Good evening everyone. Welcome to November CC20 calendar meeting. We here tonight at PS971 which is a school of math, science and healthy living with Stacy >> Caris which is Caris as the principal
which is overseeing this school. Thank you so much for hosting us. I would like everybody to stand up please and face the flag. Pledge allegiance to the flag of America and to the republic for which it stands. One nation under God, indivisible, with
liberty and justice for all. >> Recording. Secretary, can you please take roll call attendance? >> John >> here. >> Elizabeth >> here. May 10. They have the login
>> here. >> Sam's here, baby. >> Online. >> Okay. >> Tonight we have interpretation in Arabic, Mandarin, and Spanish. You should see these interpreters names in the participant list, and they will post
their information in the chat. They will now share directions for anyone who needs interpretation for the meeting. Could our Arabic interpreter please introduce yourself? >> Sure. Good afternoon. My name is Sakura and uh I'll be the Arabic interpreter
for tonight's session in addition to my partner who his name is Adel. And the phone number to call is 347-9664114 and put the ID number which is 68400624 and yes and we'll do it in Arabic.
How do you feel? for Arabic announcement completed. Thank you. >> Thank you so much. Can a man interpreter please introduce yourself? The matter announcement has been made. You may now proceed.
>> Thank you so much. Could our Spanish interpreter please introduce yourself? >> Good evening everyone. for Thank you. >> Thank you so much. Thank you. As a reminder to speakers, please try to
speak slower than usual to allow interpreters to keep up. Now, we will share the agenda for tonight's calendar meeting. Kevin, can you please share the agenda on the screen? I will now share instructions for our public speaking sessions. If you would
like to speak, you can sign up on the Google form on our website and the link has been shared in the chat. If you are in person, you can sign up using the sign-in sheet. Anybody sign up? >> Okay.
>> So, um Alina >> introduce Senator. >> Should I just unmute myself here? >> She has to introduce it. >> Yeah, let me just do this. Senator Gunard is here next. Can you hear me? >> I can.
>> Fabulous. Great. Um, thank you so much for being here. So, hi everybody. My name is Alina Lewis. Hi to everybody who's here in person. I'm a CEC member and I'm really excited. I've been working a lot with some of my fellow members on online safety. Um, starting
with the cell phone ban and we hosted a special guest in September to talk about that. And we're super super excited tonight to have State Senator Grunardis here. Um, despite the fact that he has a newborn at home. So, thank you. uh and he's going to just talk a little bit about two really important pieces of
legislation that he is in the process of passing and or have passed uh regarding the safety of our kids online. So, uh Senator Gunardis, you're up. >> Thank you very much, Alina. Good evening, everyone. Uh great to be here
with you, uh my home, uh district. I'm sorry I can't be there in person, but as Alina said, I have a newborn at home and so um I won't be able to stay the whole night. Maya from my staff, my deputy chief of staff is here. Um and she'll put her contact information in the chat.
If you have any questions about anything that I talk about here, please reach out to us directly. We're happy to talk to you more about these really important issues. And it it really is I I think just to level set you know there's a lot that has happened with the last couple
of years um with the impact of cell phones on children uh you know Alina mentioned the cell phone ban in classrooms and schools something I was a strong proponent of we've already seen phenomenal results from that in our classrooms across the state because students should not have to be
distracted by a phone in front of them. What's important for us to recognize is that the phones that we have today are not the cell phones that we started out having 20, 30 years ago. Um, they're not the phones that are just used for making a phone call. They are our the the
computing power in a cell phone is more powerful than the computer that sent us to the moon, believe it or not. Uh, and these devices are being intentionally designed, both the physical phones themselves as well as all of the applications on them to consume as much
of our attention as possible because that is how the big tech companies and the social media companies make bajillions of dollars. They make it off of our undivided attention. There's a reason why many of us can spend hours
doom scrolling over and over and over again. Whether it's on Facebook or Instagram or Tik Tok if that's your thing, right? It's not because you're just bored and have nothing to do. It is designed to intentionally manipulate your brain the same way. The science is
exactly the same as the way a slot machine works, right? It's very hard to walk away from a slot machine after playing just one coin. Whether you win or lose, you keep coming back to it over and over and over again. That's intentional. Cell phones and cell phone apps are
designed the exact same way. That's important to understand. Number two, it's also important to understand that the social media that exists today is very different than the social media many of us may remember when it first came out in the mid200s when first book first Facebook first became a thing or
even a couple years later when smartphones became really prevalent. The Facebook and Instagram of 2025 is enormously different than the Facebook and Instagram of 2011, 2012, even 2013. It's wildly different. It is much more
specialized and I would say it's much more predatory in that the feeds that we get on our social media platforms are curated almost like heat seeeking missiles to be personalized to each and every one of us based on what we've
searched for in the past, what we've clicked on, what we've paused on in our scrolling, what we've commented on, who we follow, where we are located geographically. It's not just seeing a feed based on the things that you have signed up to like. That's why you see
fewer and fewer posts from your friends and more and more posts that you may or may not think are garbage or more and more things that you think, huh, how do they know that I wanted to see this piece of content or that piece of content? As bad as it is for adults, it's even worse for kids. Just like the
tobacco companies a generation or two ago knew that if they targeted kids, they could create customers for life, big tech companies have decided and made have made a business decision to target kids intentionally with these addictive
algorithms to then be able to monetize them for life. In 2022, the most recent year that we have this data, the big six social media companies made 11 billion dollar in ad sales just on youth under
the age of 18 just off of targeted ads. That's because they they figured out how to keep them scrolling and scrolling and scrolling. And so, um, I I've been very active in this space from a legislative perspective to try to fight back against that, to try to stop that. The first
bill that we passed two years ago was a first in the nation law called the Stop Addictive Feeds Exploitation for Kids Act, the Safe for Kids Act. And what this will do, and Maya can put this in the chat, it turns off the algorithmic
feed as a default for users under the age of 18. And a parent or a parent figure would have to proactively agree or consent to put the algorithmic feed back on. What this means is that kids
can ch will see the content of who they choose to follow, their friends, their family, the Taylor Swift fan page, their favorite football team, whatever. They're not going to be shown content about body image issues, body dysmorphia
issues, or stuff that's meant to shame them or make them feel worse about themselves, which is what they are currently being exposed to. Which is why in the last decade, the rate of teenage girls who have been admitted to the hospital for demonstrated acts of self
harm have tripled. It's why young adolescent boys, 11 to 14, have double the rate of body image and self-esteem issues. It's because the content these kids are being shown are designed to harm them in a way that keeps them coming back for more and more and more.
Just like you keep coming back to the slot machine because you keep losing because you think the next thing you click on is going to make you feel better, but it doesn't. So, the Stop Addictive Feeds for Kids Act turns those algorithms off as a default and it lets parents decide when and how they want
those feeds to interact with their kids. If we can break the addictive hole that these feeds have on kids, then they have a fighting chance to use the social media platforms as they were intended, which is for social connection and community, not to be have their personal
data monetized. The second law we passed two years ago is the New York Child Data Protection Act, which limits the ability of internet companies to collect personal data from children under the age of 18 without consent. These bills go hand in hand because social media
companies mine us for our data and then they use that data to feed into the algorithm so that we can then they can then sell us targeted ads. If you stop the collection of the data without consent and you stop the algorithmic feed without consent, you break that
hold. These laws are have now gone the the data protection act has gone into effect. The algorithmic act is going to go into effect by early next year. Uh, and there are two steps, there are two tools in our toolkit to try to give kids a fighting chance in this age when
there's enormous pressure on them to engage on social media, to follow social media, to be on social media. I want to say a quick word here because a lot of people say, okay, well, why can't parents monitor their kids? It is not about parents being more responsible.
the face. This is why I started out by saying the Facebook and Instagram that you thought you knew from 10 years ago is not the feed that your kids are seeing today. You could even sit side by side with your kids right now and both open your apps simultaneously and you
would see two vastly different universes of information and content being shown to you because it's designed for each and every one of us individually. So, I really think it's important for us to remember it's not about parent responsibility. Um, it's really about how big tech has designed their products
to addict us. Sure, we can all bear more responsibility to set limits for kids into how they use devices and what they have access to. But if your kid is being exposed to something on social media, it's not always your fault. It's because big tech has decided they can make
profit off of their kid off of our kids and they choose to make money uh over elevating our kids safety. I want to pivot for a second now because those those are laws that we've passed. There are two new laws that I'm working on right now. The first is called the Child
Safe Phone Bill Act. And what this would do is that it would require phone manufacturers to have an age verification system installed on the operating system. So that the moment you give your kid a phone, you can program
it to say this child is a 14-year-old, this child is a 15-year-old, however old you decide to give your kids a phone. And then the device itself will tell every app that uses that phone that this is a phone used for a minor. So, it'll automatically be required to not show
them content that is over um over the age of 18 or any uh features like algorithms would automatically be turned off by default as soon as the phone sends a signal that this phone and this device is being used by a minor. The
second bill I want to focus on is about something entirely different. The when we passed the Safe for Kids Act, the number one question I got from parents was this is great. Does this include Roblox? And I didn't know what the hell Roblox was. Game Boy was what I grew up with,
right? I don't game now. My kids are too young. Many of you kids of you probably know what Roblox is or you have an idea or you've heard about it or your kids are playing it. Roblox is an online gaming platform like Fortnite um or like others. The bill does not cover Roblox
because that's not a social media platform. But Roblox in itself is a huge huge problem. Experts have called Roblox a cesspool for child predators. One analyst says it is an X-rated pedophile
pedophilic hellscape. 40% of users on Roblox are under the age of 13 and it is a breeding ground uh or I would say a hunting ground for people who are trying to exploit children
sexually to groom them to uh harm them in many other ways. Um, and you wouldn't know it because you're engaging with someone through a screen name. You don't know that the person you're talking to on this gaming platform, if they're a 13-year-old or a 47y old pervert or
pedophile or convicted sex offender trying to engage kids, exploit kids, groom kids, harm kids. Uh there's a Bloomberg news story that we'll share in the chat that lays out in great detail all the harms that Roblox causes, but the bottom line is Roblox and other
online gaming platforms like them have very few privacy protections for users under the age of 18. You can message kids directly without even being connected to them or being friends with them. You can do that without even without parents even even knowing who
their kids are talking to. So, I have proposed legislation called the New York Children's Online Safety Act, which would require platforms like Roblox, like Fortnite, like others, um, to have something called Privacy by Default, to
not allow adults over the age of 18 to message minor users without them already being connected through a friend request. And it also requires that all friend requests for users under the age of 18 have to be approved by a parent or
a parent figure. And in this way we can make sure that we know exactly what is going on on these platforms and who our kids are talking to and who they're spending all of this time with because we know that kids are playing a lot are spending a lot of time on Roblox. Last year alone, there were more than 13,000
documented cases of uh sex child online sex exploitation on Roblox alone. Across the world, there have been more than 300 million cases of online child exploitation, sexual exploitation on platforms just like this. This is a huge
problem that is only getting worse. And again, we don't often know what's happening when our kids are using their devices. We think they might be doing one thing. We think they're playing an innocent game, but in actuality, we have no idea who they're talking to, who
they're interacting with, who's trying to message them, what they're saying to them, and so on and so on and so on. If you were to go on Roblox today and do a search for Diddy, as in P Diddy, you know, Puff Daddy, you would find more than 600 games named after Puff Daddy or
P Diddy, including things like come to my Diddy Party. And any of you that have been following the news about the law the the um the criminal case against PD, you would know just how horrendous that is. And then just remember 40% of these users are under the age of 13 and
they're being exposed to this stuff unbeknownst to us. So that was a lot to say in one breath. There is a lot of work here to be done to continue to keep our kids safe. It is an uphill battle because tech companies do not care about
prioritizing kids safety. They care solely about making money. I don't care how many times you open up your Instagram account and you see an ad from Meta saying, "We value kids privacy. We value kids safety." That's BS because they are not doing the things that all
experts are telling them they have to do in order to actually keep kids safe. Instead, they're doing just superficial top level stuff that has very little impact on actual safety. So, um, we're we have an uphill fight. Big tech spent
millions of dollars to fight back against my algorithm bill. They're going to gear up to spend millions of dollars to fight us on the roadblocks bill and so many others. Um, but the way we won the last time and the way we're going to win this win this time is with incredible grassroots power of parents,
of advocates, of stakeholders, of doctors, of clinicians, of concerned uh, you know, folks who want to imagine a better internet for all of us, but starting first with our kids. So, I'll stop there. I know we don't have time
for questions in this portion of the program. Um, if you do have questions about what we talked about, please email Maya. We will follow up with you directly. And if any of you want to work with us on these these efforts, we welcome your support. We welcome you
into the coalition because it's going to take all of us to be able to fight to do the right thing. Thank you everyone. >> Andrew, can I please >> Thank you so much, Senator, for being here. I was just gonna ask you a quick question even though I know we said we didn't have time for questions. Um, I'm
Kelly Clancy. I have um kids and I worry about what you're talking about absolutely all of the time. And so I really really appreciate this this insight into the way that uh the way that it's a really optimistic story about government in a lot of ways and the way that government can work on
behalf of people in ways that we can't work against tech companies themselves. And so I guess my question for you is could you briefly tell us how you're thinking about these issues as they apply to generative AI? like a lot of the things that you're talking about um
kids committing, you know, kids trying to kill themselves, self harm have been also traced to AI technologies as well. And then, you know, and I'm particularly interested in this in terms of the way that these technologies are showing up in classrooms. And so, you talk about you talked about how um the bill
prohibits the the collecting of of teenage data without um when kids are under 18 without consent. But we know that the AI products that are being used in New York City classrooms are are training their models based on the data they're collecting from students. And so
I'm just curious about um the way that you're thinking about this in terms of educational technology and generative AI. I know it's a big question to answer in a little bit of time, but I was just curious what >> uh and I'm happy to follow up with you more in depth on this. It is a big concern of mine. AI holds enormous
promise and potential. All of these technologies do, right? Social media allows us to reconnect with family members across the world, to reconnect with classmates we went to school with, to find new friends and new community, right? There's a enormous promise with social media, with technology, and
especially with AI. It's going to transform how we learn, but it comes at great cost. And I think we're just beginning to reckon, you know, reckon with what that cost might actually be. Just at the very top surface, there's so much more to dig into there. I am very concerned about how we have just
welcomed these products into our our lives and in our classrooms without stopping to pause and think for a second as well as to put the appropriate guard rails around how these platforms can operate. New York last year passed a law specifically around AI chat bots because
a big concern has been the use of chat bots particularly for you for youth to talk to AI uh chat bots as a form of therapy or as a form of companionship and then being told very suggestive things including how to commit self harm
uh and and uh and act on suicidal ideiations among other things. Um, we passed a law last year in our state budget to hold to hold uh the AI companies accountable. In my view, I don't think it goes far enough. I think that AI companies should be held to a
much higher standard. One of the challenges we face at the state level is it is very hard to um have full-scale regulation of social media platforms and AI platforms because we run into federal
constitutional issues as well as federal statutory issues particularly section 230 of the federal communications act of 1996 which gives platforms like Facebook and Meta and OpenAI broad immunity
from any type of liability about the content that is hosted or posted on their platforms. And so we at the state level have to be very creative about how we can protect our our kids and ourselves despite the federal limitations. You might ask yourself, why
isn't Congress doing anything here? Well, when they were trying to pass the the federal budget bill in the spring, there was a proposal to prohibit any AI regulation for 10 years of any kind whatsoever, which was bonkers to me, and I spoke out vehemently against that. But
the last time Congress passed a law to protect children on the internet, was 1998. Many of you probably remember getting America Online discs sent to you in the mail every week back then. 15 free
hours, 30 free hours, 50 free hours, right? Social media wasn't even invented yet. The smartphone didn't exist. Neither did broadband. It was all dialup. That's the state. That is the last time Congress, our federal government, thought it important enough
to step up to the plate and pass a law to protect kids online. So, we're fighting with one hand tied behind our back at the state level. There's a lot more work to be done here. Um, and I'm happy to go into more detail about this with you guys uh later on. >> Thank you. Oh, can you mute it, Kevin?
