But that's that long term thinking all right. We are now live so welcome back you are in the Vermont house transportation committee and it is Thursday, March, 18th, 11 o'clock and we have some guests in today that I'm looking forward to hearing from and I'm trying to find my list of the names. Quite a few. So we're going to hear probably for the next hour and hour and a half before lunch on AOT equity and inclusion programming. This is a subject that has come up in a variety of ways. How is transportation looking at Equity in the way that we program the way that we look at look at things of mobility and much like we did with complete streets. It starts to create a View of where and how you look at whether it's project or anything that we do. So we've asked for Michelle and others to come in and talk to us about that. So welcome. All that's in here right now. I think we have definitely our members are here. And with that, unless anybody has any questions. Why don't we let them get started and introduce yourself as Thank you very much, Madam chair, Michelle boom power and the director of policy planning and intermodal development for the agency of transportation. We appreciate the introduction and we're very excited to talk to the committee about this topic here with me today. I have Susana Davis who's the executive director of racial equity and the chair of the governor's task force on racial equity and she works with the agency of administration. And you will also be hearing from Laurie Valburn, our chief of civil rights and labor compliance, Christine Hetzel, our organizational development director, one in Manoli, our commissioner of motor vehicles, Wayne Gamal, our finance and administration division director and and Gamal, our highway division director and It's We have a PowerPoint that we're going to share with you and We're going to start with opening remarks from Susanna talking about things at the state level and how the agency will be fitting into that framework as well. So with that, Susana. Thank you, Michelle. One of the F everyone Susana Davis racial equity director I'm gonna I'm going to try to keep it brief because I think the bulk of what you want to hear is going to come from our AOT friends, but I just wanted to talk a little bit about What we're doing at the state level, specifically how we're framing equity in a way that makes sense, not only for this agency, but but statewide. So I'll talk a little bit about how we're incorporating racial equity and really all forms of equity into the strategic planning process, which has Certainly taken us time, but it's worth it. Right. Because when we talk about equity, what we see in in the United States is inequity built into so many of our systems that it seems it feels inextricably linked to every aspect of our daily lives. And so the remedies have to be inextricably linked to all aspects of our daily lives. And so you can cut up, you know, the approach to racial equity in so many different ways, but the way that I have found useful Is to look at it in three main buckets. First is how we are as an employer. So what work environment. Are we creating that makes SOV staff not only feel safe and have proper Opportunities for advancement and protection as employees, but also cultivating a culture in an environment that is equitable. So how we are as an employee to an employer. How are our systems set up and I'll come back to that in a moment. And then third is how we are as a provider of services. So how are we are we and how are we interacting with the public And that middle piece. What are our systems like kind of cuts across the other two because when we think about remedies for inequity. There are different ways you could approach it. You can do sort of adaptive or transformative change that really gets at the core of the issue.  And so that third bucket of what are our systems like really forces us to ask ourselves, are we making systems change or just technical change. And I'll give you one example of that. If we notice that we are underrepresented in, let's say, staff of color. One easy thing that a lot of organizations will do is say, well, let's just hire a bunch of brown people. Let's get, I don't know, 22 ground people in next year and sure you could do that. But that's not really getting at what is it about your hiring system and your normal recruitment and retention system that makes the numbers so imbalanced in the first place. So analyzing the way that we traditionally do business rather than just having a one time workaround is really key to making sure that we're building equity into our work. So that's a major part of the approach that was that we're taking as a state and that's something that we're trying to apply as uniformly as possible across agencies while also allowing for the different nuances of each agency. We know that health policy is different than tax policy. And so being able to adapt for the needs of every agency is key. One of the things that's a little bit more unique about AOT is that it has a lot of federal requirements that it has to comply with. And a lot of those federal requirements do have to do with equity. And so we have found that AOT tends to be a little bit further along than other agencies when it comes to certain equity protections, largely because of that need for compliance with federal regulations. So a lot of the work that AOT has done around equity is informed by that. And therefore we're excited to be using that as a model for a lot of our other agencies, things like language access, things like close adherence to the Civil Rights Act, which you're going to hear about, I think, Lori. So it's exciting to see that work. But we also recognize that we're not done. The thing about AOT is that it is really a culmination of a lot of different types of infrastructure. The spatial infrastructure, the social infrastructure, and the service infrastructure. All of that is wrapped up into AOT, perhaps different than some of our other agencies. And so for that reason, where we live plays a big role in this. So you can't talk about transit without also talking about housing. Where is housing concentrated for different ethnic and other social demographics? How far do people have to commute to work? Do you live in an area that is served by public transit? If not, why not? You can't talk about transit without talking about things like broadband, job opportunities, where people live and where people go is often shaped by what schools or jobs they need to go to. And so to a large extent, this work really has to lean on other agencies and departments to set up solid systems so that people can not only get to where they need to go on clear, clean, safe roads, but also have reason to be going where they're going and ensure that those outcomes are all equitable. Are we putting up superhighways in neighborhoods that are disproportionately people of color? Are we putting parks and green spaces in areas that are predominantly affluent or largely white? Are we bulldozing through the ancestral cemeteries of indigenous people just because a neighborhood wants a shortcut to get to the highway? These are all things that we have to take into consideration. These are all some of the equity issues that we face in transit, not just here, but nationally. The last thing that I want to add is some of the other things that we've done at the statewide level is we've created a network of equity liaisons. That is the sort of point person in every agency or department who's going to have eyes and ears on equity issues in their department. This is a cohort of people who are going to come together on a regular basis, share strategies, intel, and just helps us to identify any emerging trends or patterns that are happening across the agency. It's something that we've been intending to do for a while, because I think everyone acknowledges that equity work can't live in one agency or one office or one person. It's got to be actively pursued across the enterprise. And for that reason, having people deployed in every agency who are focused on that is really key. And of course, AOP has an entire civil rights division. And, you know, so again, they're a little further along than some other agencies, but the equity liaison program is one way that we're building that strong net and that network. Another thing that we've done is to mandate the use of EIAs, that's equity impact assessment. And the purpose of the EIA, you may have already heard about it and I understand the legislature is creating some form of that itself. It's essentially a questionnaire that accompanies all budget and policy asks that come from the executive agencies. The purpose of it is to ensure that we're asking ourselves a standard set of questions to determine whether the policy or budget ask that we're proposing is going to create any disparities that are foreseeable or unintended. It ensures that the benefits and the burdens of our proposals are being equitably distributed. It helps us with our planning and helps us to understand what kinds of provisions we need to build in. I'll give you an example. We have a lot of programs where we say to members of the public, hey, you have seven days to apply. You can apply online. And then half the time we say, well, did anybody translate this into Vermont's 10 most commonly spoken languages? And then we say, oh, no, we didn't. And by the time we get it done, the seven days have passed. The application deadline is now passed. And so there's a weird gray area between, are we accepting late applications? It was kind of our fault. So the EIA is one way to foresee and prevent that because it asks specific questions like, have you consulted members of the community on this proposal? If so, do those members of the community include multilingual people? Are you providing public facing materials? If so, have or will those materials be translated into which languages? Why or why not? So some of those things help us to avoid racial disparities. Another example is our tobacco 21 legislation, which was recently passed but does not contain a religious exemption, which has created a racial disparity for Abinac people because now minors in that community are unable to possess something that's considered a sacred plant used in rituals like purification and conveyance of prayers. If we had used an EIA when we passed that bill, we would have probably discovered that disparity and created a religious exemption similar to what we do with communion wine for minors who are Catholic. So in that way, being able to talk to ourselves that set of questions and doing so uniformly across the enterprise ensures that our policymaking going forward really incorporates equity. I'm going to stop there. That's a little bit of what we're doing at the broad enterprise level and I'll turn it over to our AOT folks to speak more specifically about their work. Thank you. Thank you, Suzanne. It's always a pleasure to hear and I take notes as fast as I can because what you say is so true. So something, you know, we just basically, we don't know what we don't know and having somebody that around to help to point it out is extraordinarily important. I'm going to still call you representative boom hour. Michelle, would you like to go? Yeah, so what we're going to do is we have a PowerPoint presentation and I'm going to drive that and Lori is going to kick us off. So I'm going to share my screen. All right. There we go. Thanks very, very much, Michelle. And thank you, Madam Chair, and the rest of the representatives for inviting us in today to talk on this topic. It's near and dear to my heart. My name is Lori Valburn. I had the pleasure of coming in and meeting with you for a presentation a couple of months ago about some of the programming. I serve as the agency of transportation civil rights chief and it's a position I've held for many years actually since 1997. But so much of everything that we've been doing at AOT and we have had the additional incentives that Susanna referred to since part of our funding is tied into ensuring that we are compliant with non-discrimination laws with laws that promote equal employment opportunity, equal economic opportunity. We've tried to really use that not just to check off boxes and and just meet the basics of our federal assurances, but to really breathe some life into it. But it has been a challenge in many instances. We're so grateful to Susanna's leadership and guidance in this area right now is a particularly exciting time. We all have a growing awareness