >> It's little. It's little, but that one section that you were um describing to us where there none of the checkers are approved. >> Yes, that was >> you've written into the policy. You've
written in the policy right now. Is it written in that because none are approved, none are allowed right now? Yeah. Does do we want that in the policy? because then the gen AI coordinator would not be able to make a decision and implement it policy. >> They would have to come to us and
>> they'd have to come to us and we would have to approve it >> before I think that's and I would I would advise that's such a big change I think we should >> and we saw the kids voicing that concern too like that's something we want to vet pretty exhaustively before we put it in
the policy. Eric, did you have a question? >> I had thoughts about the survey but I don't know if that's relevant. >> Sure. >> Yeah. I just was I thought it was promising that the kids were much more critical than you might assume. I think that at the end of the day for the majority
of kids I think half the kids were on the five and below and how much they like it and six and above was just over half and I think that that's shows that >> I mean our main objective is to help kids become critical thinkers and when you look at >> the reward of critical thinking over the
reward of just saying hey how much is this and it gives you an answer it's undeniable that even for kids it's they want to think and they want to dive into knowledge. So, I thought that was promising to see. I think they're skeptical as much as we are. But I also thought it was interesting to see how
unsure they are with AI and I think that's what you had alluded to about professional development and helping teachers because we know >> these kids are they in technology. They know the technology and they're still kind of like I'm not quite sure. So, for the adults in our schools, the teachers,
we need to really make sure that yeah, >> they're really well supported. >> Really well supported. I think that like that's such an important point to remember. And also I don't know if this is like just something about like getting older or something, but I feel like every year I get like more and more worried about kids cuz they seem so different for me culturally like and
just what I remember of being a kid. And it's like nice to see this cuz I'm like, "Oh, we're all like living in the same world. We all have the same concerns and for now >> for now, but like you know we're not as different as I as I it feels like sometimes." So, I appreciate um I
appreciate you guys doing that work and bringing that perspective forward. Um >> yes, Linda. >> Yeah. I just want to uh just sit here and have a moment to say that, you know, we're at at this time that this is going to be policy that in a very very short
time is going to be changed radically because of what what we're dealing with the very nature what AI is. I understand, you know, when you say visami, all of this coming in, it it's probably going to be the most helpful tool in many ways that we could even imagine. We're sitting here and almost
looking at it in this punitive somewhat way, but in reality, it's going to change the way that we can educate, you know, and that we'll all be educated. I personally use AI almost every day. >> I do it in ways that I feel are ethical. you know, but so there are ways that you
can use it and develop. And I love that part of the policy that we talked about that in the policy recognizing that this is going to be something that critical thinkers are going to need to have as much as not have, you know, because in
the future you could do deep dives on things and then say, "What is that? Is that deep dive really good over here? Is this?" And that's going to change the way that we even analyze everything. So that's all I just, you know, and I also want to say that I recognize that and
for you Laura, this was you really wanting to push, you know, getting this on here that starts with Sam. >> Yeah. But you know, but getting, you know, and I think that was after I left. No, actually we started talking about policy when I was still on policy because I can remember Ben and I talking
a lot about it >> and um so having something and have in the books and recognizing it's going to be >> ever evolving like so as education has been. >> That's right. Yes. Derby. >> Well, I I think that this is um you know
I I reflect on when we changed from typewriters to computers. >> Does that happen when I was in high school? >> Hello. Hello compatriate. Yes. And uh and it was it was funny listening to people talk about how computers were going to change everything and how,
>> you know, they were really fearful of it. And and I think that it's important for us to recognize this is going to be a tool and if it's used appropriately, it can be a tool that can be used for a lot of really useful ways that can really help people becoming critical thinkers. And I think it will be really
interesting to reflect on this like maybe even a few years from now, but to see how this holds up over time and to see the evolution of the technology is going to be really interesting to kind of take a put a little pin here and then
look back in a few years. >> I'm excited to do that. >> Julia, sorry Frank is not with us this evening. She as well as myself is a former history teacher and so I will just point out you can trace that farther back. You can say they did this when television came on. They did this when radios came on. They did this when
the printing press was developed. So yeah, >> exactly what I was Yeah. This is just the beginnings of something, >> right? >> Uh, anybody else have questions, comments? We do have a vote on the floor. So if we're done with questions and comments, then I will roll call vote.
Righteous. Uh, Tim, do you want me to begin or end with you, my friend? >> Okay, let's begin with you, Tim. >> No. >> No. Eric, >> I >> Megan >> I >> uh I'm going to skip myself now. Sam >> uh I >> Linda >> I mayor >> I
>> uh Laura Scott I. >> So that is I >> six I one nay. Thank you Tim. I appreciate you. >> Uh motion carries and we will we the next committee that will be seated in the first week of January will be required to take a look at this by July.
>> Okay. So, uh, we'll have >> whoever they are. >> Whoever they are. >> Whoever they Yeah. >> Um, well, I mean, there's certain odds and some of us will be here. I don't know which one, but logistically impossible that all of us will be gone. Um,
>> all right. So, that is it for the AI policy. It feels like two hours ago we started that conversation. >> Feels like >> Sam, anything else from the policy side of things? >> Uh, no. Nothing. >> Greatness. >> Yeah. Oh, >> yes, my friend. Go ahead.
>> So, uh, last meeting I talked about like advertising clubs and over like the week I saw some >> and, uh, I thought that was really cool. >> But you yanked those levers of power and you saw some results everybody democracy works.