>> Thank you, Senator Senator Gonardes. Thank you so so much for joining us tonight. We really appreciate it. And as he said, um, and Maya put his information in the chat. Anyone who is interested in following up on this, you can get in touch with Senator Gennardis,
his staff, Kelly or myself, and we'll be talking about more about the AI issue in the December meeting as well. So, thank you again, Senator, and I'm going to pass it back to John. >> All right. Now, I'd like to recognize several guests here with us tonight.
Superintendent Dr. David Pto, family leadership coordinator, Bill Chin, family support coordinator, Sylvia Sjazinski, Title One DAC Chair, Christina Shear, she's online, and we also have representatives from elected officials,
which is Kenneth Chu from Lester Chan's office, Assemblyman Lester Chan. We have Hanan Deat, State Assembly, Michael Tanus's office. Anybody else? So, we're going to start with Kevin Canu
sign up. Canon Chu, you can sign up >> and speak. >> Take yourself off mute. >> You're muted. >> You're muted, Kenneth. >> All right. You hear me now? >> Yes. >> Um, thank you so much. I just want to um
on behalf of Assembly Minister Chang uh he's on his way back from Albany uh he had emergency sessions um the last two days um and I want to quickly um uh thank uh Andrew Gennardis the senator um for the work that he has done uh we look forward okay to working with um uh his
fellow legislators okay to address this online um uh bullying issue um and again thank you for the great work you guys Michelle Magnus. >> Next up is Michelle Magnus. Please unmute yourself, please. >> Hello.
Okay. Um, thank you everyone for your uh work that you do for our community. I do really appreciate it. Um, and I'm happy to hear that the state is trying to protect our children. However, I'm failing to understand how the state thinks it's appropriate for elementary
students to take a standardized test before they developed reading and writing skills on paper. I'm failing to understand how the state thinks it's okay to curve the test results at their convenience in order to show progress. And how is the state mandating tests
online but not providing support to finance computer teachers so that classroom teachers are not wasting valuable classroom time teaching computer skills? There is scientific data showing the difference between a reading brain with paper versus a reading brain on a computer with the
latter not developing literacy. So, how is putting students on a computer to read textbooks, articles, and stories developing skilled readers or properly assessing them for understanding? Students are not practicing literacy or math skills when they can just click
buttons. Senator Gennardis himself just mentioned doom scrolling. Yet, the DOE is promoting this when they push computers in the classroom to cut costs. Moreover, I'm failing to understand how students are becoming skilled readers when they are asked to practice lit
literacy skills with texts they are not able to read. Put textbooks, workbooks, and books back into our students classrooms. Bring back level readers to encourage reading. Thank you very much, >> Kevin. Who's up?
>> Hananj from the state assembly. from Michael Tunus's office. Can you unmute yourself, please? >> Hi, good evening everyone. Uh, this is Hanan. Uh, thank you so much um for having us. I'm like I as I mentioned, I work for the minority conference and I'm here representing Assemblyman Michael
Tenus of the 64th Assembly District. Um, I want to thank uh the Senator Gennardis for his great work. Um and I'm sure that uh the assembly partners are willing and and able to you know look into that um as that this is obviously here and
intact to help uh support our children uh in academia. Um and as always I just wanted to let you guys know as I put in the chat um my email information, our office phone number. So for anyone in the constituency um and in CC20 that has
any questions or concerns, please do feel free to reach out to us. And thank you guys for all your great work and support as always. And um yeah, have a great November and happy Thanksgiving. Thank you. >> Thank you so much, Anon. >> Last one is Andrew Goodman. >> Andrew Goodman, can you please unmute
yourself? >> Is he here? Yeah, he's here. >> Andrew Goodman, can you please unmute yourself? >> All right, we're going to move past them. That concludes our first public speaking session. Come on.
>> Yep. Our first presenting speaker of the night will be Office of District Planning. >> I just take your seat here. Thank you so much. >> How are you? Good evening. Hi everyone.
My name is Lucio Brian. I'm from the Office of District Planning. Um I'm here tonight with my colleague Eric Herman who just stepped out but is also here. Um and together we support South Brooklyn Schools and we're here tonight to talk a little bit about a new building that is coming online to District 20. Um and doing some planning
for that new middle school building. Um so I know we don't have a ton of time, so why don't we jump right into it. >> Thank you. Um so like I said, we're from the Office of District Planning. Um, >> can you guys see the presentation? >> No, I'm doing >> I'll hold for a second then.
>> There you go. >> Great. Thank you so much. Um, so like I shared, we're from the Office of District Planning. Um, and a little bit about what our office does. We work with school communities, CC's like yourselves, superintendent, and other DOE offices. Um, each year to assess
district needs and priorities through kind of a big data review. Um, and we develop strategic plans to address those needs. Um, and something that falls under that umbrella is planning for new capacity. The next one, um, since I know we don't have a ton of time, this is our quick
agenda. We're just planning to share some information about this new building, speak a little bit about some of the data, uh, related to the middle school landscape in District 20, um, and talk a bit about the different ways that we could utilize this new capacity. But we're really hoping to hear from CC members and everyone else here tonight,
um, your reactions to what we share. >> Great. Um, so when we had connected briefly over the summer, we heard that there was some interest in seeing some visuals of what this new building might look like and the school construction authority was kind enough to share these with us. Um, so the building is called KO82 and
it's expected to be open for the 2728 school year. Um, the building has a projected capacity of 461 seats and will be designed to serve middle school students. Um there had been a question over the summer about why the building um does not have designed middle school
seats and uh we were told by the sea that the lot itself is actually just too small to have the footprint for a building large enough for a sustainably sized middle school as well as design district 75. Can you go to the next? Thank you. >> Um these are just some other images that
the SEA shared with us about what the inside of the school building will look like. Great. Um, this is a map of the area. You can see that pink star towards the bottom there is the KO82 building. It's located at 631514th Avenue, which is inside the JHS 227
zone. Um, and you can see the schools that are on this map here are schools that serve grades 6 to8. Um, so the three closest schools there are Christ, Seall, and uh, JHS 227. So this is just a little bit of information about our middle school
landscape in district 20 here. So if you look at this chart on the bottom, we look at comparing the capacity of the schools in the middle or the middle schools in the district along with the enrollment at those schools. And so districtwide uh district 20 has 530 excess seats. But when we break down the
district into the three subdists, you can see that while district subdists one and three have excess middle school seats, subdistrict 2 actually has a deficit of 417 middle school seats. Um, and the KO82 building will open in the
in subdist. Um, and with those 461 seats that it'll bring, it's anticipated to eliminate the middle school seat deficit in that subdist. This next slide here has a a whole lot of information about the schools in the 227 zone as well as the schools serving grades six to eight in the adjacent
zones. Um so you can see them by zone at the on the left there. Um and I think probably the most important part of the information on this slide has to do with uh the enrollment the five-year enrollment change and school utilization. Those last three columns on the right there. Um so you can see what
the 6 to8 enrollment at each of these schools is how that enrollment has changed from 5 years ago. Um and the utilization I think is helpful to think about in terms of kind of like how full a school is. Um so you can see there's a number of schools um in the surrounding
area that are over 100% utilized. Seall uh Christoph Maline Brennan and William McKinley um are all utilized over 100%. So that kind of lines up with what we had seen on the previous slide about there being a deficit of middle school seats in this area. Now, thinking about how we could use
this new capacity, uh there's kind of a few different ways that we could utilize this new building that'll be coming online. Um one is to resite an existing school into the new building. Uh another would be to use the new building as an annex for an existing school. So, to
serve some of their students in this building and some in their current and the final option to open a new middle school in the new building. Um, and prel based on some preliminary discussions with CC members and with the superintendent, it sounds like there is some community interest in the idea of
opening a new middle school. Um, if we were to move forward with opening a new middle school, something that we try to discuss with folks early on um is around potential admissions. Um, so if we were to open a school that utilizes a zoned priority admissions
method that would give priority to students residing in a specific geographic area, we would go through the reszoning process and create a new zone for the new school. Um, and then the CEC would vote on that resoning proposal. Um, but we could also uh look to open a
middle school that utilizes a different um admissions method, for example, screened open language criteria or audition. um and you can still give priority to students who reside um in the district or have attended elementary school in the district with those
different admissions options. So, I know we don't have a ton of time, but we brought some guiding questions. We would love to hear folks thoughts um on the idea of a new middle school as the best way to use that new capacity. If folks want to speak to the greatest needs and priorities that you think need
to be kept in mind as we're planning for this new capacity, the type of programs you would be interested in seeing, admissions methods that you think could best serve the District 20 community. Um, and finally, we're really looking to get a variety of perspectives on this. So, if you have any in any insight into how we can best hear a lot of
perspectives from the community, we would love to hear from you. >> Yeah. So, I think we'll pause and if anyone wants to speak to any of these questions, we would love to hear your perspective. >> Any members wanting to ask any questions? >> Um, yeah, I I do, John. I I guess
speaking to that last question because I really really really think that is so important. Um, do you guys have a process by which you engage community stakeholders in this conversation beyond just the CEC? I think we look to the CEC
typically to tell us if there are any kind of like places that we shouldn't miss, but we try to hold community meetings. Um I think in a situation like this where it isn't one school community that would be impacted. There's the opportunity to reach out to SLTs from surrounding schools to engage with the principles and school communities of
those surrounding middle schools. But I don't I don't think we have a routine process because we try and tailor it to the community that we're working with and to the school process. >> Yeah. I mean, starting at the schools might be a good place to start like with either PTAs or SLTs
of different schools in district 20 because I mean what I've seen happen which I believe I did share over the summer with district planning is often very unconnected to the reality on the ground and then you have schools opening
in places that parents either don't want to go or things they're not interested in and there's I mean you just think of you're opening a school, it's so important that you're talking to the people who might potentially send their kids there. Um, so I would that's what I
would suggest like either SLTs or PTAs. Um, I don't know what else I mean. So we've definitely, you know, I think we've we've had some success in recent years with like organizing working groups or like partnering with the CEC uh and the superintendent to try to
figure out ways to bring people into a space together. I think it's very efficient. It's hard to I mean I know that um David you visit the schools but don't join every SLT meeting at every school possible. And so like it might make a lot of sense for us to try to
organize a working group meeting um where we invite in SLT presidents, the PTA presidents and I think like we can work in elected officials if they want to participate or at least make sure that they are invited to be a part of the conversation so that we can we can
definitely try to start there. I think that would be great and starting with inviting like some of the parents from either SLTs or PTAs or both I think would be that would make a lot of sense. >> Okay. >> You know, I think also at times sometimes CEC's will organize like
subcommittees, right? I know it's you guys are doing a lot and you organize a lot of meetings and like sometimes it's easier to especially with open meetings law and different things to break into smaller groups that allow for smaller discussions. So if that is something that the council is also interested in,
we can set up you know I mean the cadence of the meeting can kind of make sense with like what people want to do but it could be a monthly meeting where we discuss sort of the path forward and organized meeting so that we make sure that it's like okay we held a meeting attendance was okay we missed so and so
people maybe we want to hold another one maybe we want to gather uh different types of information. So, if that's something you guys want to discuss um about pulling together, we can we can do that as well. >> I'd love to get your contact info
council after you guys leave because that that could work too. That would be >> Did we leave that in the end of the presentation? >> Yes, it's on the end of the presentation, but we'll make sure that you get it. >> Okay, great. >> Okay. I have a question >> that kind of like a concern
>> very dangerous and do you guys look into like the traffic patterns because you're putting a middle school and then people traveling it. It'll be very dangerous in the morning. >> Okay. >> Just creating more traffic in that area and the people driving in Brooklyn
sometimes they don't care >> and they do not >> and a lot of middle schools that are still there, >> they have that issue. >> Yeah. I mean, listen, the safety of our students is really important. I think the site has been identified, funding is available for it and I don't think
there's any I'd be surprised if there's room for discussion about finding a different site at this juncture in time but working with you know transportation >> get u zone should be their priority. So most of the parents won't be traveling. They they'll be going
>> I mean they could walk over instead of driving like >> 30 blocks away to this area and to avoid this kind of dangerous situation. And that's the type of that's the type of dynamic because it's a really important piece to bring up uh
that a working group could kind of piece through and hear the different perspectives of how that type of um concern could raise in the larger uh realm and also in the context of the district and the way that middle schools in general and the way that folks kind of understand how middle schools are in the district play out. That's like one
of the topics that could kind of get teased out in a working group. >> Absolutely. >> Can I can I also um say something? This is narrow. >> Yeah. I mean, I think the reason why I think admissions is a really important part of this conversation is because I think people on this council, maybe not
everybody, have gone through the zoning process. And when you're having also the conversations about drawing lines and figuring out how to carve out a zone, uh it takes some time to figure out sort of what the what the right way to go is. Um
and so um this building doesn't open for a little bit but actually next year uh is when sort of the emissions process will open for that because we decide to go with a new school also right like we need to have an admissions process in
the timeline by next fall. Um >> and so that's why that's why we're here and having these conversations early. We have plenty of time. um but want to make sure that like if we do decide to to to go the route of it should be a zone
school then we have to transition into what's the data around the catchment area and what are the right uh zone lines to draw to create the right amount of students uh to meet our goals right and that could be alleviate overcrowding
um ensure class size law compliance in surrounding schools um you know I think that's really what we want to see in general here. Uh and that's why we have capacity in this area. But um that's that's a component of this
>> and factors and factors like the demand for zone seats versus screen seats, things like that are things definitely to to take into that discussion. >> So just to clarify, if it's screened, then you don't need to do the zoning process. Um if if it's decided that it would just
be a screen school without we don't have solely screened schools in this district that give priority to a zone. all of our zoned schools in district 20 and I think around the city but like well not well in district I'll
start with just district 20 like we they give there's a a program that gives priority to the zone and then some have a screened admissions method as well and then some have other programs >> except for Christrista Mclliff Christ is a is a district-wide screen program that
doesn't have a a zone priority >> that's what I was trying to say gota >> uh but no but if that wasn't clear that's I appreciate that. All right. So, yes, screens like uh like if it was just a >> fully screen, there'd be no zone attached to it.