of the impact that the work that we do and the decisions that are made in state government, the impact that it has on communities and the impact that it has on the environment and everything else that we're doing so being able to look at everything through an equity lens while it's not new to us. We are approaching this with great enthusiasm and we're really excited to be able to start using all of these different tools that you'll be hearing about today. I'm going to try to provide some of the historical perspective and the current state of what we're already doing since we have fortunately been at this for a long time. So I wanted to start with our Title VI program because it's something that really forms the umbrella for all of our civil rights and non-discrimination work that we do. The Civil Rights Act of 1964 provided us with requirements with respect to ensuring that all of the services and benefits that we're providing to state within the state of Vermont, not just within our workforce and not just with our sub-recipients, but to all Vermonters and everybody who visits our state that we're doing so in a way that is non-discriminatory. And so that is something that we are always trying to take a look at and figure out what does this really mean. Every year Secretary Flynn signs off on a revised policy statement for Title VI. We provide assurances to our federal funding partners that we're going to make sure that we're not engaging in any forms of non-discrimination. But that's a lot more complex than it might appear. And so we try to ensure that we're looking at all of the work that we do in all the different parts of our organization through that equity lens. We now have the tool that Susanna referred to, the equity impact assessment tool, which helps guide us through that process. But for many years we have tried to ensure that we are looking at all different parts of our organization. And part of the way that we do that is that we have Title VI liaisons. Right now we have 29 of them. They sprinkled across our organization. They're the ambassadors within their workplace, but also in the interactions with the public. And so last year we were able to provide them with some comprehensive training. We're going to revisit that this year as well. We also have, for many years, developed and disseminated lots of limited English proficiency resources and links for a variety of translation services, whether it's at a public participation meeting, the DMV counter or on our website. Right, so we're already making progress in this regard, and we know that we've got lots of opportunities now to actually take it to the next level that you'll be hearing about in a little while. So next slide please. So I wanted to quickly talk about a few and revisit a few of the different programs that we have been implementing with the support funding and encouragement of our federal funding partners. I spoke about our employment diversity and highway construction program when I visited with you in January and this is an affirmative action program that is a requirement as a condition of our receipt of federal funding from federal highway. The whole goal of this program is to ensure that we're removing barriers for particularly nontraditional folks, but particularly women and people of color to be able to enter an advance in the highway construction industry. And so over the years we've been able to use this funding in order to be able to do a very robust recruitment and placement of women and people of color. In our highway construction workforce, working on projects around the state of Vermont, every single construction season, many of the people who entered the industry through this program have stayed in the industry, they have continued to build careers in advance and some of them are now project superintendents, they're four men and four women, etc. We also use some of the funding in order to provide some other skill based training as well as CDL training. It's a particularly effective program. We take a snapshot of this highway construction workforce every year as part of our reporting responsibilities to federal highway and the US Department of Labor. And we're able to see and measure the progress, not just in terms of numbers of people that are coming in and diversifying the workforce but actually are moving up into skilled and semi skill positions as well as leadership positions within the highway construction workforce. So, next slide please. Another one of the affirmative action programs that's been particularly successful in helping to ensure equal economic opportunity with the hundreds of millions of dollars that we bring into the state each year through our organization is our Disadvantaged Business Enterprise Program and it's specifically designed to ensure that firms that are owned and controlled by women and by people of color are going to be able to have a level playing field so that they can be able to participate on the many connecting and procurement opportunities that our agency has as a result of all of the federal funding that we receive. So this is a program that is heavily regulated by US Department of Transportation. It is a certification program and our goal in administering the program is not just to get people to sign up for the program and then expect that they're on their own. We provide a lot of business development resources, networking opportunities, marketing opportunities, training opportunities etc. And we collaborate very closely with other federal and state agencies to try to really promote women and minority owned businesses to be successful particularly in government contracting. Next slide please. In general, I feel very, very grateful that we have tried to infuse an equity perspective inclusion and diversity into all of the work that we're doing at the agency of transportation in many different ways. I had indicated when I last met with you that every single state DOT Department of Transportation is required to have a civil rights section. And that's been a federal law since the 1970s. Some of my counterparts at other state departments of transportation are very, very limited in terms of the scope of the work that they do. It's exclusively focused either on external or highway construction industry, and it's something that they're not given the opportunity to actually work across the enterprise. Here at in Vermont, I've been very, very fortunate to have strong leadership support to make good use of the team of folks that I get to work with so that we're able to use some of those resources in order to really implement a lot of diversity inclusion and equity practices within our own workforce. So for the last 10 or 11 years, my team has actually spearheaded our hiring and recruitment and onboarding process and being able to mainstream civil rights into those processes as well as working closely with our training and employee development activities gives us the opportunity to be able to provide our employees with the tools that they need with the awareness that they need so that we are hopefully being a good role model for the rest of state government. We have had the opportunity as well to provide training, not just within our internal workforce, but also with our contractors and our other sub recipients, including public transits, the towns and municipalities. So next slide please. Some of the different things that we've been doing in order to try to promote an inclusive work environment at our agency and we've seen some wonderful results. Our leadership has supported a very proactive interview and hiring process. For example, members of my team or our human resources staff sit on interview panels. We also have been identifying as mandatory interviews for any eligible candidates for groups that have been historically underrepresented in our workforce. And we also have been given the opportunity to serve on or take the lead on a number of different councils, task forces and teams. That includes the governor's workforce of equity and diversity council, it includes certain task forces. We have tried to share some of the things that we're doing in the best practices, but also trying to create a network so that we have an opportunity to explore where there are opportunities for us to be able to start implementing new ways and approaches of doing things. So, with that, I'm going to turn things over. I believe, unless there's any questions, I wanted to turn things over to Christine Hetzel. Thank you, Lori. I do see a hand up representative white. Thank you Madam Chair. If this is an appropriate time to ask a question about the LEP work that you do. Thank you. I was just wondering, do you have any assessment of the translated materials, you know what percentage we have of translated materials compared to what isn't translated at the moment. It's a great question representative white. So, and I think that Commissioner Manoli is going to also be speaking to some of the, you know, our DMV has taken the lead on translating a lot of their materials, and that's been done in close collaboration with the committee on on immigrants and refugees as well as the Association of Africans living in Vermont. And so there has been a fair amount of research that's been done on that. And I believe that, you know, we continue to use as much data as we can collect either Census Bureau data or otherwise. There's a fair amount of mapping of both limited English proficiency as well as linguistically, linguistically isolated communities. Some of that is in our title six plans. So we're always trying to do the analysis and figure out which languages are most needed to stay current with that because it's a never moving target, but I believe Commissioner Manoli is also going to speak to some of that. Thank you. Sure. Representative representative McCoy. Do you want to hold questions to the end, chair. If it's for Laurie or what she just presented it might be appropriate so that we don't forget later. Okay, so thank you. And one of the slides you had civil rights training to agencies contractors sub recipients, public transit towns and municipalities is that training free for those entities. And the second question is, is there public, like a PR campaign to let the public transit agencies towns and municipalities know that this training is available. So wonderful questions representative McCoy so thank you. So we all of the training that my team provides is completely free of charge. That's true with respect to all of the training that we've been providing over the years to our contractor workforce every winter. We provide contractor training. That's pretty well attended this year was no exception we just had to move it into the virtual space. It actually resulted in even more people attending. So we were glad to be able to offer that as well as recording it for those who couldn't attend. So with respect to the public transits we've been working with our public transit section to identify the greatest needs and to roll out that training and so we started just before the pandemic hit with training up in the northeast kingdom to our CT. And we delivered three different sessions to that public transit as well as all the volunteers that work for that transit. It was really well received you know we take we do evaluations for all of our training because we wanted to get the feedback and continuously through. So we are going to be hopefully developing and delivering that training in a virtual format to the other public transits. I think that it's really well needed and that training focused on everything from unconscious bias training disability and customer service and with a civil rights emphasis on that. So we're really pleased to be able to provide that training and hopefully you know we have a wonderful public transit section led by Ross McDonald and his team. They're really responsive and aware of any feedback that comes in from the community. My team gets involved anytime that there's any form of a concern or complaint that comes that's in any way civil rights related. And so it's been really helpful when we deliver when we develop the training for the public transits we made sure to actually work with the public transit team at our agency. As well as the public transit that we were going to be delivering to their management to really identify what are some of the issues and the needs that we needed to focus on. So that's what we're hoping to be able to develop and deliver for the rest of the rest of the state as well. So as far