>> But all you have to do is sit through a really long >> um, I'm glad to hear that. Did you join anything? Anything good? No, but my sister might join a theater club which she saw. And then I have another thing
uh to add. So uh I asked some students around in 8th grade and like any changes they want with school and most of them said uh no ST math >> interesting. >> They're not fans of that.
>> What are your personal feelings on ST Math, Henry? >> I mean I just do it. I like like the extra practice but I feel like a lot of like the games you have to do in it are really tricky and it's instead of like math, it's more like just trying to like
how to use it. Well, cuz it is kind of confusing, >> right? Interesting. >> Yeah. >> What should we be revisiting now? We'll be discussing our curricula in January. >> Okay. >> You'll be here. >> Yep. >> I may not, but you will. >> Mhm. >> All right. Thank you for that. >> Really hope that you're there, Laura.
>> Um, this is what you get for setting the bar so high, Jess Walter. See what we have now. >> Thank you. Delightful monsters. Um, finance subcommittee update. >> I don't have any. >> No finances. >> Perfect. >> Yeah, there's Yeah, there are no finances.
>> That's not >> That's about That's about to kick off. >> That's a joke. >> Okay. >> Um CES update. >> Um I am I put myself on the CES search committee for the new um director. I'm
one of the um Hampshire County reps on that. Um >> how many folks are on that? >> There are um four I believe from each county for the uh or three from each county manageable >> and then there's a couple of the cabinet members from CES and there's a union
member. >> What is their timeline, Sam? Um roughly when do they expect to be interviewing? >> Um hold on. Let me pull that up because I want to give you the right answer. >> Okay. >> Um hold on. Um, I had it a second ago.
>> Just like a month. >> Yeah. Okay. So, I'm going to look at my notes. Um, maybe. Okay. Uh, so we're going to be it's going to be J January is I believe when the interviews are going to be scheduled
for. Um, and so we should have somebody new pretty quickly. I'm like a superintendent position like it's not like it's going to start with the new school year, you know. So, um it'll start pretty quickly. We're working with a um company called AESA um which is a
um education or it's kind of like a um it it's actually kind of it's it's a sort of education adjacent search company for organizations like the collaborative. Um and it's uh in Texas from Texas. The guy that we're working
with is uh very Texan. Um, but he's actually like really good. I really actually was it was a great >> That actually is doing a lot of work. >> I'm just saying a lot of family in Fort Worth. >> I'm not saying anything. Look, I'm an Eagles fan. Okay. Um, and but but I um
>> No, what I meant is that like we we thought we were going to want to go with somebody more local. He actually like just really gets the way that collaboratives work in a way that was surprising to me. So, um, so yeah, it's uh it's it's going good. We're get they they're doing like a lot of um uh kind
of feedback groups with the staff that work there, with the unions. Um they're kind of coming up with the structure of um you know the the brochure that's going out. Um just got a copy of that to look at. So anyway, I'm on another search committee even though I said I wasn't going to do any more search committees ever again and uh it's
actually really fun. I've had a good time with it. So >> good for you. Thank you for represent. Yep. >> We appreciate it. They're very lucky to have you. >> Um >> Yeah. Right. NBS playgrounds. >> Um I just earlier today saw that a quote
had been sent through from Miracle. So now we have two and we're going to set some meetings up. And >> those are the two that you had sought, right? You saw two? Yep. Great. >> So there's miles to go before we sleep, >> but we have another piece of information. >> Wow. >> Sorry.
>> No, I mean Okay, that's a choice. >> People before we play. Sorry. There's miles to go before we play. >> There we go. Um >> that could be our slow >> slow steady process. >> It's great steady. It's it's working. >> It's happening. >> It's happening. >> Um that all for them. That's all.
>> Uh Master Guyette, do we have a wellness update yet? >> We are meeting. >> It's been 2 weeks. Your meeting is >> 28th. >> Yes. Of October. >> 28th. Yeah. >> All right. Great. Which is also ragshack. >> That's awesome. >> Okay. So, way to go guys. >> Wellness and ragshack definitely go
together. >> My wife will take the kids and that's okay. We can we can move it. >> No, we can't. >> All right. >> Just saying doesn't want to be here for >> wellness. We can bring you to Tootsie Rolls. >> Got to talk to them about those Tootsie
Rolls. Anyway, we need a policy about being anti- Tootsie Roll. >> Fiscal crisis sign on letter. >> Um I will have some updates. So >> we don't we're not This says vote. We're not voting on that. We're not voting on it, but um I'm so I I talked with our
friend um Jesus Deva who we worked with um last year. >> Magnificent unicorn of a man >> who has moved from Greenfield to North Adams. And um we talked a lot about home ownership and how um how uh hard it is when you first buy a house that's falling apart. But um he and I uh talked
the other night. He's been working with the MTA on he was aware of he was not aware of the the letter that they sent us but he's been working with them on these initiatives. So what they're actually trying to do is get there are seven um uh policy or seven um uh pieces
of legislature. I'm so sorry. Every time you ask me to say anything I like lose the ability to speak. Um but um so there's seven pieces of legislature. That's kind of what that we that we were meant to be endorsing. It's a little unclear. >> Pause. Yeah. So we had this conversation in our meeting two weeks ago. It was a
very prolonged conversation I think because we really picture and nobody was here to present the information. So >> seven pieces of legislature that MTA is asking >> uh that local communities endorse um so that then our representatives might
endorse it and vote for it. and uh it's all related it's it's all stuff that supports kind of the general vision of the resolution we signed last year around school funding that we sent to our um representatives. So what I'm going to do is I'm going to write I'm going to take those seven pieces of
legislature and put it all into one thing that we can sign as a and endorse as a group and send to our colleagues district. >> So that packet is going to be sent to us and we're also going to send it to the EA which is our local teachers union. I'm going to extend an invitation to the
offices of both Rep. Gomez and Senator Visas. Senator Vis isn't here in C2, but he could send someone from his office. >> Yeah. >> Um and so we are going to request their presence on the 11:18 meeting. If they can't make that, then the backup is December 9th. >> Yeah.