>> No, the thinking was that there would people in the district would have equal access to the school. Um and we'd probably find that it would draw from people in close proximity first, but I think like that is the type
of data we can look in can look into. >> And also 936, correct? So the audition school, the audition little school we have as well is a districtwide audition school. It doesn't have a zone >> zone 686 >> and 686 is and 686 is citywide, not just districtwide. It's a citywide. >> Yes. >> Uh screen.
>> And I always think of audition as a little different, but yes, there is something else. You know, there's a way to screen students. It's just not academic grades. It's based on audition, >> right? >> Hello. Can you guys hear me?
>> Yeah. Okay, I've been trying to talk for like a minute and I don't understand what the why you guys aren't able to hear me. Um, this is Tamara um from the CC20. One of my concerns and like Alita brought it up earlier um but like
besides the working group and speaking to SLTs and PTAs because um let's comp be completely honest, not everybody attends the SLT meetings and not every parent attends the PTA meeting. Is there any way besides the working group where
you could do like a town hall at any of the schools in the area to discuss this as well that where parents could actually physically come in and give input because this is going to affect them one way or the other because I've been through a number of reasonzonings
and one of the main complaint is you guys don't listen to the to the parents and a lot of them don't fit heard. So, and it's not there's not as much communication when it comes to this whole process. And then you have a lot of families that are up in arms because
they their school's been resoneed and now they got to go to another a school or middle school somewhere else that that's further. So, um if that could be also put on the table besides a working group because again that we have to figure out like the date and time to do these working groups and whether they're
going to be in person with a virtual option, hybrid or whatever. We want to make sure that everybody has a say in how this affects them. So, I just want to make sure that that's also something that that's that's discussed and put on the table as well.
>> Yeah. I mean I to respond to that I think like we want to create an engagement around this new sp new school building the admissions method and the direction that we go whether it's resoning or not like in a very public
and transparent way where we get as much uh feedback and communication as possible. And so like um if that means h having a town hall that is advertised for more people to go to because uh we're not getting a robust participation
at the working group level. I think that makes a lot of sense. I think we could also think about written communications to schools and to the community as well that we can backpack home in different languages. um you know those are just some other ideas but I think yes like
just holding a working group um with the SLT leaders or PTAs may not be um may probably is not enough right and but I think it's a good it may be a good starting place uh to understand the
different perspectives of the communities and then from there we can figure out how to work in uh further engagement I have a question statement. >> I want to recognize Ena Kranik, the face representative. So last week she explained to me that we're going to have
a CBC20 town hall which will be on March 30th at 2026 and it's going to be from 6:00 to 7:00 p.m. So we would like you guys to join us there as well. And also if you could go to community boards and possibly present there. >> Did you say March 30th? March 30th, 2026
from 6 PM to 7 pm. And that's going to be the CC20 town hall. >> Do we have the location yet? >> Not yet. >> 30th. >> Mhm. March 30th. >> Another constituency. Oh, was that your question on your
>> Yeah, it's just a statement I had. >> Oh, do you have a question? >> No. Uh, another constituency that might be good to engage is middle school parents as well who have just gone through the process and then seen realized things that they hoped would they would see in places they hoped they
could send their kids. And so, you know, being able to ask middle school parents what was lacking in the middle school admission process might help to create a more optimistic view for the future instead of instead of elementary school
parents who may not actually know what isn't available or what they might want for kids. And so, it might be good to talk to those PTOs and SOTS as well. >> That's really helpful feedback. Thank you. Any
other members have any questions? >> I'm sorry. >> Yeah, of course. >> We have like an occupation rate for the middle school in the district now. >> Sorry, could you repeat that? the occupation rate. >> The occupancy rate like how full they are. >> How full.
>> Yeah, that's it's actually on the slide. >> If you go back, it's on this slide. >> Uh just for the surrounding rate for some of these surrounding schools. It's not for the district as a
whole. Uh that information is actually uh in the district data summary which I think we sent to the CEC. Um >> I can reshare it if that's helpful. >> Yeah. >> And the data workbook you know school by school.
>> We can send the link around to that. So it's a pretty comprehensive uh report that we put out that has sort of the amount of capacity that we have in the district. Um it's it's accompanied by a data workbook that has
a ton of really great information about um enrollments and programs and utilizations that all of the schools have. So we can make sure that you have you have access to that. >> Yeah, I'm happy to share that. >> It's already I sent it out to every member. >> Hey Z. >> Thank you.
>> Okay. Thanks, John. >> More questions. >> Sorry, one quick question. Looking at this one, it's a zone on the left. Uh, >> I'm confused by that. Why? Like, why does it say 227 and then >> So, so it's the geographic zone that all
of the schools are located in. And so, in the 227 zone, geographic area, these four schools are located within that area in the 227 zone. 227 is the zoned school. Seal is a K to8 school um
that gives priority to that zoned area first as well. Um Chris Christine Christa McAuliffe is just a screen school that gives priority to the district and 936 is a an audition school. >> So then when I look at 223 what's the
deal? So urban assembly the last one >> that's a screened program also or >> it's an open program that's a it's a 6 to 12 school that's colllocated into >> so the middle school portion of the we kind of disagregated the middle school
portions of these schools what their admissions method is and actually what the utilization um like it's a projected utilization of the middle school portion of that school. That school is located in district 20, but it's supervised under superintendent Fred Walsh. It's
one of the urban schools. >> It's in the same building as uh as M talks. >> Yes. >> Just because 227 and 180. What's the difference between that? the first mark
as a screened and zoom priority. >> So it h so that school when it says it has a middle school screened and a zone priority it means that um there is a an a an admissions pathway as a zone student and there's also an admissions
pathway through a screened option. So when you're applying to middle school at at 180 or any school that has both of them you can apply to both programs separately. You can apply as a zone student if you're zoned and you can also apply to the screen program uh either if
you're a zoned student or if you're a district one student. >> Okay. >> And I can like and I'm not sure of this answer Dave maybe you are. Is it a priority to the 227 zone or is it to the elementary school zone? >> It's a priority if I'm not mistaken it's
a priority to the students at PS at PSIS 180. >> Got it. to the ES zone >> to the Yeah. to the ES zone to the ES student the ES zone of 180. >> Okay. >> Yeah. >> And then can you just flip back to the
map again? Of course. Sorry. >> Here we are. >> And where's >> it's that pink star. >> Okay. Okay. Thank you. It's a right in the triangle between
Crystal McAuliff Shallow and 180. So, if there aren't any more questions, I mean, thank you. D first, thank you for having us. If there aren't any more questions, I think like as a next step, um I think we'll circle up with the superintendent and I think we'll reach
out to you guys just to >> uh think through like the creation of a working group, the right people to bring in, which I think was the first step and then how do we do outreach um to people like community boards um and sort of you
suggested middle school people maybe they can be brought into the working group um as well. Um and then how do we disseminate information to make sure that we've heard from as many people as possible to gain consensus or as much consensus as we can um around use for
this building? Um >> may I make a comment? >> This is Victoria Curo. >> No, can't do that right now. I I think that public comment. Yeah. >> Well, we're gonna let you take
>> step out of the way. >> I didn't understand. Yes. No. >> I think there's going to be a time for public comment a little bit later in the meeting and that you have to sign up to speak. Uh and we're going to put that information in the chat for you. >> Okay. I'm on the community board, so I
thought maybe that was I was going to try to help, but Okay. >> Okay. We I don't want to This isn't my meeting to run. So, um um but I am interested in hearing what you have to say. >> So, the next pres presentation is going
to be from Rita me the branch manager at Bay Ridge Public Library. You can stop and speak. Okay. That's fine. You can just speak. The cameras. >> I didn't do my homework.
>> I could put the website up if that helps. But >> Sure. What is it? >> Pk lynn. >> Library. >> B K L Y N. >> B K L Y N Library. Yeah, that'll work.
There we go. All right. Oh, boy. Hi, everybody. Hi, everybody. I always feel awkward when it's like a double meeting. I I never know where to look. Um, I'm Rita Me. I'm the branch manager at the Bay Ridge Library. Um, I don't have a formal
presentation. I'm just here to kind of introduce the services that we provide, answer any questions you might have. Um, we put the link up on the screen. Maybe you can see it. It is bkyn
library.org if you want to peruse it at any time. There's a lot of information there. A lot of information that I don't even know half the time. Um, so basically I am at the library on 73rd Street in Bridge Boulevard. I actually
see a familiar face or two here. And you do um there is another library I think equidistant the Sunset Park Library which is on which is on 4th Avenue at 50th Street and they have a brand new
big beautiful building. I don't know if anyone's been there yet. It's it's nice. It's nice. Yeah. Okay. Um I'm not going to say it's nicer than mine because I I love my branch, but they have a lot of nice amenities there. Um not like it's a competition or anything. Um, so
basically I just I brought a bunch of like calendars. Um, John asked me to bring some pamphlets. So I brought a bunch of things from my library and from the Sunset Park Library that just highlight the different kinds of programs that we provide. Um,
so basically I mean there's a lot for adults too, older adults, you know, all ages basically are represented at the library. Um, but for children in particular, um, the Bay Ridge Library has multiple programs. We have, uh, our
own children's floor on the second floor. So, it's it's a nice space. You you know, you've been there. Um, yeah, we try to make it fun. There's always like something to do. Um, even if it's not a formal program. We have a great children's librarian, very into
art. So, there's always like an art cart. you can come and just even if you're coming to do your homework or whatever, you can take a break, play a game, um that kind of thing. So, and the more structured programs we have right now for kids include story time. Our
story time is very popular, Wednesday mornings. We just kind of refurbished our second floor children's programming room. So, it's a lot kind of like STEM steam based now. We have a light box. Um, lots of different, you know,
manipulative toys. Um, very sensory and very inclusive, too. So, um, that's just one little part of it. Um, we have homework help in person on Mondays. And then there's also something called Brainfuse
which is a free service through the library through the library website that offers um live tutoring on the computer like it's virtual but it's with a live person and it's all free. So I just want to stress everything's free except if
you have to print something. Um I also want to let you know I've been listening here at you know the different speakers and things and I realize that like space is at a premium. So, we do have a meeting room um in the Bay Ridge Library. There's one community room that
you can book with your library card barcode. If you forgot your library card barcode or you don't you haven't been to a library in 15 years. No one's going to judge you. You know, it's all come say hi to us. We'll we'll get you set up. If you have books that you This is what I
tell the kids, you know, don't be scared. We're not going to yell at you. If you have books overdue, if you think I I left a book at home 20 years ago, you know, it's okay. We want you to come back. Just come back and talk to us and we will figure it out. Um, so yeah, so we do have a meeting room. You can book
it up to two hours. Um, I'm saying that if you want to do any sort of like community outreach meetings and things like that, you can always use, you know, when it's not being used. Um, our library or the Sun Sunset Park Library has a bunch of spaces as well. Um,
>> what's the capacity for this? >> It's about 40ish. >> Like to be comfortable. I think the fire the fire capacity is a little higher, but you know, it depends. Like if it's like this kind of thing, I would think like 40. Like probably it's probably the size of this room.