as towns and municipalities do you use the various district agent departments like I'm in district three. Do you use those individuals to get the information out to the various towns and municipalities that these trainings are available. Do you use Vermont leagues of cities and towns, you know specific to the towns and municipalities if this is a free free of charge program. I'm just wondering how towns and municipalities can comply. If they don't know the program exists. I think that we need to figure out ways to get the word out there. So most of the training that we've helped with delivering for to our towns and municipalities has been through our municipal assistance program used to be the municipal assistance bureau. So it's our recent the recipients of some of the grants that our agency is putting out there. But we also as you'll be hearing from Christine Hetzel. We have a local roads program and so we provide training to the towns and municipalities through that as well. And I think that we've been very mindful, particularly in recent years of a compelling need to include workplace civility and inclusivity in all of that training so I think that the pandemic has given us a growing awareness of both some barriers as well as some opportunities that we have. And even though this type of training is something that for many years I insisted had to be in person training because it's behavioral type of awareness. I have, I think, been one over by the fact that virtual training is something that we're able to deliver to an even larger group of folks, and that there are ways to keep people engaged in the training and also to record it so that it can be made available to even larger numbers of folks so that's the direction that we're going in, and it's a work in progress so we'll definitely be continuing to build on that progress over 2021. Okay, thank you so much appreciate you. Thank you member. Anybody to switch to, we're going to hear from Christine, we have Commissioner Manoli, and is there anyone else I want to make sure we get it in the timeframe. I think that's the manager, everybody that came today has a slide so we'll try and keep it moving along. Okay, all right because it. At least until we'll go probably till noon. Committee, I think we've had some good time off I know that there's a there's an event at launch today that actually has Joseph's a colleague going to that many of us want to make sure we go attend as well. All right, I'm gonna stop talking and let you go. Hello for the record my name is Christine Hetzel and I'm the organizational development director for the agency of transportation. And so in my role I oversee the learning and development technical training, operational health and safety for the agency of transportation as well as oversee municipal training through the Vermont local roads program. And so the VTTC is responsible to create this learning culture of the agency. And Madam chairs you were mentioning this morning, when we talk about diversity inclusivity, we really are all individually as an organization and as a culture learning, and we need to learn more every day, as we evolve in our culture. And it really starts at the top of leadership with the commitment that our leaders have, not only from a federal requirement, but in their belief system of modeling civility and inclusion. We do a lot of manager and supervisor training, there are clear expectations and standards set to create this inclusive environment, and it's really about our entire employee lifecycle. As Laurie had mentioned, starting with the way that we recruit, how we onboard people, every employee line staff supervisor manager in their annual performance evaluation has these expectations of civility and inclusion, as well as exit interview process in which we're assessing how well did we do, did the person feel welcomed and comfortable, so that we can identify any trends and make course corrections. Next slide please. I'm going to go through this quickly. We did testify earlier this year about the, the variety of programs that we offer to employees. One more slide over. So we have, sorry, we're going the other way. It's the second VTTC slide and it's talking about our programming. We have leadership training, emerging leader training. We train people on interviewing and hiring best practices, doing strength-based coaching and development, as well as a lot of individual support in job shadowing, rotation programs, decentralized reallocation. And this is all about making an inclusive environment in which people can be individuals and have individual skill sets and create career pathways. In addition to the variety of training that we have, we also have other supporting programs, such as the way that we contract with vendors to make sure that they understand our culture of inclusivity. The way that we, in partnership with Lori's team, do competency mapping with interview groups, so that we're not just checking a box and we're not just sliding people up the process, but really thinking about how do we embrace diversity, how do we ensure that the right skill set meets the job requirements and maybe take a little bit broader view, not be quite so cookie cutter in the way that we move people through our system. And then finally we have strategic workforce committees that feed from our strategic workforce plan that really give employees a chance to kind of share, how are we doing, what's working, what's not working, so that we can be much more adaptive. That was a very quick overview, but in the interest of time, I'll take any questions you may have. Representative White. Representative White, excuse me. Thanks Madam Chair. So, I know in my workplace we had to pause some of these trainings due to our former President Donald Trump's executive order on these styles of implicit bias trainings, I'm wondering if you could speak to, if that had an impact on these trainings. I'm going to go ahead and answer the question but Lori, I'll ask you also to chime in. From my perspective, this is a part of our culture, and is embedded into every training that we have there is a civil rights theme, and every development and technical and safety training that we have so we did not change. Lori, do you want to correct me at all. Not a correction at all you're absolutely right Christine and in fact Susanna provided guidance to all state agencies and departments, as soon as the original executive order that you're referring to Representative White came out back in September. And Susanna kept us informed of the progress of various litigation concerning that right up until the time that the Biden administration was sworn in, and I believe on the very first day of the administration. They actually repealed the entire thing so the guidance that we got for Susanna we shared with our federal funding partners and the decision was made that as long as we did not charge any of our time or expenses to any of our federal funds that we could continue to deliver the exact same training with the exact same content and that's exactly what we did throughout the fall and into January. So, it was a huge relief though to be able to see that repealed, and, and we're moving forward. Thank you so much for taking the time to answer that. Oh, I bet this is commissioner. I think this is commissioner Manoli are you up. We're not hearing you. I'm having difficulty finding my video and mute button so good morning chair lamb fair and honorable members of the committee. For the record one to Manoli commissioner of the Vermont Department of Motor Vehicles. So there's, I will be fairly brief, and, and the reason why I'm saying that is because I've had the opportunity for the past two years to share with this committee as we've developed many of the items that you see on the slide. And just for a moment go back to a point that Susanna talked about when she said we have to focus on and the employee the systems and providers of services. That's our role that state government. And I think I don't think I think Lori and and Christine have really done a great presentation talking about the investment with our employees are hiring process. We're maintaining the culture, the environment that we are trying to create as an agency. And we also talked about systems. You know and I think and Susanna really brought up the, the budget process and, and that policy that we started engaging in and what I'd like to say to the committee is that that's a part of our normal conversation, even though it is not been totally official we look at our processes and our policies. And, you know, even through the introduction of this in the in the past couple of years you start asking yourself different operational questions. And so that is embedded into some of the work that we're doing but her most in the piece that I really want to bring out and you look at the work in the slideshow that's in front of you from DMV. The provider of service. We serve every Vermont are in one way or another at some point in their, in their life. And so, in that, I will, you know, you'll, you'll know the work that we did on our website and the translations and the other tip that we've done with the Vermont US Committee on refugees. We have talked about our exams and the languages and our residency certification. So, and if we could go to the next slide, please. We've, we've shared our successes with you on all of the, the changes that we continue that we've made in our branch offices and that we continue to do our roadside interactions, especially with our commercial vehicle operations. You know, we have found alternative ways of communicating and ensuring that we have interpretive services on the road because that is really very important. You know, our general neutral option available for drivers licenses and the policies that we've changed around that have been significant. And, and also recently, and I look at as a partnership with migrant justice in the last year, we modified our license forms to clarify that applicants for a driver privilege card, which is a specific license and application card that was developed in partnership with the legislature are not required to answer questions about citizenship and just taking and having a conversation and looking at that and looking at the application. The first question was all about your citizenship and the driver privilege questions, where you don't have to prove that, you know, we're sort of in smaller font and down below, and we just, we adjusted the form. And we worked with, you know, Vermonters who use the form to just make that clear. The other point I into if I may Madame chair to representative whites question. So, I'm going to give you some rough numbers. And, and I'd be happy to have a follow up conversation. But in the last in 2020, we had in specific languages. I'm doing the math very very quickly for license applications, approximately 200 that were downloaded. For non driver, excuse me 250 for non driver. We had approximately 50. And so, and please remember even though our book of businesses to issue your driver's license one of our book of businesses, but we are also your state entity that issues identification. We live in a society that you know you have to have a photo ID. And that's really what the non driver ideas. We are the department that that provides that service to all of your constituents. And interestingly, in the last seven days, I'm just quickly going to share with you I won't get into all of the languages, but I will tell you 123456 different languages. Average is five applications downloaded. And for residency documents, which is a part of your new identification. We are looking at about five that are occurring the justice share with you again. And that to me this is a success in the last 12 months we've issued we've had permits. The two common. We had 201 permits in Spanish 18 in French. And then we have Arabic and Nepali are the other common ones. And one more piece of data and then I'll answer questions. The use of interpreters for road test. We are from when we went live in October of 2020. We have had 53. We test scheduled and we had 13 with a non show. And I will tell you right now and or COVID, even with our scheduling system, we have a we still are seeing a high number of no shows, and I'm not sure if that's because of COVID and access our services and other ways, or if they've just made a decision because of COVID not to come in and do business in person. So I talked very fast and I thank you for the opportunity are there questions. Let's