>> So, um we will be um discussing this will be an item on the agenda for discussion on the day that I can get some representation from >> I think that's awesome. I think because I think that's really going to have the most impact is if we can get them to be a part of that conversation. Um and then
I would like to um send it out to our neighbor districts and uh our city council as well. >> That's right. >> If I may. >> Yes. >> Didn't we discuss this last? >> Yeah. Remember it was just like the weird you could only as a singular person choose to sign it or not. >> And is that not where we
>> that's where we decided to leave it, right? Was as a single >> That's right. >> indivi like it could be individually signed. >> That's right. And what what I suspected but couldn't speak to at the time was that there was actually a larger movement about putting forward actual legislation rather than vague list of
priorities. And there are these seven bills. And so this is what we are trying to better understand and decide whether or not this is worth >> and they're basically what we passed last year like substantially. It's all this it's all the the ask that we made
last year when we when we wrote that um resolution and passed it. So >> I kind of feel like it would be since we have legislation now, we should just sign on to that. And we're also trying to build a structure so that when these type, you
know, if we're facing a lot of questions from a federal government that for example like fired half of the DOE several months ago, we sued them to stop those firings and then a week and a half ago they fired the other half that were left there. So as we're trying to figure out our footing and how to push back,
what we're trying to do is build something more effective than like I also support this. We're trying to create the um scaffolding so that we have a system where we're automatically sending this out to neighboring communities. We have joint meetings. So rather than six city officials signing a
piece of paper, you have 26 districts saying we unanimously are in support of this legislation and this is why. >> Go ahead. >> I thought we were moving this up to um the board of whatever they are. >> City council. >> Thank you.
>> Right. Yeah. Yeah. So, I circle back to that. They didn't know what we're talking about. So, Sam did the background and said, "Okay, this is actually originating with MTA, with the statewide teachers association in their union." So, we're now capturing that legislation, which I think is something
we can more easily sink our teeth into rather than the vague priority list, which is what was sent to us. >> Um, actionable items. >> I I will produce a thing to look at. >> Yeah. >> And provide it in advance. We can all >> Yeah. And we're not Yeah. We don't need to have a prolonged conversation
tonight. I think we just wanted to buff. >> I just wanted to put it out there. >> Yes. What we talked about last time that's not done. We're not fully prepared to continue the conversation, but it will be coming in either November or December when we cannot be bending the ear of Mr. Gomez, Mr. Beis. >> Yeah, that's that's what I was
interested in. >> We could also invite Joe Cmerford who to my knowledge does not support much of this legislation and maybe many of her constituents might be interested to learn. >> It might be good to ask Joe Cford if she would as well. So anyway, >> I'll reach out to her. >> Okay. Uh so that is the fiscal crisis
sign letter. Uh we're going to move on to action items. Um Megan, do you want me to read these so that you can do your secretary thing? >> Um yeah. Okay. >> Yep. >> Megan is taking notes for us this evening. All right. Um
>> All right. Are you ready? >> Yep. Motion to approve the minutes of the October 7th, 2025 regular session meeting. Can I get a second? >> Second. >> Thank you, Sam. All those in favor? >> I opposed. Abstensions. Motion carries.
Uh motion to approve and release the minutes of the October 7th, 2025 executive session meeting. >> Second. >> Thank you, Sam. >> Yeah. >> Okay. I couldn't help that was you. >> That was me. >> All those in favor? I >> I
>> opposed extensions. Motion carries. >> Uh motion to approve the accounts payable authorization for payment dated October 9th, 2025 in the amount of $1,527. Going to get a Thank you, Sam. All those in favor? I
>> I >> opposed. Absentions. >> Thank you, Eric. Motion carries. Motion to approve the school payroll dated October 16th, 2025 in the amount of $657,17456. >> Second. >> Thank you, Sam. All those in favor?
>> I opposed. Abstensions. >> Thank you, Eric. Motion carries. Motion to approve the accounts payable authorization for payment dated October 16th, 2025 in the amount of $729,43058. >> Second. Thank you, Sam. All those in
favor? >> I I opposed extensions. >> Thank you, Eric. Motion carries. Motion to approve the superintendent goal plan proposed at the October 7th, 2025 meeting as presented. Can I get a second? >> Second. >> Thank you, Sam. Um, any questions about
that? Does everybody remember that? >> Okay, great. Um, all those in favor? >> I >> opposed abstensions. Motion carries. Okay, that moves us to the transportation appeal till
>> Yes. >> I was kind of supposed to be more of a discussion. >> Absolutely. >> You've seen us. >> Yeah. And I didn't know why I needed that for be honest with you. >> Right. >> So, if you wouldn't mind, I'm just going to lead up. I've lost my chat. Be with
you shortly. All right. Um, so what this is for the public, these don't happen often, so they may not be familiar with this. This is an opportunity for residents to appeal when there is a disagreement or misunderstanding revolving around our school bus transportation policy.
>> And so that is what you are here to speak to tonight. >> That's correct. >> So if you would like um I think it'd be great to hear your narrative to kick us off and then try to corral the questions for you. >> Please feel free to settle with questions at any point.