>> Yeah. Yeah. It's pretty useful. Um, and then it open. >> Oh, sorry. It's open whenever the library is open. Um, well, we Okay. So, we do close it like 15 to 30 minutes before the library closes just to we make sure that everybody gets out like
um security reasons. But um yeah, and so we did also get um city council funding to open on Sundays which is a huge thing because the Bay Rich Library has never been open on a Sunday as I've been there 17 18 years. Um so that that's pretty
cool. It's open from 1:00 to 5:00 on Sundays. The meeting room is available. Um, you do have to book it like yourself. So, people might people are like watching that calendar to to watch the slots open. Um, so get, you know, do it early if you want to book it. Um,
what else? Homework help. We have great databases. I want to stress this because I think a lot of people don't know about it. And this is something actually we just had a a class visit from one of your classes. I think I think it was on Halloween or
around Halloween. I think it was >> Yeah. >> Yeah. They came to the Bay Ridge Library. Oh, it was it was your >> 971. >> Yes. Yes. Yes. Yes. That's what I mean. Like from from here from this from this school. I know. >> Okay. >> Okay. See, it's a competition. It's
always a competition. Um Yeah. Yeah. So, we're here to help. We do, you know, we collaborate with Sunset a little bit. Each branch is kind of its own bubble, but we can connect with with anyone in the system really.
Um, >> yeah. Yes. So, when if you or your teachers or whoever wants to book a class visit, just just give us a call. I can put my email in the chat if that's helpful. Um, you can
contact me for anything as well and I'll funnel you to the right person. Um, but yeah, we have we have a lot of great resources. Don't forget, we're here. We're here to help. Um, the databases are free with a library card, a lot of cool stuff, encyclopedias, things like
that. It's very like I forget what's there half the time and I'm like, "Oh, we have this. That's really cool." Language learning, all sorts of things. So, if you have any questions, let me know. I know I said a lot of general stuff. If you have specific questions, let me know or I'll put my email in the
chat. and we hope to see you. >> Is that enough? >> I have some I have some like Oh, wait. I They'll kill me if I forget to tell you this. Um, we have a te a newish teen tech center at the Bay Ridge location
specifically. Um, it's it's like a it's one big room just for teens. It has its own facilitator separate from the library staff. I mean she's still a library staff but own dedicated person. Um they have a lot of cool stuff like you name it. Cricut machine, guitars,
electric guitars, print making, um anything 3D printing. I don't know how to use any of it. I am not like a cool techie librarian, but I can point the way to the that's why we have other people to do it, right? Um the Teen Tech
Center is open starting at 2 o'clock most days. Um, and then it closes a little bit earlier than the library does. Uh, 5:30 and then 7 p.m. on the late night. So, I'll just leave some stuff around. You can take it, but go on the website and
Yeah. Thank you. >> Just walking or need them make a reservation >> for the teen tech center. That's a good question. Um, they don't need to make a reservation. They do need to come in >> if it if they're coming in for the first time. there is like a form that they're
supposed to fill out and get like parental permission type of thing just to um have a some sort of contact, you know. Um but it's not completely it's not like taking attendance at school. It's just sort of like it's an agreement.
>> This is the behavior we expect. These are the things you can do. Um, so you basically need a library card and if they don't have their library card again what we can help them get it really quickly. Does that make sense?
>> The capacity over there also >> for the teen tech center that's about 20ish 20ome. It's a little smaller. Um, it's not usually it's not usually a problem. The kids kind of come and go. Um, and then they
they do have specific programs there, but even if there's not a program, if you want to do something, make a sweatshirt with a graphic on it or something. >> So, what is your age? 13 13 to 19. >> 13 to 19. Yeah. >> And they can make noise in there just so
>> Yeah. So, let them know. >> Yeah. Yeah. Yeah. It's not Yeah. It's >> because we were just talking about it. Uh, I forget who I was just talking to about how they need space. >> Yeah. I mean, that's >> where they could be. why that's why we did it, you know, that's why we're and
we're glad we have it because, you know, we just had that one room for adults with the adult computers. >> Um, and it it didn't mix well with the teens and the the older people. It didn't it didn't mix well because teens are teens, you know, they >> they're expressive and loud.
>> Yeah. I mean, there are parameters like there's there's no >> cursing or, you know, there's there's some guidelines of course, but to know >> Yeah. But we want it to be like a a welcoming space. >> Okay.
>> Yes, I will. >> Yes, I will. Thank you. Okay. I could spell it. Oh, someone said something nice in the chat. Thank you. Thank you, Dory.
>> All right. Thanks. That's nice. >> My kids love it there, too. >> Oh, good. Thank you. I hope I didn't yell at them. >> Thank you. >> Where can I just Oh, you put on the table.
>> Okay. Okay. So, the next presentation is going to be from Nicole Williams, New York City Solves, executive director of math and science. She's online. You could unmute yourself, Nicole. >> Good evening, everyone. Thank you for having me. I apologize. I am not in
person. Um, I have twins and they are three and so it was a little bit complicated to get out the house tonight, but happy to be here online with you to talk about math in New York City public schools. I'm going to drop in the chat um a link which will take
you to a few slides that I have for you tonight and then we'll see if I have sharing privileges and this way I can share my screen. Perfect. Share. All right.
And bear with me. Let's see if I can get this into slideshow view. Oh, here it goes. All right. So, tonight we're going to talk about why we're shifting instructional practices in math across New York City. And so, some of the
reasons why we've decided to rethink the way in which um math should be taught is the majority of our middle school and high school students are not reaching proficiency in math. twothirds across the city of black and Latino students are not performing on grade level in
math. When we think about our students in temporary housing, our multilingual learners, our students with disabilities, um our students living in poverty, they're all scoring well below the citywide average. And you're going to see on the next slide that our citywide average actually isn't high to
begin with. Um one of the things I think is really striking is that our own leaders and educators when we ask, "Are you math people?" they are the first ones to say, "I'm not math. I'm not a math person. Don't talk to me about math." And so, you know, I I even pose to you as parents tonight like when you
hear math or when your children bring home math. Are you excited to help them or are you like, "Oh, I don't really know what to say. I don't really know how to help them." You know, I learned it something totally different um when I was in school and so I'm really not really sure how to help my children at
home. And so one of the things that we really want is for our students, our educators, our parents to say we are math people and we might not be the best mathematician but we can at least engage in this work at some level. And so when we think about our math proficiency
across the city, here are just some highlevel um numbers in terms of grade 3 through 8. And it's important to know that these are not percentages of the um demographic group or the subcategory. This is actually so if we're looking at
all students, right, this is going to tell us that across all students there's an average score of about a 57 on the state exam. And so if you think about the average score being a 57, that is really really low, right? I think for me
my goal is like 80% or higher. And so when we think about math across the city, the goal is to make sure that every classroom is engaging students in grade level content every single day that is rigorous. So that when we look at these numbers in the next year or two, we are getting closer and closer to
the average being 80%, 90%. Wouldn't it be so nice if we can come back and say like all of our students um are meeting proficiency across all subgroups and subopuls? So one of the things that we as a math team have done is really taking a look
at how instruction is happening in classrooms and really trying to bring engagement and fun back into that math classroom. really honing in on what our students know. So these are mathematical shifts and we really want classrooms to begin with sensemaking. We want our
teachers to allow our students to think about everything they've learned in the past and what they know and really try to engage in the math before telling them this is how you do it. We want there to be tasks or problems within the class that are um wide enough that any
student can enter. So maybe um I am in second grade and you've given a multiplication problem, but I don't know my multiplication facts yet. So I might just do 2 + 2 plus 2 plus two, whereas the student next to me might do two
times something, right? And so thinking about that, it's a way for every child in the classroom to enter into the task and not feel as if they don't know, but a task that also goes deep enough so that students who may or have already known the content can go deeper into mastery. We really want to think about
discourse as a way to understand the math and to build understanding. So building language and content at the same time, not just having our students spit back to us like what did you do? What were the steps you took? um we want to bring an assetbased mindset. So instead of thinking about what our
students can't do, we really want to think about what they can do and how we can use what they can do to get them to where we need them to be. And then the last step is this idea of a shared highquality instructional material. So I know you guys are very familiar with New York City Reads and you have taken steps
to move into a shared curriculum in New York City Reads, but there are also districts who are taking um the step to move into a shared curriculum and math. And that is our ultimate goal is that through a shared curriculum that is high quality, your teachers will be able to
meet all of these expectations in the instructional shifts. Here's just a roadmap journey for NYC solves. And so that HQIM, that highquality material is the first step, but we know it it's it's just one step,
right? It is a way for our teachers to bring the shifts to life within our classroom. And our shifts are a way to make sure that there are equitable practices happening in every classroom across every district. So that no matter whether you are in one school in district 20 or another school, whether
you're in district 20 or district 23 or school a district in the Bronx, right, that each of our students are having equal opportunity equitable practices because we want our students to be ready for life after New York City public schools, leading them to careers um that
are rewarding and really making sure that they're on pathways um to long-term economic security and that we can equip them to be a positive force for change. So, if you'd like to see a little bit more about what we're doing here in the math team, you can feel free to click
through our website. You'll see um some deeper informations about the New York City public school shifts. You'll also see um a lot of documents that we've published and you'll be able to learn a little bit more about some of the highquality instructional materials, the curriculums that we have for selection.
And I'm happy to take any questions if now is the appropriate time. >> Any members have any questions? I do. Can do I just unmute? >> Uh yeah, give me one second. >> Hi. Um Alina, I'm one of the council
members. I have a couple follow-up questions. Um first, is this going to be required in every district? And if so, what are the curriculums that you are requiring? And also are those sort of scripted
um like in the way of HMH are they like packaged corporate curriculums? >> So the the goal is is that NYC solves will be rolled out across all New York City public school districts. Of course that is working with the district superintendent to make sure that we roll
in at the right time when it is ready for the community. Um, we do right now have three curricular options for middle school. Um, and they are amplified Desmos mathematics, illustrative mathematics, and I Ready Classroom. We are still in an open review for
elementary school curriculum. Um, and that hasn't been released yet. I can't speak to if it's scripted like HMH because to be honest, I don't know enough about HMH to speak on that. Um, but what I can tell you is that the programs that we've selected allow for teacher autonomy. um they're not
scripted in the sense where they would say say this, do this. They still allow for a lot of room for teachers to think about the students they have in front of them and make sure that the lesson is tailored to those students. >> Do you have a question?
>> Hi, I should just speak this way. Hi, I'm Kelly and I'm also on the CEC and I noticed that I Ready was one of the programs that you mentioned and immediately to me that means that math gets uh sent into teaching via computers
and increase screen time. Can you explain to me um how these this all this this mandate for a new math curriculum is going to preserve the relationship between teachers and students and not just outsource teaching math to computers? Um they have a lot about
that. >> It's interesting because um as the EDF I don't sit on the evaluation committee. Um but when they first told me about I Ready I'm like hm interesting because I know I ready from I Ready Diagnostic which is what you are probably familiar
with their personal pathway where students are on the computer there's no teacher and they're kind of just clicking away. That is the complete opposite of the I Ready mathematics classroom. their mathematics classroom platform actually does not involve the computer. It is um I guess you would say
more traditional in some kind of ways, right? Where it's student teacher. It's nothing like the personal pathway that your students are engaging with. >> Thank you. >> Any other members have a question? >> I just have one more comment. I'm sorry.