get a good view from from you, Commissioner, many times during the year this is, you know, some of the other testimony is now recalling whether it's from our committee or in other places, hearing some of the good, good work I see representative here and is up. Thank you, Madam Chair, and thank you to all the presenters I've, it's, it was the best thing ever. When I heard Susanna and Susanna thank you for all of your incredible work across Vermont but when I heard you say, actually, it's doing pretty well in many ways that that was just super refreshing and it's also really helpful to hear about the three buckets, because I hadn't, I hadn't been thinking about it as comprehensively. I have a few questions which is, and maybe, if there are a lot more presenters I could hold off till later but one question is, I really see. I love seeing the women, the BIPOC, you know, the language access. The other parts to me that are part of the equity conversation in terms of who are we not necessarily thinking about because they aren't at the table all the time are folks who don't have, you know, may not have that much money, and then folks who are able to, and I think that I haven't quite heard as much on the differently abled and on the economic piece through the presentation thus far maybe you'll touch on it later, and I'll hold the rest of my questions until later. Thank you. Representative Burke, do you have something? I know we've got three more if I'm counting right. I don't need to, I was going to ask about the, you know, ADA issues as well, so differently abled. So I don't need to ask. Representative Stevens asked the question. All right. Madam Chair, Michelle here. So, Directors Gamal, Ann and Wayne has a technical issue at their home and so they are not going to be able to stay with us so I'm just going to go through the rest of the slides and then we'll leave a couple minutes for questions I'm hoping will answer some of the questions that just arose. Okay, I did have, I did lose our power in our house yesterday, but luckily not I got was able to get it back before floor. Yes. So, a few slides on what's next and how we're going to continue to advance. You know, I think we really laid the groundwork on all the great things we're doing. And this is honest that there's more that can be done and more that needs to be done. And so, you know, we're bringing our story out into the public venue a bit more communicating with legislative committees. We're expanding our equity impact leadership committee to ensure broad participation within our agency, engaging with our federal partners, both at the US DOT level but also through our transportation DOT transportation networks at the national and New England level related to best practices. AASHTO actually set a framework for equity and inclusion which Susanna actually contributed to substantially and that was adopted this spring by AASHTO this winter I should say. So we'll be continuing to work at that level. And then working at the state and local level we talked about providing training for municipalities, working with other state agencies who are working on the spectrum of implementation. And then, you know, also working with our consulting community, our regional planning commission partners who are helping us to plan for projects within communities. So our engaging the public guidance will be already includes how we go about enhancing our outreach to folks that are typically underrepresented and to talk about Representative Stevan's comment. We have historically where we know that we have folks who might want to participate in our public meetings provided childcare. We try to be very sensitive to when and how we offer our public participation relative to multiple opportunities if a warranted for folks who might be working during the day or in the evening. I think now that we've gone to virtual public participation, we are much more readily able to transmit the information out into the community in ways that are more accessible. And historically we've also gone door to door, and you know, put flyers on doors so that people who may not have access to the internet know that there's a meeting coming up or translated those notices into different ways. So, we're going to continue that we're going to revise our public guidance document our outreach document. We are going to be continuing to adapt our trainings and expanding our use of interpreters as the commissioner pointed out. And then, what do we do about our projects, you know, it was mentioned earlier that our projects impact everybody in their day to day life whether you're driving about and have to get through our construction sites, or a project is impacting our community and so through our project selection and prioritization process, we're going to have a screening tool that will be part of what our regional planning commission partners under the transportation funding initiative will be helping to evaluate our projects at the very earliest conception stage and making sure that we are identifying underrepresented members of our communities who need to be engaged in these projects and making sure we secure their input and then in later stages when the projects are going to be in construction and going to be impacting day to day activities we've mentioned a few here on the screen, we're going to be making sure that the outreach that occurs for those communities is able to be conducted in an inclusive and a way that meets the needs of the folks that are out there. We also will be looking at our future contracts and making sure that our contracting community have been, you know, made aware of requirements for how they communicate with the folks that we're building projects nearby. And then I believe this is my final slide. So, in addition to our leadership committee, we'll have a technical advisory committee who will be reviewing all of our policies procedures, practices trainings to make sure that we have this equity lens included will be undertaken an inventory of current and equity programs and practices and including a gap analysis to understand where and how we need to implement the equity impact assessment tool or similar type framework for all of our efforts. And then we will develop an equity work plan as a result of that gap analysis, and, you know, a dashboard so that we can measure progress, and then, you know, move forward with the implementation of that equity plan. And that's my last slide. I see Ann and Wayne are back so they can assist with questions if there are questions. Thank you. Thank you. It was really important for us to hear this now, especially when, you know, whether it's constituents or we're all considering how to, how do we look at the projects themselves I think the agency has has come light years in the last 10 years around a lot of this into the actual workplace and development of employees and the service perspective of meeting Vermonner. And now we're starting to see that work plan of like how do we, how do we couch our lens of the actual projects that we're doing. And I think this is what we're training at the municipal level and the regional planning and the tax having them see projects or in a way that, you know, maybe we wouldn't have recognized. Yeah, I think a great, a great example is Jen Delabrie and I were working on the Amtrak to Burlington project and where's the train going to be stored and one of the potential locations was out in the north end of Burlington and, you know, there was a public meeting and we hired a couple of different language translators to participate in that meeting with us so that in the event there were questions from those community members that, you know, we could answer them and so it's, you know, becoming part of our regular activities that was about 18 months ago. Excellent Wayne and Anne did you have anything I know that you had some trouble on your end to get through but I just want to apologize to everyone for that I literally watched the bucket truck pull up to the pole next to the house, the guy go up and then the shut off. So I went outside and I said, did you just disconnect us and they said yeah and I said can you get us back on. We're kind of doing something to finish. So he connected us back up but I don't know when it's going to go off again we'll see. And I'm so I'm sorry about that. I just wanted everybody to know I'm sure Michelle covered it for us but we are working with all of our federal partners are. We have a tri state group main in Hampshire main we work very closely with them to share local perspectives to and best practices. I don't know if Michelle you mentioned it but Susanna helped us on a huge. I thought it was a great win for that for the state of Vermont where hash toe was doing a national resolution and and Susanna was able to write a piece of that and that was adopted into the language at one in front of everybody to vote on and then it was nationally voted in so that was awesome. So that was a great win for Susanna and AOT as well the rest of the state. We're just trying to learn as much as we possibly can there's some agencies that have some knowledge and skills that we don't. So we're meeting with them. We have some knowledge and skills that some of them don't we're sharing what we know. And it's just a it's a big partnership where we can learn from each other and expand and grow. Thank you for taking the time similar thing happened to me yesterday to power went off I thought did we not pay the bill what and then three doors tell the street same thing can but but I was able to get reconnected in time for floor. Let's have representative Stevens have a question and then that should end it for lunch. I know that were some of us are wanted we're going to have to jump over. Some of us are going to go to that lunch meeting. That that other agency people are presenting it. Thank you chair and thank you chair and I guess I have a few different questions I mean I think the work you guys are doing is great. The outreach you're doing is great. And maybe I'll just throw all my questions out there and hopefully we can resume this conversation after we've got the T bill passed over the floor. But at some point I'd love to know you know how you're working with RPCs and how you're also working with you you know Vermonters with disabilities you know with with you know sort of the the folks that might already be talking to the folks that we may not have historically always spoken with and then you know measurements measurements measurements. Sorry. I would love to know. You know as we think about next year. And how do we set goals like how do we track how we're doing with this because you guys just presented so much great information. And it'd be great if if we could think about how we're seeing that we're going from like zero to 100. No need to respond because I'll follow up later and I just want to say hopefully also chair. You know a few of us have been working on, you know some language that perhaps we can talk about for the DMV bill with regards to sort of having a bigger conversation about what does equity mean and how do we do that thoughtfully pertaining to as systems comment because I think the systems part is the hardest part. And no need to respond because it's 12 01 but just wanted to throw all that up on the wall. So, thank you thank you and you know what and taking preparing or looking at some of the things on each retranses website is fabulous by the way and if you get time which I've got their mission. And their strategic goals that I know that you're interested which they have five of them posted. And, and I know that you'd be interested in that representative. Thank you. Thank you all for coming in and keeping us informed and, and what's going on out there. And the RPCs are a good connection. I know that are we were talking about that just earlier when we were doing some planning. That we heard from some people like what is, you know their connection with the towns, especially with some of the money that's maybe going to be coming in and, and how can we help them. And we say goodbye and we're going to go to lunch and we're on the floor and I doubt we're going to be able to come back after I think we're going to be pretty much on the floor representative McCoy would that be your take as well. Oh, Kenny. We have we have the three ed bills up today so I don't know how long those are going to take. So that was where I'm thinking that we're probably going to be on the floor for the rest of the afternoon. See you tomorrow.