>> Sure. Raise your hands folks and I'll call on you. >> All right. Go ahead. >> So >> Mr. Shelby, >> three years ago I was uh having my kids to sign up to take the bus to school. They go to Hilltown Charter School. I currently have a sixth grader and a fifth grader. >> And you're a resident of East Hampton. >> Sorry. Yes. Res. Yes. I was told they
have to pay a fee for it, which if I have to pay the fee, I have to pay the fee. It's part of part of the deal. Uh upon review of it, I found out that if you live 2 miles or more from school, you have to pay the fee. I did a quick Google search on it. Hey, my house is 2
milesi from the school, it says. I thought it'd be free and clear. I uh was later told no, I have to pay the fee. I disputed this with the previous superintendent and to be honest, it didn't go that well. I uh was told that a police officer or sorry, a
public safety officer had reviewed this distance and it came to 1.9 miles. I was This is really close. Keep in mind that distance you were talking a couple hundred feet makes a difference. I inquired about this. I asked,"Well, what driveway was used for the school?"
And I was given this quote actually is, "You can pay the fee or not use the bus. I'm not going to argue details on this matter." I thought that was, you know, kind of set a good tone for me to not be happy with things, but kind of stuck between a rock and a hard place. I have to pay the fee and move on
with life. This year, two weeks, one week before school started, I'm informed my sixth grader was not eligible to take a bus because we lived two more than 2 miles from the school. I've already disputed this and I knew in my mind I was correct. I drove the
distance to the school and sure enough it hit 2 miles in the parking lot and I thought, "Okay, this just can't be right." I continue to dispute it. I had the pleasure of taking a a drive with what's his name? I do apologize. Um,
>> detective I can't remember his name. I do apologize. >> I think it might have been Detective Lieutenant Alexander. >> That's correct. Yes. >> Lieutenant Detective. Yes. >> He drove for me from my house to Hilltown Tire School. >> Mhm. >> He confirmed the distance to be 1.9 miles in front of the school on O'Neal
Street. However, when you pull into the school before hitting either entrance or or either drop offs, you you pass two miles. And I'm thinking here, okay, well, it may have just been a miscommunication or something about the details of this. I should be all set.
Then I was informed that the distance is actually measured from the school to bus drop off, >> which was never which is not in the school policy. The transportation policy states to the school. So I was I'll be honest, I was very upset by this because it's a change. The policy is not being
adhered to to the word. It's being interpretation of the policy. the school bus drop bus spot is not even on school property and it's not labeled. So based on that looking saying we're looking at a kind of made up point on the street
that city owns not school property and the policy is stating to the school >> would question. >> Sure. Yeah. >> Would um would your situation create have to create an extra
stop for that bus in order to keep it under 2 miles or or you talk about the drop off point for all children? >> Drop off point for all children on the bus going to Hilltown. Okay. The bus stop located on Wheel Street. Yeah.
>> Um I disputed this again and I was told that no I it's the bus school bus drop and that's why I'm here because I don't feel the policy has really been adhered to and now I'm looking at this also saying well gee in another year or so it's going to
come up again once another child. I was fortunate is the policy right now is it's not the policy it's the practice right now that if a child has a younger sibling who is eligible for the bus we're letting them take the bus still and I thought wait a minute now when my my oldest son is now out of the school
system or out of that school I should say >> my youngest son won't be able to ride the bus anymore most likely or have to rely upon >> the uh when your younger child kind of ages up hits that like fifth grade >> Exactly. Yes. that there's a very good
chance if the fill the bus program is not being used or is over full, >> I will be told he's not eligible anymore. >> Right. >> And that's really where I'm at today is that it's I feel like I'm not being the policy is not being adhered to the wording of it. And the other part that
had me quite concerned is that looking at the situation now, the bus measurement spot is being used on O'Neal Street. We're not entering into school property at all. The entire 1,500 ft drive Mountain View is being utilized. The bus drop off spot is
located on Mountain View property. >> The bus drop off spot for Hilltown is not on school property. That makes a difference there. >> Yeah, I think I I think a useful point of clarification because I I don't want to misrepresent your words, but you said how the your your position is the policy
isn't being adhered to. When I'm listening to your narrative, it kind of struck me as maybe the policy was a little too vague and is leaving if it's saying to the school that it may not be as precise to describe that as not being adhered to as it's a little subjective.
>> Oh, abs very much so. Yes. Cuz if the policy was in effect saying to the school bus stop bus drop off, >> I would be 1.9 miles. I would pay the fee and I wouldn't wouldn't be here today, >> right? But that's not what the policy states. >> Right. Here's and I'll give you a second
example and then we can take questions. So we've had this conversation with a number of families at Mountain View and the calculated drop off point at Mountain View is the top of the hill, the top of the driveway. It's not to the school. So when they're calculating that mileage,
>> yeah, >> I was told it was consistently to the bus dropout spots that both drop off spots were used for the calculation. That might be the case with Hilltown because they're trying to find a location. Now, >> I'm actually talking about Mountain View here.
>> That Mountain View school uses two separate bus drop off spots >> because of that. >> I wonder if since Mountain View has opened and it isn't just Whitebrook because when it was Whitebrook, it was always the top of the driveway. It was my understanding that that had remained. So, let's kind of get into this and see
how this is going because this is going to involve Mr. Tily's family. This is also going to involve the superintendent's office. It's going to involve the transportation office. So, there's a lot >> going on here. >> Yeah. Yeah. Yeah. Yeah. So, let's go ahead and hear from Dr. Balch about how you understand the facts of the case.