I would just I would say for everyone here um to be really wary of any curricular mandate particularly when it's justified with the language of highquality curricular instructional materials HQMI um because
that is used to justify implementing mandates that are not appropriate for all of our kids and it also is a way to keep teachers out of this important process and I think that the teachers do know and there are teachers doing great work throughout the city. So the
assumption that um some curriculum that you bring in is better is very very problematic and we've seen that with NYC reads. So I hope that uh NYC solves is taking some of those lessons. I don't think NYC reads has been that successful
at least not in district 20. Um and I think mandating a prescribed curriculum is very very very problematic. Um, so I will just put that out there for you to bring back to the DOE. Thank you. >> No, thank you. I will definitely take that back. What I will say is I
definitely agree that teachers are highly qualified. Um, that's why they've gone and they have masters and some of them have two or three. Um, I see this as an additional resource for teachers to use. Um, of course it has to be the
right fit for the district. And so, um, you guys are not in NYC solves yet. That is still a conversation to be had with Superintendent PTO. And so when we get there, one of the things that we do want to do, like you said, lessons learned from NYC reads is really make sure that like we listen to the community. We see
what worked during the reads roll out and we make sure that we make it better during the SOLS roll out. >> Part of listening to the community might be talking to parents about whether or not they think that there's a problem that's worth fixing. And so if you are happy with what is happening in your
school's math curriculum and then it doesn't seem to me as though uh it's worth fixing something that's not broken. >> Tamara, you could unmute yourself. >> Okay. Um, I just want to ask, um, would
these new curriculum, the three that's part of New York's city solves, would it be aligned with when kids leave middle school and go into high school, is it aligned with the high school curriculum? Because like the high school curriculum,
we have our own curriculum that that has is been implemented for all of high school as well. So, will will they be able to keep up? Is it a line to make sure that the kids are know enough when they get in into high school?
>> Yes. So, right now the majority of the high schools across New York City public schools are using illustrative mathematics. And one of the things that we hear most from our high school teachers is that the students coming into high school are not prepared for the rigor that's expected through um that program really like because of a
lot of our students are behind. Um and so our hope is that by implementing these curricular options that our students will um get closer to grade level and if they engage in one of these three they will definitely be prepared for you know the curriculum that our
high schools are using. Not to say that if they're using something else they won't be. I'm just saying that if they use one of the three that we have selected they I know for sure that they will be prepared to meet the rigor that is expected of them in high school. Quick question. Uh oh, she's online. I
forgot. Um when will we see a sample of the curriculum? >> Uh that's really a district um choice and preference. Um I'm sure that we can work with super superintendent PO and the math team to think about when would be the right time to to bring in some
sample materials for you andor invite some of the curriculum vendors to speak. with principles, with teacher leaders in mathematics, with my own team and with parents, there hasn't been any uh appetite to shift curriculum in district
20. Uh so currently we're not a part of NYC solves. Uh and if you're interested in looking at the materials, I'm I'm sure that we could get them in front of council members. I don't think that's an issue, but there's no plans currently to uh adopt any one of the curriculum. But
is she saying we are going to have to or no? >> I'm not aware. >> Oh, >> all I'm saying is that we are shifting instructional shifts. And so regardless of what curriculum you're using in the classroom, we're acting we're asking teachers to think about the pedigogy, which is the teaching practice that they
use. So regardless if you're using an approved curriculum or you're using something that you've been using for a while, we're just asking teachers to think about ways in which they could bring sensemaking into their classroom. think about ways in which they could incorporate task and problems that allow
all students to enter to think about ways in which they could allow for discourse um to help build content side by side. So really all I'm saying tonight is like thinking about the instructional shifts and where they might live across their classrooms. And Nicole, I can speak to the professional
learning that uh we've provided to teachers, uh classroom teachers, uh special education teachers, uh and also assistant principles over the last three years through my office and specifically in the work of the mathematical practices and with and which are in alignment with uh the New York City
public schools mathematical shifts. We've engaged them with professional learning and you know supported those types of practices in our classrooms for the last uh three years. Okay, >> Tamara, that's a question. >> Tamar, go ahead.
>> This is my last one. Um, with this new curriculum, you know, whatever. Um, is there a parent aspect of the curriculum because see, because as a parent, I know you guys bring in these new curriculums and then you teach the kids and then the
kids come home and you expect the parents to know and we don't know what the hell we're doing. You know what I mean? We would like we some of us pretend we do but many of us would really like to help support our kids as they're learning these new curriculums and it's kind of hard to do that
especially when when you have a lot of immigrant families that don't even know cuz math is done differently where where wherever you come from. So is there like a parent aspect so like we can help our kids because that would be very helpful. Each of the curriculum have different
parent aspects from newsletters to kind of like some some schools are doing like parent nights or afternoons where they bring the parents in and and they work with them side by side so that they know what their students are doing. But what I always say to parents is like it is our job as teachers to teach your
students and we want you to have a fun time with your students, not to have to get them to sit down and do these math problems. So if you want to do the math with them, sit with them. Ask them about it. Ask them questions like, "What did you do? How did you know? Can you explain this to me?" But more find
opportunities within all the things that you're doing to incorporate math. Whether it be walking in the street, going to the supermarket, cooking with your children. Those are the opportunities I find are a lot more valuable. Um, rather than parents struggling to learn the math so that they can help their children, let us do
the teaching and you work on the day-to-day things that you're always doing with your kids. and just think about fun, creative ways to include math so that children realize that math is really all around them. >> Thank you so much, Nicole. I'm going to introduce the superintendent, Dr. David
Ptole. >> Uh, thank you. And I'm going to introduce um Anthony Corano, who is the phys I'm going to start my report by introducing Anthony. Anthony Chrono is the special educa uh physical education instructional lead in district 20 and an amongst the many things that Anthony
does in the district uh including designing professional learning for all PE teachers in the district. Anthony also coordinates all the sports leagues in the district. So the volleyball league, the elementary and middle school basketball league, the ultimate frisbee league that we started last year. Uh
Anthony uh is he is the coordinator of all of that uh and has brought a lot of great opportunities for our kids in district 20 for engaging um in sports and also coordinated district 20 runs back in 2023 where we uh had a lot of uh district 20 teachers as well as district
20 students running the the mile and the teachers running the the half marathon for the Brooklyn half. And we're going to do it again this year. So this year we're going to do district 20 runs again for the Brooklyn half. So, you know, going to kind of coordinate with all the district 20 teachers. Um, and if Anony's up for it, he'll run too. I'm going to
run it and see if Anthony run too. And, you know, any parents want to jump in. That'd be fun. Um, but today Anony's going to give a brief presentation on uh state and city physical education uh requirements as a followup to some um dialogue that's happened in the district
uh since September. So, I'm gonna invite Anthony up and you want me to come? >> Yeah, you come right here. One of these seats. and then I'll I'll share my screen. >> Hello everyone. We're just pulling up the PowerPoint.
>> The pres. Yes. Little more fancy. All right. So, uh, today I'm going to be talking about the physical education requirements, uh, for New York State and New York City. Uh, but before I do, I just want you to understand a little bit
about where they come from. So, the, uh, Office of Disease Prevention along with several other organizations uh, put out physical activity guidelines uh, every 10 years. We had ones put out in 2008, we had ones put out in uh, 2018. It'll
happen again in 2028. Uh so every 10 years these new guidelines are put out and when New York state is looking to uh create their policy in regard to uh you know how often kids should be getting physical
education, they look to those guidelines in order to be able to um make a solid recommendation because those guidelines is a team of people coming together, sitting down uh diving in all the research and trying to figure out how
often should kids be moving. Uh when you look at the new guidelines from 2008 to 2018, one of the biggest finds that we have that we couldn't state about, you know, 10 or 20 years ago is how physical activity impacts the brain. And that's
this first slide here. It's pretty much just showing there's two big things that we discovered in the past 10 years about how physical activity and uh quality physical education is impacting kids and their brains. The first one is it
provides arousal, right? In order for kids to be able to focus, they need to be able to move their body. The second big piece is that it helps to keep the neurons in the brain in a healthy state. So, anytime learning happens, you'll notice that uh the you know the neurons
in the brain and how they communicate with each other are essential. So, we're discovering that people that are fit, people that are healthy, people that move more compared to their sedentary peers, they uh have a healthy brain, they're able to fight off dementia,
anxiety, depression, uh their academic performance improves, the ability to focus, the ability to retain information, all of these things get better and better. So when New York State is thinking about, you know, how often should kids be moving in schools,
they're looking to these guidelines and these new researches, you know, the new research is really pointing uh to how it impacts the brain and why it's so important. So I just kind of want you to understand that piece before we dive into the uh requirements. So we can hit
the next slide. So um again looking at those recommendations they now sit down and say how often should kids get physical education. So at it's different by grade level. We have K to3 uh kids should be getting 120 minutes of physical
education and they should be getting it daily and I'll explain a little bit more about that in just a second. Uh in grades four to five 120 minutes at least three days a week. uh sixth grade, same thing. And then when it comes to middle school, it's 90 minutes a week. Uh and
they're getting that in all terms. So unfortunately, throughout the state and in New York City, that's you know, not easy to do. So they created a program called Move to Improve. And you could hit the next slide there.
And Move to Improve helps to supplement some of those minutes. You could supplement up to 40 minutes. So there's 120 minutes that need to happen. Uh 40 can be supplemented with move to improve which is pretty much movement that's done in the classroom. And that leaves
us with 80 minutes left over. So every school should be uh scheduling their kids for at least if you do the math on it, it comes out to two days a week of physical education. So if you uh take those 80 minutes and you figure out how long a period is, if it's about 45
minutes or so, you can kind of do the math and figure it out. So kids should be getting two days a week of physical education in addition to a move to improve, which is happening in the classroom daily. So classroom teachers should be getting kids up and moving
throughout the classroom day. uh some staffing requirements with New York State. So the teacher has to be certified in physical education at the middle school level, at the elementary school level. Uh they have to be either a certified teacher or you can also use a common branch teacher to be able to
teach physical education only in the event when you cannot uh use the certified physical education teacher. So you know a lot of times there's some uh difficulty. So you're allowed to use both. The last big piece there is about the
scope and sequence. So 2015 in New York City, there was a huge initiative to help improve physical education. Uh one of the big things that they did was they created a scope and sequence. Before that, I would say it was a little more like the wild wild west. You can teach almost whatever you want. But now we
have a uh structure to exactly what skills and concepts need to be taught in a physical education class. So all of physical education should be aligned to our our scope and sequence. And when you're considering that um
the this physical education cannot be other subject areas. So sometimes you'll see a school uh say for example, can I use recess in order to fulfill my physical education requirements? And the answer to that is no because it's not aligned
to the scope and sequence. That's you know there's other reasons there too but that's one of the biggest ones. So all physical education classes need to be taught by a physical education teacher whether they're certified or the common branch teacher but they have to be uh
designated as physical education and teaching to the scope and sequence. The uh last piece I always love to mention here is you know why this stuff is so important. A great book outlived by Peter Aia. If anybody's ever read it
or knows him, he has a great podcast as well. He says if we all make it to the later years of our lives, there's four big things that tend to plague society. You have cancer, metabolic disease, heart disease, and dementia. Those four things uh you know the number one
treatment for all of them is physical activity and exercise and the number one predictor for physical exercise in the later years of your life is a positive association with movement in the younger years of your life. So it's super
important for us to offer quality physical education. Uh there's a lot of new movements in this realm happening like I said especially since 2015 which is when I was hired for my role. My role never even existed before that. So um
you know it's a very important thing. It is the only mandate minute mandate that is required out of all the subject areas and uh for all students right the ENL has a minute mandate also but it's only select uh for
the students it applies for but there's a reason it's the only minute mandate uh because of you know how important it is for our kids' health right now. Oh well hold it at that. That's good. I get passionate so I can I can go on a little more than uh needed for some of
these topics. So uh that's it for my part here. If there's any questions I'm happy to take them. >> Any members have any questions? >> I guess I would just wonder like how would we know how much gym our kids are getting?
>> Uh that would be a question for the principal, right? So you'd have to, you know, parents can always ask or reach out. >> Um, so my my kids school just doubled the amount of gym that they get every
week and it's fantastic. Like you can tell I have a kindergartener and a third grader and you can tell the days that they have gym compared to the the ones they don't. Like they come home like centered. And so I think that the I'm so happy to see people talking about the link between physical activity and and
what we're learning about the way that the brain works. And so I think this is great. I think that this is and I guess one of my questions that I'm curious about is like I think it's I think you're 100% right that recess shouldn't be a replacement for gym but I wonder if you could also speak to the importance
of recess based on your research and like unstructured time to play >> and maybe you know making sure that all kids actually get chances to have you know robust recess as well. >> Yeah, I highly recommend recess every
single day. Um, you know, there the difference between physical education and recess. Physical education gives you the skills to be able to have access to recess because there's kids that'll get to recess and then they don't know what to do when they get there or they feel ashamed
because they can't do it. If I can't throw the ball, I get embarrassed. Someone makes fun of me. So, physical education is super important because it gives you those skills, concepts, confidence, motivation to be able to get to recess and do that. So they are two different things. Athletics also a
different category from physical education. But all three are super important and impact the brain and body in you know countless ways. >> Yeah. >> Can you just repeat the mandated number again that you said for a week?
>> So it's 120 minutes. >> 120 minutes. >> Yep. Uh and but if you supplement move to improve you minus 40 of those minutes it comes out to 80. So move to improve can only supplement 40. >> Yeah.
>> On your last slide you're showing um you mentioned obesity and you're showing a scale for boys and girls. The girls are >> under performing at at another thing. Are they subjected to the same activities to measure that strength or
is it boys are subjected to one set of tests and no or is it uniform test? They're all taken the same. What that chart actually was showing was that how many kids actually meet the physical activity recommendations. So it's
between 10 and 30% of our kids actually meet the activity guidelines, right? Um so and girls are even lower than boys. So the expectation is the same. They take the same fitness tests. they uh do the same things, you know, in the same
skills and concepts are being taught to boys, girls, all genders, however you want to look at it. >> Any other members? >> Thank you. >> Thank you. >> Thank you. Tamara, can you unmute yourself?