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Hello in this presentation we will discuss the discussion question of compare general ledger and chart of accounts. If we have an essay question such as this such as a comparison between two items one way to approach this type of essay question would be to first define the two items and then go through and list the similarities and the differences between those two items. So we're considering the general ledger and the chart of accounts. These are two items that can often be confused when first learning the process and so we want to keep them different or differentiated in our minds. When we're considering I'll look at the chart of accounts first because it's pretty much self-explanatory when we look at the chart of accounts we have a chart of accounts so we're going to list the accounts that will be involved. Now notice that that's different the chart of accounts is different than just saying assets liabilities equity and possibly income and expense. We're going to have to list the actual accounts within within those categories but in essence if we were just to define it we're going to have a list of accounts that are going to be used within the accounting process for the business. The general ledger then is going to be a bit different in that we're still going to have those accounts but we're going to use the general ledger in order to record the transactions to those specific accounts. So the GL will show the detail of the accounts. We're going to have all the accounts and they will then be used in order to list the detail. So if we got into a bit more detail and we tried to compare and contrast these two the chart of accounts and the general ledger note that the chart of accounts does not necessarily have any balances with it. We're just going to have a list of the accounts possibly I know possibly have account numbers depending on whether the whether the company uses account numbers that doesn't mean the balance in the account when I say account numbers we're talking about numbers that would then be assigned to the account so that we can list the account not by name but by number. If the balances were included then we basically have a trial balance which is something different. So we're not talking about a trial balance meaning we're not including basically the balances when we're just having the list of accounts. The main purpose of the chart of accounts is that we can have this list of accounts in order to help us record journal entries. So many times if you're looking at accounting problems they're going to give you just a list of accounts and that's going to be used in order to construct whatever journal entries that we are making. Note in real life unlike many problems however the chart of accounts will always be in the same order and that all the general ledger will be in the same order the trial balance will be in the same order that order then is the assets first and then the liabilities and then the equity and then the income and then the expenses. It's always going to be it's always going to be in that order even if you have account numbers it's always going to be in that order first if they if something asks whether it's going to be in the chart of accounts is in order of alphabetical order no is it in order of chart of account number no the account numbers should be structured in such a way that they follow the order of assets liabilities equity income and expenses but if they are not if the account numbers are put in incorrectly then they will be out of order because most software will put the chart of accounts first and primarily in order by account type asset liability equity income and expense. That list of accounts then can be used in order to construct any types of journal entries that we have now if the company does have account numbers note that the account numbers will typically be somewhat different as they go from category to category meaning assets might start with a one have like four numbers so you might start with 10 or 1 0 0 0 and and then 1 1 0 0 0 and we're typically going to leave some space between the account numbers in case we have some other accounts that we want to later on put in between them and we don't want to have the account numbers be out of order then that the 200s then I mean the liabilities then we might go from starting from a 1000 to the 2000s 2000 2020 2030 or something like that then the equity being the 3000s the the revenue being the 4000s and so on and expenses being the 5000s and that would be that would be one way to construct the account numbers so that we can then easily look at the account number and know what type of account it is just by whether it starts with a one two three four or five within the account number the general ledger by contrast will have the same order it'll have the same account numbers but it'll be generally a lot larger and a lot more difficult to look at because the general ledger is typically going to have all the detail of the of each transactions within the account so we're kind of skipping over from the chart of accounts you might want you might compare that to like a trial balance which basically adds the balances we're going to the general ledger which adds not only the ending balances but also the detail so whatever time period we are looking at if it's a if it's a month or a year then we'll have the detail the debits and credits the increases and decreases to each individual account within the general ledger those ending balances then in each individual account are those amounts that will then be used to construct the trial balance so we're going to have the accounts in there if we were to add up the debits and credits for all the general ledger accounts the ending balances they would be in balance we typically do this but we do this by constructing a trial balance to do that and list out those accounts and make sure they are in balance so in recap then the chart of accounts is just basically going to be a list of accounts may have account numbers but it's just going to be a list it will be in order typically and then the general ledger will have the same order it will have the same accounts but it's going to give a lot more detail it's going to give the it's going to give the detail of the transactions for whatever time period we ran the report for and it will have the ending balances the sum of all the debits and credits from the ending balances that is what you is used to create the trial balance the trial balance then having an equal number of debits and credits


I remember the day like yesterday, I argue over CBB's biggest fan, being it one of my main obsessions. Today at 210, I was like, you know, I think I watch CBB's. So I went to my mom's room. The TV turned on. The 2002 dance I didn't play with the big limp Tommy music as usual. Then Sid appeared and he said, Hi, I'm Sidney. And was about to say something, but he couldn't finish what he was saying because the TV soon turned off by itself. And a known voice said, Sorry, we have a major breakdown. Spot on your spotlight at bbc.co.uk slash CBB's, and enter your special code as a prize. Remember, ask your parents before going online. Until then, accompanied by a lullaby, a caption appeared reading, Woop, we have a problem. We'll get back to you as soon as we can. After a minute, Sidney reappeared, repeating the bulletin, but this time adding his own occasional troll comments after stories. Eleven minutes into his broadcast, he looked to the men behind him in desperation. Anything else? He asked. There was nothing else. The caption reappeared. Eleven minutes later, there was a scream bug and the CBB's logo log appeared. A few seconds later, it disappeared. I will never forget that day. It was June 18th, 2019. That was the day our family changed. I have a condition where I can't sleep. Nobody except my family believes what I saw. My brother Justin got paranoia and had to see a therapist. My sisters Kara and Sarah Jane are now very crude and like poor. They are mean to certain people. My sister Ryan is always depressed and hates her job.  My brother Aiden got into a car crash on his way to school. He is now in a wheelchair and can't walk. The power cut is why my family is like this. I wish this never happened. Almost through it, kids were crying and having tantrums and the yellow bugs stuck in the lift went berserk. It's my nightmare. At least I'm alive for now.