>> So, when Mountain View did open, we had a a lot of parents concerned that because it was Mountain View was further back that >> extremely long driveway. >> Yes. A third of a mile. So with the the bus company, we actually rerouted all of the buses and took into consideration
there's actually two pin points that are used to determine mileage. One is in front of the middle school and one is in front of the elementary school. So there's two pins to the bus drop offs that we use for calculation. and you know is allowed actually like I don't
know by using those two 15 more kids to be eligible for busing because of just like lit literally the distance because the school was moved back. Can I ask how that was codified because I get we've had a nice primmer tonight of like the
conversation of policy to procedure to practice. >> Stop. >> So I know that that wasn't codified in our policy. Correct. It is not >> that was codified which isn't unusual but codified by but when we're
determining bus routes like so Durham actually gives us the mileage >> right >> so we we they have a software program that they use and it's as the crow flies right so it or >> sorry it is like the the drivable >> as the drives drives
>> as the crow drives not flies um so they we had them put set the pin for in front the the location in front of the home where or the bus the location in front of the home to the schools is how they determine mileage.
So on the street in front of the house. >> Okay. >> And so if there is a dispute, the first level of the dispute is, you know, they we get the mileage from Durham and they say, "Okay, it is whatever." And sometimes there's a little bit of a discrepancy. So what we do, the second
part of the appeal process would be I work with um actually the EPD. >> They always do the Yeah, the police always do these mileage checks for us. >> So they do the verification of mileage for us. So I say here's the address and
here is I'll either say MVS middle school side, MVS elementary side or Hilltown charter. So they drive the distance and they clock it for us and you know sometimes there is a little bit of a difference between what Durham's
mileage has and and because like say a I don't know there's a little blump out it it literally like it is to the >> hundth of a mile we're looking >> Can I ask a question please? >> Did you finish your thought? >> Yeah. Okay. >> Is this um is this school committee
business at this point or is this something that >> actually policy? So this appeal that we're hearing tonight is part of the policy. That's it. So what she is walking you through are the levels of dispute and when it gets to a certain level it comes before us. >> So Mr. >> These are pride.
>> Mr. Toby brought it to me and I made a determination and he had a second appeal. In the second appeal process, it's called a level two. It comes in front of the school committee. >> Yeah, it's clear now. I was asking because I had the the um impression that it was the inverse
that they would bring it to us and then we would pass it on to you. >> No. >> And then you would deal with that. >> It's actually very clear in the policy. So um we have an internal we review it. East Hampton Police is sort of the first level then me then school committee for
the the debate the you know the discussion the appeal process. >> Yep. Gotcha. >> Okay. So, at the time that the pins were established for Mountain View, when did we determine the point to calculate for
Hilltown? And did that ever change historically? And so it's been so it's been from in front of the house to the school to the school stop wherever the bus stops for kids has been our practice
>> for and when I don't I don't remember when you first brought it to >> I brought it >> would have been to Dr.Lair two years ago >> two years ago. So >> um we did recheck actually like Mr. Shelby said he went with um Lieutenant
Detective Lieutenant Alexander. >> Okay. >> For >> Yes. Do we have information on where specifically that bus drop is? So like I just pulled up a Google map. >> So >> are we able to like is that is that >> tell you where it is? >> Like where do the kids exit the bus? >> There's a part where there's a crosswalk
that I don't know if it's going to be on your Google maps if you're looking at it. A the crosswalk is on a Wheel Street. >> Yep. >> That's approximately where the bus drop off is. So they don't go into where there's the little bus labeled on this >> because they can't actually the bus can't fit >> school in an industrial park. So like
turnarounds aren't there and stuff. >> So they're just going down O'Neal Street dropping the kids off and then continue on. >> So but it's actually down >> industrial parkway. >> Oh I'm sorry. Yes. Sorry. They turn off of
>> Industrial Park and this is where um >> like a street view. I have a low tech computer. >> Okay. >> So that's a little cross talk right there. >> So right there is where so turning down O'Neal >> to industrial parkway. So the bus stops
right here. The kids get off they walk into the school. >> Okay. >> So >> okay. So they are going down this direction and the difference in calculation is if they go into the parking lot. >> So they would have to go the this is a oneway,
>> right? So it is the but the bus can't fit down here to back up here. So >> from literally when you turn to here we are at like 1.9. >> Got it. >> Two or three. But if you go down and around you get to two.
>> And that's a oneway. >> Okay. >> So you hit the two miles before returning the school parking >> before hitting the front door basically which is where parents utilize drop off. >> Right. >> Yeah. That's the extra bit. Is it isn't that uh that's where they drop the kids
off is where they're measuring to, >> right? >> So the turn >> and so so it sounds like in recent years we've added a layer of precision in the practice and procedure that hasn't been codified in the policy, but we've added this layer of precision to say like I was referencing how they used to calculate to the top of the hill at
Mount Bananas. So it does make more sense, but they've now calculated these three pins. I can see some frustration if you're reading the policy online and there isn't a mention of that in the online policy. >> And then from my perspective sitting here,
>> every 20th of a mile costs the district $800,000 a year. So that's the level of concern. It's this isn't trying to like good guy back. This is just like we have to be super super careful when we're talking about exceptions for mileage or
interpretations of mileage because that impact like you know the impact can be an enormous financial burden. We had to go back and get an appropriation last year for $600,000 because of increased transportation. So I just want you to know we're not we're not unsympathetic.