>> Can you guys hear me? >> Yes. >> Okay. Um, thank you so much, guys. Okay. Um our next speaker is um Sarah from PIST which is um parents to improve school
transportation. Sarah, are you there? >> You sit over here. Um this is a um a great um organization that really helps and supports parents and help them advocate for um issues that they have with school transportation which as we could see
it's it's every year more and more. So I thank Sarah for being here tonight. right here. Okay. Hi, thanks for the invitation, especially Tamara. Um, just going to be
on abundance of caution. Um so PIS stands for parents to improve school transportation and we have been around since 2010. Um
and um there's sort of two aspects that we're known for. One is um being a clearing house where we gather information about different aspects of
yellow busing but also travel training, what's going on with Omni, um and advise families on day-to-day issues. While we've been aiming for a long time
for systemwide changes and improvements um via something we call a school bus bill of rights. So the little flyer that I just gave out um shows two parts of our website which
correspond to those two features. And the website for those online is pissyc.org. Um the there's a resources and that's where we have specific nuts
andbolts information. How would you get uh your school to hire a bus par profofessional if that's a support that the student needs? um just what are the phone numbers really
at these bus companies um and what time is good to call. A lot of that is in there. And on the other side is the um gallery page where we have the Bill of Rights. Um
and that basically came about from us noticing that there were policy decisions uh that office of pupil transportation made of combining many different age groups more than you would ever allow in
a classroom. um combining many different schools onto one route and um you know saying that 115 minutes is okay for a trip that
happens to cross a border into another burrow. Um, so this school bus bill of rights aims to have the voices of parents, um, school bus staff, disability advocates
since it's such a big factor in access, uh, to really have a say over these transportation policy decisions. Um, of course, I left my water over by
the chair. I'll try to persevere. Okay. So, lately everyone's been hearing that there's 12,000 employees who staff the yellow buses and
150,000 students who ride it daily back and forth. But we know it's it's really a larger sector and it's all the students who are affected because sports
for instance I worked at a school that didn't have a gym and they had to get on the bus and go somewhere to get their sports. Thank you. Bless you. Uh and of course field trips, curricular
and enrichment should be part of everybody's well-rounded education. Um, we've also noted that when there are severe issues with
busing, such as if there's no permanent driver assigned to the route or it just really takes a ridiculous length of time. You have family members who are sacrificing their
work time to transport their own students, you know, unpaid and uh having to turn down job opportunities, business opportunities, healthc care appointments, and so on
just to make sure that their kids get to school because it's so important to us as parents. Now, I hope that there'll be some um information you can give me from your district as to what your experiences are
with transportation, you know, are you having field trips cancelled uh because of the driver shortage? Are you um you know, having good experiences? We love to hear those stories as well.
I want to add that um our organization as I said has been doing this but you should be aware of some of the other networks and this is again how we are a clearing house. Uh we happy to share
whatever any council or group is doing that promotes safe, stable, sensible transportation and sustainable. Um so there is a uh citywide road to better
busing coalition. Um, I have some pages with some links about that and I think I have somebody putting things in the chat about different things I've been mentioning. Um, you know that your citywide councils on
special education and for district 75 will always advocate for the IEP mandated transportation and they have busing committees. And within district 75, you also have a
president's council which has I have a copy. There's a comprehensive bus support form that asks you all the questions that you need to have them escalate a complaint to people at Office
of People Transportation rather than just, you know, getting a a a customer service person on the phone who cannot actually adjust the route in any way or form. And that um online
piece is in three languages, English, Mandarin, Spanish. So again, I hope it's being put in the chat and I also have it for people to shot uh you know, take a shot of with the QR code.
Um, so all of these groups have been grappling with what could we what could be done better to fix our yellow bus system, whether it's through the company
contracts that are in the media now, whether it's through uh legislation here in in Albany. I can mention two um bills that are pending for your uh for you to take note
of and we have petitions about that on the flyer. Um whether it's the routing software taking so long or whether it's communication. Um
all of those groups have been trying to show up for panel for education policy meetings and um write resolutions and bring pressure to bear.
the parent leaders have been excluded from something that's treated as a business contract between New York City public schools and these 52
uh different private companies. But we feel that there is such a thing as being a party of interest to a contract. And if anybody's the party of interest, it's the parents whose lives, you know, are
as good as the transportation service uh in terms of how, you know, how we feel at the end of the week. And just really the the legal rights of the students to get where they need to be is at stake
depending on um how safe and wellappointed the vehicles are and so on and how fully staffed they are. So that's the other thing people are grappling with is recruitment. And so if you I thought about the library um
because there's job and career fairs sometimes and there's a an array of jobs that have to do with student transportation not only on the yellow bus um but also travel training students for more independence so they don't even
need the bus. Uh and of course there's things that you do as a council to bring more programs. um that specialize in a certain combination of student needs to your district so that your
students who who live here don't have to go far to get what they need. Um so what I did want to say beyond that, of course there's actions you can take and I have a flyer. Um there is a week
from tonight the next panel vote about emergency extensions which we know will pass for the balance of this year. Uh but then there's the controversy as to the next phase of those contracts
whether they need to be uh three years or less. um now that you had companies who threatened that it had to be five or else the world was going to explode but it did not explode. They terrorized our our children and our drivers and
attendant but uh they ended up having to you know go along with uh with something less and some people are pushing for even less than that. So, please keep your eyes on this. Um, again, if you go
I'll refer you one last time to the pistnyc.org website, there's an events page and the event every month, it's telling you where to go to learn something or where to go to advocate.
Um, and finally, just to put in a word, you do have a group of high school students who have a campaign now called expand student omni. And I ask that you as as education leaders consider the
fact that the title omni for all is a misnomer. when all of students who either walk to school or take the yellow bus to school are not being given this, you know, four rides a
day, including holidays, weekends. So, let's really expand that to really be for all. Um, and that's something else you can look up or you can use our um flyer to direct you to their their petition campaign as well. So, I'll stop
there. I just want to say I agree with your Omni for all because when um my son was going to have the yellow bus, they wouldn't give him the Omni. So then I had to do one or the other >> and since in the morning the yellow bus wasn't like coming
>> consist >> like the first week >> I stopped doing it because then it was just easier for me to drive him but is so hard to drive when there's so much traffic and >> like I said and I always complain other parents don't care about other people's
children they don't act like the road is you know >> so that's why I I believe omni for all especially for the city students because they're going everywhere. They should be able as a resident, they should be able
to enjoy other parts of the city. >> I'm sure the these young people would like to present to your council or your school if you're interested as well. >> Yeah. >> No, it's it's true. It's it's treated like you're double dipping, but you're
just, you know, there's got to be a way to program it so that they subtract for your two yellow bus rides and you can still partake in learning in the field. Um especially families who have many siblings.
>> Yes. >> You know, >> I'm sure the omnipot is issued by the DOE. They're the ones that control who gets it. They're the ones that set the rules up. They're the ones that decide our district 75 children and general education children that live too close
to their school. >> Yes. >> And they're at a disadvantage because those that have it can participate in extracurricular activities 247. They get three rides a day. But just like a ventro card, the DOE should the A's on
with the MTA get a print out >> and then they ask a parent the kids in school who's using this card at 12:00 if there's an abuse of the card >> and have some system in place for them because just like you said, it's not double dipping. when a child goes
from school and then if he's going to go to an after school program, >> right, >> they'll drive him to that. >> How does he get home from the after school program? You know, our district 75 children, a parent, the guardian has to pick them up. >> Yeah. >> Um
your own means >> and it just kind of puts you at a disadvantage. um with the recent kicking the can down the road with these extensions um is it that those contracts are 40 years old and you keep signing off on extensions.
So I would think that probably the way it was with the legislature not really taking effective action to correct that because that seemed to be with the bus companies, you know, they want to have a guarantee so they can buy the proper equipment, yada yada yada,
>> but then there's certain as opposed to just having a new contract and it seems our state legislature >> is asleep at the wheel on that. Well, what I can say about the state legislature um is that they are working
on uh the it's wait a minute a440 and S1018 that would uh restore what's called employee protection provision so that
you don't have a risk that when you do this process of renegot negotiating contracts, you might have, as we did in 2013, thousands getting laid off because another company bid low and they lose
their um level of seniority to enter at another company. So, um that's one thing we've heard. Also, I was privileged to attend a youth roundt about student transportation
and um someone did the research, one of these young students um that there was a bill and I don't know that one by heart, sorry, that says 90 minutes should be the limit everywhere. Of course, that
can't be um practicable unless we hire enough um you know, skilled people and make it a little easier to get the CDL license, not lower the requirements, but you know, make more more access to that. Let's get
these students some driver's education so some of them at least are, you know, a foot in the direction in case that's what they want to do. um you know for their life or for five or 10 years while they live at home and save money to go
you know pursue other education. Um, but you certainly, you know, should feel emboldened to contact your assembly and and senate reps to ask, "What are you doing about school transportation in
New York?" Cuz we are like the biggest mass transit system, are the yellow buses here in New York. I think to uh the other mom's point, the traffic gets
exacerbated if people if 30 people have to drive one kid instead of all 30 of those kids being on a bus. And those buses are specifically designed for all kinds of safety situations. We had the floods a couple weeks back uh October
30th and those were like high up enough the yellow bus kids, you know, they got home, you know. Um it's different for your little car when there's two feet of of water in the in the street. >> Yeah. We have to finish up.
>> I'm so sorry. Uh any other questions or comments? Anything we need to know about your bus traffic out here? Okay. I do have a couple other items to share. And if anybody wants to sign up for monthly updates, we have an email list.
>> Can you put your email in the chat, please, Sarah? >> Okay. And you could distribute it while we're doing it again. So, right now, Superintendent David Ple is going to give his um presentation. >> I love the name of your presentation.
It's amazing. >> It fits. Okay. Make sure I take my papers. There we go. >> Good evening. Uh I'm going to uh give an update district uh mission and vision
development as well as just an update on all five of the DCP priorities uh and goals uh for the for the year. So first uh we have come to a conclusion of the process for developing uh a district mission uh and vision statement. Uh just
for a recap, we engaged uh school princ all the principles in the district. We also engaged uh all members of the DT including a um a separate session engaging uh CC presence council and title one district parent advisory council in just review and feedback and
comments on on the development of this statement and this statement is both a vision and a mission statement put together. So the first half is a vision statement, second half is a mission statement we put together. Uh so uh and this is included in the DCP uh and as
and um you know we've reviewed it with uh the principles and we've you know really begun to use it to ensure that you know our goal setting uh and our action plans are accountable to the vision and also kind of giving us a sense of uh where we want to go. Uh,
District 20 envisions a vibrant community where every student has full access to rigorous, real world learning that amplifies student voice and prepares all learners for success beyond the classroom. We're committed to a future where students, families, and educators work together to eliminate barriers and ensure that opportunity and
excellence are within reach for every child. Our mission is to serve and support every student, family, and educator by fostering a welcoming and collaborative environment. We empower all members of our community to become lifelong learners through access to high-quality instruction and unified curriculum experiences that celebrate
student growth across academics, the arts, STEM, and civic engagement. Together, we ensure that every individual is seen, heard, and valued. And that all means all. So, we're, you know, we're excited to to have updated this. Appreciate the council's feedback
um on on the the need for this update as well as uh you know, uh feedback on the the statement itself. and looking forward to, you know, making it a reality. Uh so just a review of the DC, uh the DCP goals in the district. Uh underneath
each priority is the chancellor's statement for that priority. So priority one in New York City public schools for the chancellor is all students learn to read well. And this year, our goals are focused on uh reducing the number of students who reading far below uh grade level. Uh we're using national norms in
the academic screener I ready uh and Aadians to identify students who are in the 40th percentile or below. Uh and we're looking to ultimately decrease the number of students who are reading uh below the 40th percentile nationally. Uh we have a an increased uh goal for our
students with disabilities. Uh and and we specified uh English language learners at three grade levels below uh rather than the percentiles. Uh this is that one of the data points that we use to start off the process for identifying students for uh intervention
programs that are appropriate uh for their their grade level in need. Again, we're looking on the right side of this bar graph and we're ultimately the goal is to reduce the ultimately reduce the amount of red on here. uh and our schools have been supported in going
through a process for um accurately identifying the the literacy needs that could be matched up to an intervention program that could support uh the reduction. Uh the big part of the beginning of the year is just ensuring that any students who are considered and
entered into uh an intervention program that that program is appropriate to their specific literacy needs. And we're using uh screener data like I Ready but also secondary diagnostic data uh to ensure that the need for that specific
program is confirmed and we're not entering any students in intervention programs that is not appropriate. And just some updates here uh stu schools have been identifying students for uh intervention. Uh parents are being notified that if their students are being uh provided with this
intervention and how often students will be progress monitored. So every 6 to 8 weeks, schools are going to be checking in on the progress of those programs, determining whether or not that program is successful, whether the student has kind of quote unquote graduated out of the program or if the program is not
adequately meeting that student's need and a different approach needs to be taken. Um, additionally, as part of our uh, work in the district, which has included um, teacher designed um, understanding by design uh, units of
study that are aligned to HMH, uh, as well as a shift in assessment. Um, we have we we're administering a survey to all district 20 teachers uh, getting their feedback on these shifts uh, using of using these uh, UBD units as well as
uh, administering uh, this new assessment plan. We have visited 20 schools so far uh in our school visit and all of our school visits have included uh meeting with teachers. Uh we've been asking them uh just for their feedback on these shifts. Anecdotally
the um the shifts have been uh you know reaching the intended purpose by and large especially with the assessment plan. Uh we have found that there are some isolated schools where the UBDs there needs to be some more uh professional learning and how to utilize them effectively. uh but the assessment
plan so far has been received very positively from teachers. So, but we will survey them all in December. Uh and then you know we're the part of my job uh and as well as uh the executive director uh is to visit schools and uh
and evaluate principles and part of those visits we have uh been engaging in teacher and student feedback on our priority one action plan and we've been asking students about their experiences in schools as well and in the literacy plan as well as teachers. So we've met
with over 200 students uh and you know at least 100 teachers uh discussing these things and uh providing feedback directly to the principal uh as well as kind of informing you know the supports that we can provide at the district in order to guide uh ultimately what we're looking for is you know increased
literacy across the district. Uh priority two is all students are physically and emotionally safe. So our goal this year is focus on bullying and reducing bullying. Bullying has been a topic of conversation in the district for the last couple years. Uh we've matched student uh survey data to match
that feedback uh and you know inform our action plan for how we're going about addressing bullying. But we're looking for a 20% increase in positive responses to student survey questions about bullying. Uh this is the survey data we utilize. We've actually seen a decrease
of positive responses over the last two years with students responding to questions that are specifically targeting bullying. Uh and we're, you know, we've used that to uh continue justifying uh the work that we're doing in schools to uh address bullying. So,
just some updates on our action plan. Uh last year we launched an assistant principal institute where all of our middle schools uh and again the survey data is uh we survey students in middle school and up. Uh elementary students don't complete the survey. Um the uh we
started AP institutes last year where all of our uh middle school assistant principles engaged in uh professional learning communities. We cohorted them together and engaged in PD around uh school culture systems uh and all of the and that that institute culminated with
uh which included student voice. Uh we had uh principles and students uh weigh in and look at school specific school culture data and had students weigh in on uh action plan components that they would recommend for inclusion in the overall plan that middle schools implemented at the end of last year.