Welcome everyone. Recording lessons from home with Mac or iPad is a great option for creating that content while teaching remotely. I want to show you today just a few of the options that may be available to you.  We're going to cover a few tools starting with some built-in tools on your Mac laptop and then we're going to talk about some options for if you are an iPhone user for a personal iPhone or if you happen to have an iPad as well and then we're going to spend some time talking about digitizing documents, how to send home digital copies of paper resources for students, talk about sharing recommendations, and best practices. We do have time for question and answer at the end but for the purposes of this recording we'll just try to focus on that content so that you can watch and re-watch this recording, you can rewind it fast forward, and try some of the things out that you choose to be important for you later on. So with that we're going to go ahead and get started and just so you know everyone there is a link to a digital handout with some hyperlinked content with additional information. If you go to bits.ly slash clrecord lessons that should take you to this document and this is a great place to use as a reference for later on as well. This is our document and this is our agenda. So if we were in a live zoom right now I would make sure that you are comfortable with muting and unmuting yourself starting and stopping your personal video to save on bandwidth, how to access the chat to both receive and send questions and answers and so that you know that this is being recorded but this is just a recording with me myself in zoom right now. So we're going to go right away into using a built-in tool on the Mac which is QuickTime. Now QuickTime just comes with the operating system so you don't have to go out and find or install any kind of application. You can just go to your spotlight search in the top right hand part of your Mac home screen and type in QuickTime. It's going to look for QuickTime player. It shows us here that icon of that queue with the blue inside of it that's indeed QuickTime player and when you click on it it starts it, it launches it and we know now that it's the active application because in the top left hand part of my screen here it says QuickTime player. I also see it running down in my dock and just a hint or a tip for Mac users. I would recommend and this is what I've done on my machine clicking control click on that icon and going to options and saying keep in dock. There we go. So with that I can now access it anytime in my dock using the QuickTime icon and again launches it so that it becomes the active application and other than that I don't see a lot on my screen but I do now have the ability to click on file and start a new movie recording.  I can hit stop and I now have a file that I can go save and put somewhere on my computer and name it and keep it or send it out to my students. I'm going to click the red X and not save this particular recording but it's as easy as doing that and some people ask why would I do that? Well you don't have to use it but it's just there it's an easier way it's a trimmed down version you don't have to go into iMovie and learn advanced controls you don't have to find a way to prop up your phone it's just already your camera is facing you your laptop is your stabilizer and it's just your tripod so you can just record a quick message. Hit file save. One thing that I will remind or recommend for all these QuickTime recordings is that you export them as the lowest quality possible just to compress it and make that file size smaller because just because we recorded it doesn't mean we don't have to then upload it somewhere and get it to our students and with our home internet and our limits on bandwidth a smaller file size will be easier to work with so I'll remind you that of again in a second another way to save on bandwidth is just do a audio recording instead of the video file new audio recording this is a great thing to start with it just gives you just an audio recorder you can click that that record button and just talk and just give an instructional message or just you know checking in with your students but it's just your voice when you hit stop you now have this untitled file it's 10 seconds long and you can go file save and name it and save it somewhere and then send it out to other people to hit play and just listen to you and that's a lot smaller file size the third option for using quick time is to do a screen recording so file new screen recording from the quick time menu lets you record your whole computer screen whatever's up on it so if you have a web app or a website like showing students around or showing them an informational article you want them to read whatever it might be on your screen you want to record it along with your voice like i am now so you get this toolbar to record with quick time and we are in the record the entire screen setting you could also switch it to a selected portion and you could just drag your mouse around part of your screen before you click the record though it's really important in quick time that you check your options and make sure that the microphone is on because the default is none it's just the screen but not your voice so you want to turn that on using the built-in or whatever device you want to capture your your voice and also I recommend that you click the option to show mouse clicks so when you're moving your mouse around on the recording the people that are viewing your video will actually see it and not just have to listen to what they click here and they don't know where here is so turn those two settings on or options on and then they'll be on every time you use quick time to do a screen recording so now it's ready for you just to click that record button and it's recording so I can move my webpage around I can navigate to something else on my machine and it's recording my voice as well as whatever people see on my computer screen now to stop this recording you'll look at the top of your screen for a little stop button it's black right now but my mouse is spinning around it and I'll click that and it'll pull up my recording as a finished video I can click play and you know and watch it here there we go it's actually playing the audio back in my headphones here I want to show you that it moves around here yeah so you can see my mouse moving around all right um remember we go file save and we name it and place it somewhere but also before you do that you might do export as and choose that lower quality file size and then export it to your desktop as a smaller size that's going to be easier to work with I'm gonna get out of this cancel this file and hopefully that gets you started with what's possible with quick time so this is how to use a keynote file in the built-in keynote app on your mac and record your voice along with it as you're recording to share with students you can see here I've opened up a ready-made powerpoint file that came with the textbook it's a science piece of content I'm going to go to play record slideshow this does it takes you into like a presenter mode and now I can I can see my audio it's picking it up with the microphone down here in the bottom corner and I can click that record button and it counts down for me three two one and now it's using my voice and the slides I'm just using my arrows to go through them like a teacher would like I am on my smart board in my classroom it's recording my voice and my slides even you know do some marking on top of them if if you want to and then I'll hit that stop button and get out of this presenter mode there we go and now what happens is keynote actually saves on each of these slides little audio files that go with them so if you as a teacher go to file and export to you can make it a movie file and this is one recording of all your slides and all your talking I would change that file size to a smaller resolution and then hit next and save it somewhere on your machine where you have control of it's now a movie file so when you send it out to your students all they have to do is is click play and watch it back or put it on wherever you're going to share it with them okay so how to get a a powerpoint into keynote you would just go to your finder wherever your files are I'm just going to search for a powerpoint that already is on my machine and here is a powerpoint file dot pptx I'm going to instead of double clicking on it to open it up I'm going to control click and choose open with and then I have that option to convert it into a keynote file instead of the default of opening it up with powerpoint and that again is so that I can go to that play menu and record slideshow and add my voice on top of it so some great options there if you don't already have powerpoint slides built for you just go to keynote and start a new blank presentation and then you can type some text on your screen and you can add pictures and if you don't want to show your face you can just record that through that play record slideshow menu and then export as a movie okay real simple now people have asked me how do I get my picture to show like a picture in picture so my students can see my slides and hear me teaching but they can also see my face in the corner and some teachers have come up with some great ways of doing that like opening up photobooth and kind of resizing your windows so you have the people can see both when you're recording with quick time um that's a great option but you might also consider just using zoom now zoom it's going to be our next option for recording lessons from home and i'm going to take you back to our welcome screen here um I want you to imagine that you're in a zoom room in your own zoom room just like I am now but you're in yours and nobody's in it you're just in it with yourself and you turn on your video like I did here so that you can you know see your face and the students will be able to see it and then you click record down here in your menu bar you're just going to basically record yourself in your own zoom meeting um then you're going to go to the share button that I have the red arrow pointing to on the screenshot and when you click that it'll bring up this menu and you would probably most of the time just click desktop one that's what I've done for you so you see everything on my computer desktop everything that I do and and show on my computer screen but you're also seeing that video of me in that inset window and because I clicked record before I began I can just go ahead and teach this lesson that way I then hit that stop record whenever I'm done and my video file from zoom is automatically saved in my documents part of my mac in a folder that zoom made called zoom you can see if I expand this folder here's all the recordings that I've done in zoom the last few days their date and time stamped automatically and I can go into one of those folders and you can see here we're a couple of times I tried doing a recording this is how it'll look after you first go visit that folder you'll have to double click to convert it and it'll ask you where do you want it that's final hit save okay here it is up here at the top um it like it fixed it it it basically got it ready so that other people could watch it as a video and this is the folder now it has the playback m3u we don't care about that the audio only file of my recording and then this is the video file zoom underscore zero for some reason I can rename that it's 29 kilobytes nothing big here but this wasn't the long one just to remind you we talked about quick time earlier I could do a control click and I could open this video file with quick time player all right I could open it up here I don't know what's in this recording there we go it's just a quick test but the reason why I might do that by the way I could just share this video file like it is now okay but I might open it with quick time to do that file export as and compress it to a smaller file size and quality play around with that because if if you try to upload something and it's going to take hours and hours and