>> A lot of the constraints that you're going to hear tonight are probably due to finances. Oh, and I understand that. And >> I'm just And this just could be because I may not know this aspect of things because most public wouldn't know this stuff. >> From my perspective, it's wow, I paid $1,500 over the past three years that I
feel I probably shouldn't have paid. >> Are there additional costs beyond that to the city, >> right? >> That's why that's maybe I just don't know this part, >> right? So, our our highest enrollment for transportation is going to start at the elementary level, right? Just more elementary kids are taking the bus. But
we have the same fleet of buses that makes those three routes. So they start in the early morning for the high school. Then that same so that fleet of buses picks up the high school kids, dumps them at the high school, go gets the middle school kids, brings them to etc. There's a the hilltown drop offs
are part of the fleet, right? Um, so what it would involve if we increase the way we we have it so tuned down that um, when we were even looking at bringing some of our kids that were on van poolool vans, some of our special education students, and putting them
onto the general buses, it comes to our attention that we had four kids on this bus that requires an entirely new bus, which then ups the rip, I don't know, $85,000 a year per bus, I think we're at now. >> So this is the math that we're talking about. Then when you get to the complexity of fill the bus, which makes
me insane, and it has since 2013, >> cuz I'm with you. You don't get the notice until it used to be October because we can't we have to wait to calculate stuff. So, I'm sympathetic to your frustration, but if they're saying, "Here's the pin and this is the math." I
don't know personally how I'm how I'm going to override that, >> which doesn't mean I'm not sympathetic. >> Is the the pin coming from Durham schools? I think that sounds to me from what I'm hearing from the superintendent that prior to her taking this position likely under Marie Bernett I don't
believe that Dr. Oclair did this the decision was made that they have to identify a pin a drop off point rather than just leaving the subjective language and interpretation for to the school. So as I gave you that example to the school 5 years ago was the top of a
like mileong driveway. So, they've added some precision to that language. Now, I don't know what options I'm left with as an individual when I'm considering it, >> if that's clear. >> Oh, it is. Yeah. Well, I understand that it's a very complicated issue.
I'm first requesting that this be addressed as a policy. It needs to get reviewed immediately. >> I think that's a great suggestion. >> I mean, from a from an onlooker perspective, it's a disaster waiting to happen kind of thing. >> And I think I recall conversations
happening when Mountain View was under construction and I recall that conversation being halted because they wanted to see the end product and then as that end product right as that school that completion was happening and students are moving into that co it's
just one of these things unfortunately they got shoved to the back you know they had a vacancies I'm now saying it's our responsibility to pick that up and add that precision in there because you're not the only person who has a misunderstanding and will feel really frustrated by, you know, it's school
hours are not really compatible with most working adults schedule. Like we I understand I wish we could afford that every single child >> definitely review the I'll put it on the policy agenda >> at the bare minimum tonight. We will review it at the very next policy meeting. >> Does anyone else Yeah. Yeah. Just one
other thing that I is on my mind as I'm thinking about this. I absolutely also sympathize. This is it's like if we we should just be able to bring kids to school. And by the we, I mean the royal we of like this, I don't know where the money comes from, a tree or something. We should be able to get kids to school.
That's not the reality of our situation. And the thing I worry about is making exceptions here or there and not applying those fairly, right? Because my one of my my like lens I always come to these discussions with is equity, right? and
what level of like access or understanding or whatever one family has versus another family of people who are in that 1.9 to 2.0 to 2.1 range. So that's where I I mean I completely agree. I think making that more specific
in the policy and then having like written in the policy like where to get information on a pin drop. >> I was going to say I think for the policy I'm going to suggest that we are more because now we have our things are complete and they will not change. Right. >> So I I think we should specify each
building in the policy. >> Yeah. >> Including Hilltown. >> And and just so the public can understand, so Hilltown is a choice school, but because it's located within the city boundaries of East Hampton, it's kind of this standalone example because if you if your kids, for example, were going to Northampton, this
wouldn't even be a conversation issue. It's because the choice school is within the same district as their resident district. Right. >> That's the sole reason that's why. I know you get that this is for like those watching who are like wait a minute why just to be clear that is he's correct that is a fall because that school is in
this district there are different considerations >> and with my particular case at Hilltown charter it's >> very much a one-off case where if my house was 100 ft >> in either direction it would be either a 100% outside of 2 miles or within 2
miles >> right >> and it's this the gray area here that's in where >> pract practice and how it's been done in the past doesn't necessarily meet the word of the policy. >> That's right. And I think sometimes too, like what would happen, for example, we're going to have to look really
closely. We're looking at really lean budget years coming up. One of the items on the menu >> is going to be >> lessening those restrictions or >> increasing those restrictions, changing the mileage >> so that our responsibility to take x number of kids is lessened to the number
of kids we can afford to transport. And it's ju that is one of the very few things because the next level of savings are teacher layoffs and reductions in force. >> No one loves that. >> Exactly. So it's I just I app you came tonight. >> You sat here through a god knows how
long. >> Actually I rather enjoyed it. >> I deeply appreciate that. You hear the phrase you don't know what you don't know. >> That was coming to light where I'm picturing my sixth grader. was like, "Oh my god, Owen's going to take charge of AI on that."