Each middle school developed a school culture action plan that that was the kind of the end of this work. And this year those school culture action plans are being launched along with uh continued support uh from my office and from each other. they're working together in PLC's uh to implement these plans uh and monitor progress. In
addition, we're also launching an elementary school culture action plan. So, the same kind of process that the the middle school APs went through last year. We're engaging elementary APS and it includes uh professional learning from the leader level. Also, uh student engagement. We have a lot of uh student
voice structures across all of our elementary and middle schools. So, uh, we're, you know, leverage, uh, having those, uh, those structures being leveraged as well, so that students are able to weigh in, uh, not just give feedback on the state of school culture, but also, you know, provide input into
what those plans would be, what they would recommend. Um, and then we also, you know, as Anthony uh shared, we're also providing e programming support for elementary schools. Uh and then also just an update from last month where we were really um really sad to announce
that we had lost a student to subway surfing. Uh the NYPD did visit uh the the meeting that day and they also met with the McKinley Junior High School um leadership and they have provided a variety of supports including uh
engaging in a they have a series that communicates the dangers of subway surfing to students that's run by a couple of their um staff who I I met with and spoke with uh and they actually visited McKinley today. So that started uh today at McKinley. Uh and we'll
continue through the month of November supporting all of the classes uh in that school and it's a really big school. So it's going to be a lot of work, but we're also looking to follow up with that same group in how we can kind of expand that message and that resource
to, you know, all of our um all our middle schools in the district. So, we really appreciate uh the the NYPD school safety division who runs that uh who runs that specific program on uh countering subway surfing and you know, we're hoping to continue to work with them in the future to leverage that
resource. Priority three is the chancellor's priority around having a high quality academic experience. It connects to math, special education, and uh English language learners. So, this year we have two goals. One is uh increasing proficiency in math. This year we were
at 72% and change uh at or above grade level. We're looking to push that into the high 70s. But we're also really targeting our special education students and specifically ensuring that their IEPs are fully served. Uh and in our district, that is uh always a challenge
with the variety of um IEP mandates that can exist specifically for languages and addressing the language diversity uh for students in bilingual special education. But it is um it is a priority of ours uh to increase that uh to overall a 95% fully served average. Uh this is the
beginning of year math screener results. Uh we're about 1% ahead of where we were at the beginning of year last year. Um and we are 1% less in the red if that if that makes sense. So we've slightly decreased the number of students walking
in the door at the beginning of the year uh you know far below grade level and we've slightly increased the number of students who are walking in the door at the beginning of the year uh at or above grade level. Priority four is around all students graduating college and career ready. And
we have two goals in this priority area. One is uh around uh the superintendent program, algebra honors program, geometry program, professional learning that we provide to middle school teachers. Uh last year sixth grade, this year seventh grade, next year 8ighth grade uh to support the curriculum
compacting that we are tasking our uh accelerated learning classes in the elementary schools with providing uh and our second goal and we're looking to ensure that we have 100% attendance of our teachers. uh in year one we had some uh gaps with you know uh a school here
and a teacher there uh and we were only able to have 80% of our teachers over the course of the year be able to attend that PL consistently so this year we want to increase that to 100%. Uh and also uh our other goal connected to this area is around our work with NYC Kids
Rise, which is our New York State 529 college savings program. uh that we are a, you know, a district-wide um NYC Kids Rise district where uh we are in our fourth year where all of our
kindergarteners are we have a every kindergartener in district 20 has a 529 college savings account opened on their behalf starting with $100 in it. And uh we work with families and parent coordinators. Sylvia Jasinski is the district coordinator of our NYC Kids
Rise uh work. We are one of the highest performing, if not the highest performing district in New York City in terms of uh participation and the amount of money raised on behalf of our students. Uh and this year we're looking to increase the number of accounts that
are started uh and funded on behalf of our students by 5%. uh and that's through parent engagement uh and includes financial literacy uh education and al also just like an understanding of the 529 process itself and how this
is an opportunity for families to uh start saving for college early. So this is just some data on this. So we have uh 12,000 students participating uh in this program across the district. Uh the BB1 is a benchmark uh so part of the
NYC Kids Rise program. Uh there are a couple of different benchmarks that parents uh can complete in order to continue on the program in advance uh the a nominal amount of money in the account but you know more information about what they can do on their own and
uh for you know their the college savings of their ch children. We've got so 50% of par the big one is benchmark one uh which is a pretty simple benchmark uh we do a lot of parent engagement around like understanding what that benchmark means like what the
actions that parents take mean for them and uh parents have a lot of questions about this and that you know a lot of the lot of the questions that they have uh contribute to you know you know trying to get from 50 to 55% you know being difficult um and if you're not
like a a financial expert in professionally in the field. There's a lot of details that go into 529 accounts and this program. So, um that's something that we really work to, but there's over $1.4 million deposited
accounts on behalf of uh kindergarten through fourth grade students in the district. And there's still almost $150,000 that are, you know, potentially to be claimed by parents to be placed in these accounts for uh for uh our students. So, you know, Sylvia works
with parent coordinators, principles, and teacher teams at the school level to, you know, really communicate with parents around, you know, what this what this means, you know, how they can participate, if they'd like to participate. And uh we try to make sure that we uh get access to that information.
And then the last goal is around um you know, parent engagement and making ultimately making sure that districts and schools are more inclusive and responsive to parents and families. Uh so this year uh we we utilized district-wide survey data uh and you know the percentage of parents and
families indicating that they're satisfied with parent involvement at their school. Uh well in general parent responses on the school survey you know are incredibly high in the high 90s. Uh this particular question is the lowest percentage. We're at 91% for this
particular question. Uh so we're really looking to increase it. We went from 90 to 91 or from 24 to 25. And the specific question relates to opportunities for parents to be involved in school activities and in their child's learning.
So, we're looking to increase positive responses to that um to that question as well. And just some action plan updates. And this is after consultation with CC uh president with with John as well as with president's council president Josephine Kangalowski and our DPAC uh
chair Christina Shear. Uh one thing that we're doing this month is there was a lot of concern around SLTS and understanding the roles and functions of SLTS. So, one thing that we're doing at the district level is uh sending out uh SLT training that has been recorded uh
to all SLTs uh in the district and tasking SLTs with you know viewing this training uh during a meeting uh having that uh be an agenda item. And part of the SLT compliance uh within the city of
New York is that SLT agendas and minutes are uploaded monthly onto the IP plan portal as part of the progress monitoring of a school C. Uh so this month we're just tasking all SLTs with ensuring that all SLTs have been adequately trained in the roles,
functions and responsibilities of the SLT by uh viewing this training together, having it as part of an SLT meeting uh and certifying that by you know including it in the IP plan portal on their agenda in the minutes. Uh and then in addition to that just uh as I referenced before we've visited about 20
schools so far uh since our school visits uh began uh in mid-occtober and uh one feature of those school visits has been meeting with parents. So, we have been uh sitting down with parents at every single one of these visits by and large, maybe one or two where we didn't meet with parents. And we're just
and we're also asking parents, this is PTA presidents and other parents that are being invited in uh by the principal and the school leadership and asking them specifically about parent involvement uh how it's going uh and how the school can, you know, improve as
well as and I'm happy to say that a lot of these meetings with parents have been very celebratory. Parents have been saying a lot of great things about their schools. how much they uh how how much they like their schools and how much they do appreciate uh the how how much they do appreciate the the steps that
the school takes both the teachers as well as uh the school itself in communicating uh trying to meet the translation needs of uh of parents uh in the school and also the variety of events. Uh but also at those meetings, parents are also sharing ideas about
what could be improved and you know really you know appreciate our principles for you know creating the time and you know making sure that they're be able to be address uh responsive to those requests. So we'll continue you know doing these uh connections with parents and um you know
continuing to provide updates on on this progress. That is the end of my presentation. Sorry I'll just stop sh Did I stop sharing? Yeah, I did. And I'm happy to take any questions that council members may have. >> Members,
>> I just had a quick question about the deputy superintendent hiring. Did that happen yet or where is that? >> So, uh, I've interviewed candidates. I've identified a candidate and they're currently being uh,
uh, going through the the nomination process, uh, through central Since we're having parent teacher conferences for middle school um mom, some parents have been asking >> um
if we are going to be back in person. >> Some of our schools have elected to do inerson parent teacher conferences. A school decision. Some schools have done that. other schools have maintained uh the the remote uh parent teacher conferences. It's a it's a school
decision. >> Oh yeah, because a lot of parents across different schools have asked me about this because they're saying that a lot of them have a hard time uh Frank and they feel like they want to be in person
because they feel like they have a connection speaking to the teachers. If any parent would like to have an in-person conference with their child's teacher or teachers at a school where parent teacher conferences are held um remotely, they can request that from the
principal. Uh and you know that's something that we definitely you know want to you know make sure that they know that that is an option. they can, you know, that's they can request that directly from the principal >> because a lot of parents said that they don't want to speak up because they don't want to be the only parent that's
saying, but a lot of parents are are coming up to me saying it because like I said, it's also very hard for them to go uh and you know try to find all the teachers that they want especially in the middle schools. >> I understand it's a complicated issue. Uh but that is a request that a parent
can make. >> I've heard the same. And just a quick followup to that, is it is there contractually anything like if a school did want to decide to do it, the teachers contractually like there's nothing in the union contract that would say they get to do it online.
>> It would be a school-based option. >> So the school could decide and their contract would not like them. >> You ask what they said at our school. >> What's that, Kelly? >> They said it was a union decision at our school. Mhm. It's a school-based option and a school-based option lies with a a
teacher vote. >> Mhm. >> You're saying that's elected. So, is that a meeting at that school leadership team? Is that who decides it? >> What >> as far as >> whether it's hybrid or >> have in person or by Zoom? Because you
you mentioned you said um so how do they elect to do this? >> The default the default the the default is a is um a remote is remote either a Zoom or a Teams, but um the staff can execute what's called a school-based
option where the staff could propose and vote on having those meetings be in person. So when you say the staff, it's basically the uft. >> The staff of the school would make that decision >> through a vote >> because like just looking at it from a
parent's perspective and what you were saying like that was one of the the five points you had there. Wouldn't it be beneficial that a parent gets to see the child's environment? you know, you go up because you you can kind of look at the whatever materials
are out there, even like how they sit, you know, like whether there's tables, like like the layout of it. >> Um, >> I understand uh and I've heard both I've heard both sides. I've heard parents who uh like the the the Zoom option. Uh they find that it's it's easier to access.
It's more it's difficult for them to get to the school. I' I've heard pros and cons for both. I've heard parents who like the the remote option. And I've heard parents who really want them to be in person. So I I've heard both sides. >> You could go in person or have have the
teacher in in the school to meet somebody in person and then you could do it remotely if the parent for whatever reason can't get up to the school. >> I I'm not I can't I don't remember specifically if there was a school-based option to create a hybrid uh where you're proposing both. I'd have to go
back and look at the options, but um I what I do know is that the default is for it to be remote, but if the staff uh wants to create a school-based option to vote on it being in person, they can do that. >> I have a question, Dr. Pto.