hours then this would be beneficial but if you don't need to export it as 480p you'll have a better quality recording if you don't I just wanted to show everybody that that's possible because we've been running into those issues with our home internet and it might be beneficial for you to know how to make it a smaller file to work with as well so zoom recordings even if students aren't in your zoom room live you can still use that as your own recording space and make those recordings that way while we're on the topic of zoom whether you're so you're recording something or you have students in their life the other way of sharing your content on your zoom meeting is this third one that we see here it's iphone or ipad via airplay and if you were to choose that option after you click share then your screen would look like this you would be able to make sure that both devices are on the same network and then on your ipad or your iphone you would go to the airplay like pull down and get your command center and go to screen mirroring and there would be an option that says zoom dash whatever in the name of your zoom account is and then you just mirror to that and so then in your zoom meeting in your room in the in the content that you're sharing on your screen you would see anything that you see on your ipad as opposed to your computer desktop so that's a really great option too especially if you're already comfortable teaching and manipulating an app on your ipad or your iphone you may as well record that screen and then use your picture and picture video within zoom so i'm going to stop my screen share now and i'm going to actually take you back to a video here whoops there we go and so you can see me and you can see my office here i was wanting to encourage everyone to start super simple okay so like if all of this already sounds too overwhelming or too techy using zoom using quick time using keynotes and exporting and things like that um don't don't worry you can just start with your phone right and just record a video of yourself i'm going to open up my phone here and go to the video camera and flip that phone around so that now it's recording front facing should record a video of myself molly has this genius tool she found at minards i always call it a chip clip but she assures me that it really is an iphone stand so you can just point your your camera at yourself there and just sit back in your chair and just talk into your phone and teach a lesson or um go ahead and you know pull up a an easel with a whiteboard on it and just pretend like you're teaching in your classroom and and record that way or if you don't have a holder you might use your um a homemade do-it-yourself document camera that i've kind of built here out of an ice cream bucket and then i just found a piece of wood so that my phone can hang out over the edge now instead of using the front facing camera here i would just use the regular video camera make sure it's hanging off the edge and then whatever is showing underneath of my um my phone screen there underneath of my do-it-yourself that makes so if you just have something that sets you know set your uh a little stand it doesn't have to be an ice cream bucket it could be a a box or anything that lifts it up a little bit and then something to make a ledge i just use these books to to weigh down the um or to keep it balanced so that the phone doesn't tumble up and then it's hanging out over the edge so i can do my workbook and just right here and it's just filling my hands and and my voice with the camera another option is over here this was something that was just released not too long ago at all it's using an osmo which a lot of elementary teachers already have and the osmo kits that came with them but um it really just only utilizes in this case the base so this base that comes with it that holds the ipad and then this camera this mirror that goes over the ipad camera and then one more thing you need is a free app from osmo called osmo projector and you can see i have it loaded right here what this does is it turns this mirror that goes up here on your camera into a reflector so that you can use it as a document camera so i can go to start here and now you can see how nice and clear that looks um on my ipad screen it's not filming me necessarily but it is filming what i ever i do on the paper and i can be talking and writing at the same time now my camera isn't super clear for you but if you recorded just your ipad screen here it would indeed be really clear and crystal and you wouldn't have to to worry about using the third party app necessarily if you're just recording your ipad screen all right you can also record your ipad screen and to do that you just want to go to your settings and set up in the control center so right underneath general here is control center and then come over into the control center settings and customize controls now the very first time you come here the screen recording won't be up in the top section it'll be down here under more controls so you'll just tap the plus next to it and it sends it up to the top like it was for mine now it will always be available in your control center and you won't have to come back to settings anymore so now when i pull down on my control center which is pulling down from the top right corner of your ipad or iphone screen like right where the battery and the the wi-fi is then you'll see this record button and if you press and hold whoops sorry press and hold do a long press on that circle that record button you would turn on your microphone first to make sure it's capturing your audio and then you just tap it and record okay it'll count down for you three two one and then whatever you do on your app whatever you pull up in your your notes app or using explain everything or any kind of an app that you would normally use on the ipad it's just recording your screen and your voice it's like quick time recorder on the mac it's the built-in screen recorder on the ipad and you'll just go find your stop button then on the top of your menu bar up again where your the battery symbol is you'll hit the stop and it'll go straight to your camera roll it'll be a recording in your photos when you're done so if you turn it on in settings first then you can access it with the control center and you can record your screen as another option for recording content and lessons from home so if you have an osmo check out the osmo projector app and just teach on paper that's fine too but make a video so that you can add your own personal voice to it and give additional instruction so i've recommended a couple of third-party apps here in section seven of my agenda here they aren't built-in apps but because of the time that we're in right now they have offers for free pro versions if you ever have used explain everything or edu creations in the past this is a really great opportunity to simply teach on your ipad screen and not have to record it with something else but just use the features within explain everything or edu creations or even seesaw to do so however if you've never used these apps before you don't need to go out and learn them but i did link to these three some additional features and resources to use them if you would like to create content that way within the app know if you do use seesaw to record your lessons right within app you can do videos just talk to your students and you can you know markup documents and things like that but there is a five-minute limit to record it within seesaw that's not to say that you can't record somewhere else and then send people a link through seesaw you can do that all you want doesn't have a limit there but if you're going to record right within seesaw there's that five-minute limit on video files and and a megabyte limit too but those are some options again just see what works for you and choose that that way to create your lessons and record them for your students that works best for you and for them let's talk now about digitizing documents because sometimes a video isn't necessary maybe we just want to get them access to a document a workbook page a text-based article pages out of a magazine whatever it might be and so we know we can take pictures of them but i'm going to recommend that if you have an ios device if you have an iphone or an ipad that you actually use the built-in scanner in the notes app and you'll get a better quality easier pdf to share with students that way so i'm going to demonstrate that now and to do that i'm going to share my screen again but i'm going to use that option i already talked about earlier that is um recording my or using airplay to connect to my phone and my ipad so you're not seeing this right now but i am going to the screen mirroring settings on my phone and going to zoom so now on your screen you see my phone actually instead of my computer screen and if i go home you'll see there's my home screen etc okay so you're seeing my phone through zoom now i want to show you how to digitize documents using the built-in scanner so here on my notes app if i do a long press i get these options you do need to make sure that your ios is updated this is a newer feature so if you do a long press a hard press on the notes app and you don't see scan document you'll want to update your phone but here you'll see it and so i can just tap scan document and then i can take my my physical document oh it seems a little delayed there we're going to be patient what's in notes there we go there's my workbook and it's just like i'm taking a picture you'll see how the whole page kind of turns yellow and i just capture it hit the button like i'm taking a picture of it now this one i have to adjust it didn't automatically grab the edges of the pages so i'm dragging those four little dots to tell it where the edges of the pages are and then i tap keep scan in the bottom right and it already goes and it gets me ready for the next page i'm going to flip the page position it in my viewer hit that scan button or that capture button like i'm taking a picture and this time it was a lot smarter and it found those four corners so i don't even need to adjust them i just click click keep scan and then it gets me ready to do another one ready for next scan i hit the button this one i got to adjust i'm not doing it as easily or as swiftly as i have in the past i'm going to click keep scan but i have now captured three separate workbook pages so you'll see on the bottom left of my iphone screen here if i tap on that it brings up the three pages that i've just scanned nice and clean and pretty bright it brightens them up automatically too you'll notice too that it's ready for me to use the the the share arrow there's a save button sorry in the bottom right then it brings up the three pages i can flip through them there and the share arrows on the top right and now i can send it out just like i would any file on my phone through airdrop through email through messages i can you know put it into google drive save it to files i could send it to seesaw whatever i normally would do with a pdf it's ready for me it's also automatically named you can see at the top there it scanned the content of those pages it must have been about solving and it gave me a file name a pdf name it's one document i don't have to merge all of the the pictures that i took and convert them to a pdf it's ready for me to go we'll talk more about how to to edit that how students can mark up the pdf or put their answers type their answers on a pdf when we talk in the future um especially with utilizing some google tools to be able to make this more editable or annotate on top of it um but for now i just wanted to show you it's it's a lot cleaner to capture a document um as a pdf using that built-in scanner as opposed to um going out and taking pictures or even trying to scan it with a document camera and snap images there because our phone cameras are so much better these days than um than our uh any other cameras they're just a lot higher quality another thing that we can do and i'm going to show you this one on my computer instead of my my phone screen we