>> I'm feeling the same thing. >> Yep. >> So, I'm I'm deeply and I don't want to seem unsympathetic and I don't want to give you the impression that this is rubber stamping anything. >> Oh, I don't feel that way. It was it was really twofold was I wanted to really bring to the school committee's attention how this matter has been
handled because you know from my perspective it's been three years and I mean the previous superintendent the comment to me that I quoted to you >> unacceptable her >> oh I think that was appalling and >> you know when I'm do the ride along that
don't ask how many how much hours I'm involved in this >> and it was more of a frustration part and the money isn't really the issue. I mean, I'm happy to pay it. And to tell you the truth, if I was given the money back, I'd don it back to the PTO or something. I don't care. But >> it's the concept of
>> when you know you're right on something >> and you're told you're wrong and you can't defend yourself. That's the that's the problem here. >> How are you feeling like with this process of talking to us tonight? If this were to ever happen, does this feel satisfactory to you in any way? Is there some other layer to this?
>> You can go think about that and let us know if you don't feel I've got some people I uh I feel is not really satisfactory because >> the reason it's >> I kind of proven that hey I have a just case here.
>> Um the concept of oh well it's the budget problem that's kind of a understandable aspect like I don't want to hurt the budget. I don't want to be impacting schools in any way, shape, or form, but it's kind of a yeah, you're
right, but but doesn't count for this. So, too bad, so sad. >> Yeah, I don't know that I'm conceding. I agree with your argument. Here's the facts as I understand them and inter interject and clarify if if we're coming to a disagreement that we deter like the police officer who that is the person I
have to listen to when I get a mileage. Right. So, he's saying it's like 1.96 some series of numbers after that. Perhaps it runs 1.9 to this pin that we're being told was a practice that has been in place for at least a year. So
that's what I'm being told is that here's there's a pin for every school and from your home to this pin for Hilltown is 1.96. >> Yes. No. The police officer when I rode with him wasn't actually sure where to meet where the distance was coming from.
>> Wasn't aware of the pin. >> He was not he was not aware of the where to take his location from. I don't think that the detective lieutenant respectfully he's the chief of detectives. I don't think he does those very often. I think it used to be for a number of years it was the SRO that we did away with an SRO and I think it went
to patrol guys typically. It it's I'm surprised it was Mr. Alexander office detective Alexander on his I think he probably just hadn't done it before. I could check but that's my guess based on >> but it would be helpful. >> It would be helpful because also >> knew the pen. could be helpful and the
concept of >> this pin you speak of. >> Yeah. >> If that knowledge isn't public, >> I totally agree. I >> that we're going to put in the policy. >> So I don't know that from my view. I don't think I'm seeing this as I absolutely agree with you. I'm saying I
can see where you're coming from. >> I was also a fierce advocate for my kids and wanted to understand and I appreciate and demand precision and accuracy and forthrightness. And I think that was what was motivating you. Absolutely. And I can appreciate and understand that. I'm also saying the only mileage I can take is the one from
the officer. The officer when he was made aware finally of what that pin location is, it's coming out to this 1.96. And any exception that I were to condone >> could disrupt the finances for the next several years. So that's where I sit in all of this. You know,
>> totally acceptable. I have no issues with that. And I can I can call the issue. Done. My biggest concern is going to be though is I'm going to be honest with you all next, you know, if I'm old my kid can't ride the bus again, I'm going to be right back here again next year. >> The same issue. >> If I can, it sounds like it's less about
the $500 fee and more about the idea that your kids might not be able to ride the bus. >> Oh, 100%. So, so that's >> so in looking at the polic. So, what you're concerned is when the older sibling ages out and then there's that gap. Maybe we need to look at some sort.
>> I'm wondering about this. Yeah. >> Killtown goes to what grade? >> Eighth grade. >> Eth grade. >> If you've been riding the bus all along >> if you've been >> We can't Well, look it up. But like so we allow like So, >> can we figure out how how financially devastating would it be to go up to
eighth grade instead of sixth grade for >> or fifth or through fifth grade? I don't know. >> Yeah. >> I don't know. >> But then it like then it you're talking about all of the kids at MVS too. So, >> and the reason they can do they're all on the same schedule K through eight at Hilltown. Correct.
>> So, that's why staggered. >> They're not staggered. >> This doesn't work at the public schools, right? You're not automatically. >> It's because it's the same >> same time. Yes. All drop off and pick up for the same. >> Right. Okay. >> Right. So we actually made an exception
for your old Owen to sorry >> okay to ride because he actually wasn't eligible >> right >> because of our policy but there was we're picking up a sibling so we're not going to say no to other child so we're
like there are little carveouts we can make that don't really impact the and I can give you one from my first year on the school committee there was a family that did choice out they couldn't buy a house in East Hampton they bought a house in Southampton They lived on Line Street. We're all familiar with Line Street. So they Southampton is on this side of the
street, East Hampton on the other. The bus was stopping for this child who wanted to stay in East Hampton. They got a choice left to stay in East Hampton High School. They're living on Line Street. The bus stops in front of their house, >> right? >> And they were asking, "Can my kid just ride this half full bus to the high school? We'll pay. We'll do anything."
That's an exception we could make that has no impact on finance. >> And we didn't make it, >> right? >> Yeah. No, >> my where I'm getting stuck in your case is the mileage is we've now identified pins and I'm and I'll share your frustration and we should have done that
the minute that MBS opened for business and the minute that Hilltown was established in East Hampton had come here from Williamsburg. Those things should have been determined immediately and they weren't. >> We're not going to repeat that mistake again. >> Um, but the mileage is the now that we've determined that now we have to
deliver that equitably, right? >> And that's where I'm getting stuck. Well, I'm stuck because in the spirit of what you just said, yeah, >> the bus is already going on Line Street. >> The bus is already going past my house. >> I live at 18 Park Street, which is >> kind of like diagonal across from Mitch Street Funeral Home. The bus is going
right by there already. >> It's going by a lot of kids that don't qualify. >> Yeah, that's kind of you just mentioned though. >> It's a Oh, wait. I guess the relevant is a high school bus that was half full. >> And also also they didn't make that exception then either, right? >> Like so >> they didn't No, I was the only one.
I and and and there was an exception made for your oldest child to ride with a younger child. So like I I just I think that there this is illustrating some places that like some concrete places for change for >> tighten it up and communicate more clearly. >> No, absolutely. I'm totally up for that.
But >> and relook at all of this and this is something we should maybe put into a requirement for us to review either once a year rolling in and mileage and making those adjustments. This this is like the number one of the
top three issue that we hear from families. >> That was the summer like it started in July and it went through about October. So for me I think clarification of policy is very helpful >> and I put together like a little FAQ
that we can >> put because again it's policy and practice. So what what is what gets codified in policy but what is the actual practice? So I think that's like >> and our practices aren't clear.
>> Our policy says one thing but what is the actual practice? Yeah. >> So we've got to put in the policy a reference to this will be in the handbook. It has to be approved every year and it'll be like to clean this up. If it's any consolation my kids too. I
lived 0.05 05 too close to Whitebrook and had to drive them every day. But I am self-employed so I was able to do that and many people aren't going. And the expectation is a child of fifth grade is going to walk from my house in the planes, >> right, >> all the way down. >> And this is when they were calculating the mileage at the mouth of the
driveway, which I did come and scream at a meeting. >> I imagine I I as would I. >> Yeah. Yeah. >> Why can't the oldest child ride the bus? >> Because the requirements differ depending on what grade you're in. So the higher grade level you are, the further you can be away because the
expectation you could walk, >> right? The expectation was that they would walk from my house down Route 10, >> right? >> I know. Well, and I was just looking at it. >> We all thought that. I just wanted to make sure you >> No, exactly. We all think it's
>> We all think it's >> So, I just wanted to ask a question to clarify cuz I haven't read the policy on this transportation issue, but the mileage when you're tracking how far it is from the house or whatnot to the school and the drop off point. So,
obviously the drop off point hasn't been totally clear, but is the starting point that the front of your house at the start of your driveway or where the bus picks you up? >> It's it's from like the front of your house. not where the bus picks you up because the requirement is calculating the distance if you were to walk
hypothetically from here to there. The problem with the drop off pins is that was never like we have to pick a point >> and it's you know >> actually determining the points for MVS
and um it allowed like almost a dozen more kids clarifying just the distinction between MVS and um and elementary school allowed like 12 more kids just that driveway distance to to
get the bus. >> That's That's how many people fall into that zone. Like >> we're a small town geographic wise city. I'm sorry. Geographic wise that you know >> 100 ft is going to make a difference with a lot more kids obviously. Yes. >> And not me and like I said, but we're
already talking about we can't afford the buses we run. I'm not happy about it. >> Oh, there's what it is. I I get it. >> Yeah. >> So, that's really all I had for this actually. Any questions at all or >> anyone else? >> Just appreciate you. >> Thank you. My my pleasure. I just want to make it known what's going on.
>> So, Mr. Tubby, I can ask you this. We can take a vote or on whether or not we would supersede whether or not we're going to support the superintendent's decision or intercede and reverse that decision. We can take a vote.
>> A vote on what? That's why I'm stumped on my hand. >> So, you gave us your presentation. >> This is the part where you can ask us that you would like us to vote on that. No, I did not wish for a vote because I'll be honest, I don't want the money back. >> Okay.
>> But you are going to you have gotten this onto the agenda for the next policy >> and that's that is a win on my book. That is a win I'm really seeking after right here. >> I really appreciate that and I think you've been really gracious. >> I really appreciate the time you put into this. Absolutely. >> And you didn't I mean I should have even
moved you. I didn't you know you sat there through that whole meeting didn't >> I have kids too and this packs me. This is Yeah. So two years there will be another election and if you enjoy this I'm just saying >> and we want to hear from you election but in two years
>> and I would love for you to fill out that survey. It's anonymous. >> Yeah. So we would love to hear your feedback. >> My never went to church started directly at Hilltown. >> Yeah. They went for it. >> Gotcha. Gotcha. >> Thank you. >> Thank you. We appreciate it.
>> Thank you so much. >> All right. So that concludes the transportation appeal. Okay, >> I will let the public know that we have two more meetings with this committee. Uh, November 18th and December 9th >> and then who knows uh we have set the calendar
but we have not set the committee yet. N >> um our next meeting we will be able to talk about who we expect coming out in January and >> and then transition plans if there are any. >> That's exactly right. >> Oh, is this our last This is our last meeting before the election. >> This is our last meeting before the
election. Oh, >> don't forget about the election, everybody. >> Don't forget about Hold on to your butts, y'all. >> All right. >> Entertain a motion to adjourn. >> Motion to adjourn. >> Thank you, Eric. Can I get a second? >> We've got a roll call out cuz we roll called in. Tim
>> uh present. >> Good night. They like to say good night, which they started when I was not here, and I have not been able to break them of that kind of >> They did it on because of the pandemic, their meetings all went till 10 p.m. >> What is What's the new thing you want to say? >> I don't know. You can say whatever you want.
>> Can say bye >> this isn't goodbye. >> Good night, >> Eric. Okay. Thank you, Megan. >> Uh, bye Scott. Good night. >> Sam, good night, >> Linda. Good night, >> Mayor Derby. >> Good night, >> Walter. >> Bye,
>> my man. Oh, yes. I'm gonna say, >> there we go. There we go. >> All right. Thank you. We'll see you next month. Goodbye.