can do it either way but i'm going to share my computer screen again and i'm going to take you to safari and in safari there is um a couple of features that you would want to know how to utilize to digitize documents so this is a time for kids article about the coronavirus and using video streaming in it if i wanted to send that out to students for whatever purposes um the first thing that i would recommend you do is you click up here on the top of your url bar you see those little horizontal lines and that switches your article into reader view see how it eliminates all the ads and distractions well most of them anyway and it just keeps the important content in the text um that's really great to do before you make it a pdf so it's a lot cleaner and less paper if you would have to print it out and you can do that on the phone and the ipad as well just look for the reader view icon it might have an a a instead of the horizontal line but it's in the same place in safari on your iphone or ipad um even if you don't do that even if you don't do reader view we can now go and export this or save it as a pdf so the easiest way to make it a pdf is just perhaps to go file and export as pdf now it's going to take that cleaned up reader view of this article and make it into a pdf that i save on my desktop and then share okay back to our um our phone sharing okay so this is a really great feature of safari on the iphone or the ipad with the updated ios um we can go to an article online again reader view or not reader view matter there we go there's reader view now on my article here you see how it really cleans it up and it just focuses on the text um i'll go ahead and and take it out of reader view but like we would in the past take a screenshot we just do it the same we press and hold both buttons it captures it makes a screenshot then if i tap on the little icon or the thumbnail image of that screenshot it pulls it up into this new viewer where you'll see across the top i have screen is the default but over to the right there it says full page i'm going to tap on that because in the past when we took a screenshot it just gave us the first screen whatever we saw on the first screen and now when we go full page it actually takes all the scrollable content it's taking a little bit here to process and it puts it into one screenshot so that you can save it as a pdf you can actually mark it up too you can see across the bottom there are the annotation tools so i could highlight draw some arrows on this pdf before i send it out to students but in a second here when it finishes processing um normally it doesn't take that long either but i have my share arrow top right on this case there we go and i now have it as a pdf to send out so it just automatically is a pdf as a matter of fact if i hit done here my options are save as pdf save this as a pdf to my files or delete it so it's just it knows that you want to turn it into a pdf basically if you do that full page screenshot whether you mark it up or not just take the screenshot tap on the the thumbnail and then tap on full page and then you've got it ready to send out as a pdf i hope that made sense i really like to use that feature instead of in the past we had to do a lot of screenshotting and piecing together on an ios device remember on a mac we just went file and export as pdf so that's nice too so definitely more options than just taking pictures to scan things um look into those and again ask us later on if you have additional questions that weren't covered in this recording so we're going to switch now into some sharing recommendations this is really important we could have started with this but i'm going to reiterate it now um that we know that teaching these lessons and recording these lessons from home it's a multi-step process it is not as simple as just making the video as a matter of fact after we've made the video however we made it with everything we've talked about so far or made the pdf we still have to do two more things we've got to put that file somewhere we've got to upload it to some web space and then we got to tell people how to get to it share the link so we have some options on the left here of my handout of places that you could upload your recording to your digital content youtube is my first recommendation anyone with a school google account already has a youtube channel all you do is go to youtube.com you sign in to your school google account and then you find in the top right hand corner the place to upload a video you can upload a video and then you choose after it's done processing if you want that video to be public unlisted or private and i've gotten a lot of questions in the last few days from teachers who thought that their videos were private so hold on here know that private means private like it means nobody else can view it that's only just for you so it's just like private hidden storage you would want to instead if you don't want it to be public and open to everybody you would choose unlisted and unlisted means that people can't randomly come across it in youtube but anyone who has the link can view it if you send out the link to an unlisted video people can click on it and watch it but people aren't going to just search for it and find it in youtube so that's available to anybody now i know especially elementary teachers might be hesitant to put their content on youtube because of the fact that after students have finished watching your youtube video youtube might suggest other content that maybe isn't appropriate so that's the case or in order to be more more private than youtube even if it's unlisted on youtube you might consider uploading to google drive instead this is just your drive so you go to drive and you upload a file and you put your your video in there know though that just because you put it in google drive doesn't mean other people can see it you have to find the share options and change it so that anyone who has the link can actually see that content or view it again we'll help you with these things if they're the route you choose but just because you recorded the video we still have to find a place to store that video online in the cloud if you have access to canvas like a lot of our esu8 teachers do at the high school level you can go to a canvas post a page an assignment whatever it might be and you can upload or attach a video file to that as well you can also record right into canvas using your webcam which actually takes us to another option for this first part that we talked about um uh just know if you do that like if you go to a page or a post and you click insert video and record video with your webcam um there's not really a storage limit or a time limit but it will take a long time when you hit stop take a long time to upload in process and canvas doesn't really let you know that it's doing that so just be patient and trust it try it with a short video first um and then it will show up as inline or embedded media in the post which means kids don't have to go out to youtube to watch your video just right there in canvas which is really nice you could also upload to drop box drop box that's another third party um cloud storage app that a lot of people use that's that first part uploading it getting it somewhere online then we've got to take that link and share it with our students so seesaw definitely if you've got seesaw in place definitely a recommended tool especially for elementary age um you can send out that link as a parent announcement or put it right into your class feed and have students access it that way you could also put your link on google classroom you can even attach a video file right to google classroom and basically the difference there is if you go to a google classroom assignment and you attach a file instead of a link it'll actually upload your um video to your google drive change the sharing settings for you and then keep track of who you know for you as an assignment so it it streamlines that process and you don't you can do fewer clicks um if you use google classroom already canvas again we talked about that and that's a great communication channel to send out these links and ways to access the the teaching um resources you create for your students or it could just be email or it could just be text messages service like remind that sends notifications to phones as to where to go to get to the content you created so uh again you're not trying to be an expert in all of these but you're choosing carefully one way to record yourself teaching um and then where to store it online and then how to get that message out to your students of how to access it i saved the best for last because no matter what tools you choose it is really important just to keep these four simple principles in mind whatever you do in your instructional materials your enrichment your review videos you make keep it short take whatever you would normally do in the classroom and cut it down at least by a third um to a third cut down to cut out two thirds of it um keep it really simple decide the most important content don't try to teach everything you would teach in the classroom um it wouldn't be a good idea for you to lecture for 45 minutes in the classroom either we definitely don't want to have a 45 minute video that students have to watch we'll lose them on that so just pick out a couple of key concepts maybe just teach one important skill at a time um or maybe even just communicate a message and and leave um some of the other details into the text part of the worksheet or the post that you send out so that your video is really short and really simple and really focused do make it personal though there's so much educational content available online right now we've got Khan Academy videos we've got all kinds of places where the content's already created the videos are already created our students don't need more of that what they need is you so put yourself in it um make it specific to your classroom to your students to what they know from you already as their teacher um and don't try to make it perfect um it's it's really hard to let go of that fear of looking on being on camera and making mistakes we all go through that but now is not the time to have those fears we've all got to set that aside and be happy with the first take show our students our imperfections um and that's okay that's actually a great way to show your authentic self and encourage students to be willing to take some risks too so keep it short keep it simple make it personal and don't make it perfect and that's my advice to you no matter which of these tools you try and which of those ways you record your content from home and share it with remote teaching now before I close out this recording this video I'd like to show your attention or turn your attention to the very last page this is some bonus information that apple education has shared the last few days starting with a web page where they have they are collecting resources specific from apple education for example how to use the ipad to do a screen recording oh which I haven't shown so I need to definitely show you that or scan documents for example they'll do a better job of teaching that and right now there's only a couple of videos so there's this one and there's one about creating and sharing presentations and demos but coming soon there will be more for example how to create an engaging video with the clips app a really fun app if if you've ever tried it before if you just want to try something new to try to um relate to your students and just use that free ios app and record yourself in clips and then send it out so anyway bookmark this site and try it out so thank you a million for joining in tuning in to this recording I hope you got some ideas I'm sure more information will evolve as you guys share it with me about what works for you don't hesitate to reach out to us at esu8 at any time with any question big or small we're here to help you um and we're glad to partner with you to help you reach your students no matter where they are and no matter where you are good luck and take care and stay safe