>> One of the largest barriers between like increasing those family engagement numbers is just giving parents an opportunity to be in schools and see what their kids are doing. I mean, it's it's so different talking to your kids teacher for 10 minutes than it is meeting them and seeing what the life of
the classroom is. And so, I think that like I mean I I I totally understand why conferences it's a it's a complicated issue, but I think in general like speaking to priority five, like the way that you increase family engagement is by getting parents >> lots of opportunity in schools and see
what the life of the school is like. Yeah, I I hear I hear I completely hear you and I'm not I wouldn't disagree with anybody who's arguing uh the benefits of having inerson parent teacher conferences. I'm just saying that um creating inperson parent teacher
conferences is not a mechanism that uh I control. >> I have a question Dr. Pto. >> Dr. Hello. >> There's always an option. >> I've been trying to to talk for like the last five minutes. >> And that's also a reason why a lot of
parents have been reaching out and and saying it. I mean I definitely think that this is a >> yeah I would recommend to any parent or parents who like feel strongly about this >> who feel strongly about this uh you know position one way or another uh is I
would definitely you know share that with the principal uh and and and let them know >> can I can I just say that like I want you guys in person to be very mindful that you know the members that are
remotely when we want to talk like you guys talk over us and like we we can't speak as well. So like just be mindful that like we also have our hand raised on this platform and we would like to speak instead of waiting till everybody in person says
something and then we get to talk. All right. Just like I just want to put that out there. But Dr. Ple, I wanted to ask cuz I know like a lot of CC's have been having issues with getting student members and you know it is it is like November like how is it going with um us
getting a student member to because like having a student member is you know a way for us to have a student voice and you we would which is really needed in this space. So the so just for everyone's
information, the student member for the CC is a high school student. Uh we had a high school student join the CC last year. District 20. I don't supervise high schools. I do partner with uh superintendent prayer in Brooklyn South and Superintendent Walsh and Superintendent Angelus in the new
visions and urban assembly who those are the three superintendents that collectively supervise the high schools that are geographically located in district 20. Uh we have sent the application for the CEC membership uh to uh to all of those high schools, but we
haven't received any applications yet. >> And if my memory serves me correctly, as long as you're a high school student living within CC20, you're eligible. >> So high school. Yeah. >> Right. If so, if that student is a
senior residing somewhere within CEC20, so it's not just the high school's physically located, but if a child lives in our >> Yeah. If they live in CC20, but attend a high school that's outside of CC20, they can also uh be a member, but what like
once we get to that group of students, I don't have a a mechanism for contacting them directly. questions. >> That's it. >> Yep. >> That concludes the superintendent's
report. Thank you everybody. So tonight we have one resolution on the agenda. The resolution will be revamped the process for the summer horizon program in New York City public
schools. As you know, summer horizon is a partnership between New York City public schools and the department of youth and community development. to offers free full day academic and enrichment programming for K through eight students during July and August.
Whereas no child should be left behind when it comes to equitable access to educational and enrichment opportunities provided by New York City public schools, particularly programs like Summer Horizon, which are designed to be free and inclusive for all public school students.
Whereas the summer rising program has failed numerous children and families throughout all districts due to lack of clarity and equity in its admission process resulting an exclusion of children with federally recognized disabilities. So what we are asking if you want the
resolution is online. Therefore, be it resolved that New York City DOE, New York City public schools, and the administrators of summer horizon program immediately revamp the admission system to ensure it is inclusive, transparent, and equitable. Be it further resolved that any child
with a documented disability, including but not limited diabetes, be granted equal and non-discriminatory access to some horizon regardless of whether they are in general education, ICT, or district 75 settings. Be it further resolved by New York City DOE and New
York City public schools publicity released the selection criteria and pri priorization rubric used for the summarizing admissions ensure that it's accessible, understandable and applied fairly. The summarizing establish a clear appeals process for families whose
children are denied access particularly in cases involving students and any of the groups guaranteed provincial access. Be it resolved that we ask the New York City Council to add diabetes or any federal recognized disability to
approval processes for summarizing. Are there any members who would like to speak on this resolution? >> Yes. To speak on this. Um I have some personal experience in dealing with the summer horizon program and in looking at
um online at the summer program. It seems that the priorities given to our children that are at risk, those that may be left behind, um children that have 12 month IEPs, um
extended school year 75 children, children in temporary housing, foster care. Um I couldn't find a a good definition for affiliated. It talks about affiliated low-inccome um
and English uh language learner students um priorities given if they've attending a DYCD program during the school year. Um the siblings also get priority like like if they're one person's there, someone
else goes in. But the main thing that I picked up in looking at it, it seems that it's if if the children are at risk. Um, summer rising does describe what they if you click on disability
and it specifically says, if I can bring it up, >> it's on the resolution. I believe it was extended school year. All right. Students with disabilities. So you click on that tab. 12 month IEP
programs. Um autism and district 75 program. So it kind of defines those that are already disabled. >> Yeah. Um so children whether it be asthma,
diabetes or other medical conditions are they performing at grade level? Because it seems the whole premise of this program is to help kids improve.
So now if we're going to give like if somebody has diabetes and they're at grade level um does that mean that they get the same priority
and might that say displace someone else who's performing below grade level like to really take a look at like what was the whole purpose of summer rising from the way like I was looking at it is to try to help the kids that are like behind and lagging behind that they'd be
given the priority. Um, so that was just something that in looking at it because I think that was part of the resolution that anyone that has a disability would get that same
>> authority so to speak. But then if they are at grade level then I don't see what the uh so let's take for instance that I dealt with a family. >> Pardon me. >> Take for instance I dealt with a family.
I know firsthand that this person had an AP and they were diabetic. They said that being that he was diabetic, it's only good for 10 months out of the year. It's not considered a disability in summarizing quote unquote. >> Well, I I I have a grandson. He's three
years old. So, he's going to be under that 504 plan. He's going to have, I guess, an assigned nurse or someone to check the blood >> as he's going to prek and everything like that. So I can but the point I'm trying to make is if that person with a a recognized disability be it asthma
there's a lot of different uh physical ailments that our children have but if they're performing at grade level um like I it it seems it gives an unfair advantage to them over another student that's also
at grade level and it and it may then knock other children that are performing below that grade level I don't see though anywhere >> because they can participate but you know like they have I think you said a 10-month IEP and I guess that was when this program was formed.
>> It was a 12 month >> as a 12 month. >> It was a 12-month IEP but being that they said no that he can't do it because he's diabetic. But anyway on page number two >> Stephen I don't see in the language that it's saying it's it it just says free
full day academic and enrichment. Like I don't I don't know. You seem to be assuming that it is to if some it's to make up if someone's behind, but I don't see that in the >> the enrichment part of the program. >> It just says free
and what happens in the afternoon portion of it. Like if you're a district 75 shop, you can attend your regular school from 8:30 to 2:30 and then you will then and the second half of it where it's different activities, a lot
of it geared towards social skills. Um and that's the enrichment part. The earlier part is more say academic base. It just seems to me like the second part of this be it for the resolved that any child with a documented disability including not limited diabetes be
granted equal and non-discriminatory access like that seems to resolve some of your concerns because I don't it doesn't seem to me like John is saying that children with diabetes should be given preferential treatment only that everything that's considered a
documented disability all of those children should be given seats in and the DOE should guarantee funding for all of those seats. So, it seems like there isn't a trade-off here between the children you're talking about and the children John's talking about. It's just guaranteeing seats for all children that fall under the
umbrella of having a disability. >> And also in the procedures is limited one from one to nine. So, it doesn't specify what kind of disability and students with disabilities on number six and students with disabilities or the sibling of such student. So it doesn't
specify >> in their program. If you click on disability, if you look up the summer rising program, right? Google summer rising and then it says disabilities and if you click that on it specifically identifies
which disabilities. So I guess when they came up with this program and all of those disabilities children that may be at risk, they're low performing because it's going to be kids with autism extended school year and district 75
will have priority seating. Okay. So I guess >> so I'm going to ask for a motion >> that are at risk of failing. >> Anybody else? >> Sam, go ahead. >> Okay. My question is because like I've I've worked for an after school program
before. Um, and my issue is who's are we are we asking DYCD to have somebody in place specifically in that program to make sure that um like medically with like some medical training to to help
support the child at that program like after they they finished um the summer school or the school portion, the academic portion and then go into enrichment because sometimes that's that's hard to do cuz when when I worked in after school program, they really
wasn't like a nurse or anybody around that had any medical training. So like is DYCD able to do something like this? It's just a question cuz like I have no idea what their services if it's part of their services. I just wanted to
>> a diabetic child would have their own um para. So that's what they have their own par for regular school and they would maintain that same paragraph for for summarizing but it's not specified in here as that
because it's not for a resolution with diabetes I guess they're all have a I think that was like a monitor. >> Okay. Is there a motion to go forward? >> Motion.
>> Is there a second? >> Second. >> Can we take a a vote? Okay. >> Um, taking roll call vote on resolution four. John, >> yes. Elizabeth, >> I will ex um abstain.
>> Wingchan. >> Yes. >> Nalin. >> Yes. >> May Fang Chen. >> Don't think she's online. Stephen Money. >> No.
>> Fabiola. >> Yeah, she's here. Excuse me. Uh, Tamar Stern, >> I I agree with what's in this some of the stuff that's in this resolution, but
like I really would like to speak to DYCD and see if there's any funding when it comes to like any their programs and and the school for this because like not every kid is going to specifically get a PAR because in middle school as I'm
going to say Yes to this, but I think there should be more research done to add to it. >> Okay, Kelly, >> yes. >> Ken Lee, >> yes. >> Alina, >> yes.
>> And Kevin Zo, >> yes. >> Hi, this is Fabola. I was trying to unmute myself. Can you Can you all hear me now? >> Yes. >> Yes. Okay, thank you. I would say yes,
but I agree with Samira that we have to do our more research about funding and the reason why uh that is no paras during summertime. Um but I I will say yes.
>> Okay. Thank you. Uh we have nine yeses, one no, one absent and then one upstate. >> Thank you. The resolution passed. We will now call on to the second public speaking. If anybody's here,
Mr. Von Dali also um put it in the chat for the public speaking >> speak right in front of us. Um I want to comment on the um
on the resolution uh for um we know with the kids with the diabetes um they're back and forth to the nurse office checking the see what their blood levels are with their sugar glucosees. Also if you look at the science behind
it um yes and no having diabetes does affect their cognitive uh their cognitive skills so I think it's very important to include them and also when it comes to curriculum
um with students as these as such um I think it would be very smart to teach them more about having diabetes and how they can navigate eating healthy especially not having leaders at home. Um, some of these kids are coming from
broken homes and maybe their parents don't really know how to manage diabetes themselves. Um, I think that's a great way. Um, other than that, um, thank you. >> Thank you so much. Is there anybody signed up? >> Lette.
>> Lzette, please unmute yourself. I don't think she's here. And Andrew Goodman, he's the last person. But that's not here. >> Who's next? >> Andrew Goodman. >> Andrew Goodman. >> The food resources.
>> So, good evening everybody. My name is Andrew Goodman. I'm from the office of food and services. Um, I just want to give an update regarding our plastic free day. Our next plastic free free day is going to be on November 21st and then
again on December 16th. So on these days we have all finger friendly items utensils will be um available upon request. The is in conjunction with uh the office of sustainability to help the
environment. Also we are working on several new products in next couple months. So, we look forward to everyone looking at our menus and to try our new products. Also, myself or my colleague, Miss Verg, were available to come to a PTA meeting or any community event and
speak about um what we do and some of the resource that we have available. I put my information in the chat if you'd like me to. My email is Andrew Gschool.nyc.gov. Thank you. >> Thank you so much, Andrew. Can you please put in the chat your email? Sure.
>> Thank you. The last item on the calendar meeting agenda is approval of the minutes from the last month's meeting. Kevin, can you please share the minutes on the screen? Are there any changes to the minutes? If there are no changes, the minutes are
approved without a vote. You guys want to take a break or you want to go right into the business? >> Okay. >> Uh I'm sorry. I have a question. >> Uh Spanish interpreter. Are you dismissing interpreters now or we still
on? >> No, you're still on. >> Okay, good. >> Oh, John, should we talk about the welcome back? >> Yes. So, >> for the 12th, 19, 2025. This concludes our November CC20
calendar meeting. Is there a motion to adjurnn? >> Motion. >> Is there a second? >> Second. >> All in favor? >> I. >> The meeting is adjourned. Our next calendar meeting is December 10th, 2025 at PS 33 PS31.
Thank you everyone for attending. Thank you interpreters. Just stand by. Yeah. >> Thank you. Thank you. >> Good evening. Welcome to the November CC20 business meeting. Kevin, can you please take roll call
attendance? >> Sure. Uh John >> here. >> Lizard Chan >> here. >> One Ming Chen >> here. >> Nalin >> here. >> Mayan. Stephen Mahoney he's here.
Fabiola >> here. >> Tamara Stern >> here. >> Kelly Clancy. >> Ken Lee >> here. >> Alina Lewis >> here. and Kevin Zo.
>> Tonight we have interpretation in Arabic, Mandarin, and Spanish. You should see these interpreters names in the participant list, and they will post their information in the chat. They will now share directions for anyone who needs interpret interpretation for the meeting. Could our Arabic interpreter
please introduce yourself? Arabic interpreter, can you please introduce yourself? >> Thank you very much, sir. Um, my name is Sakura. I'll be doing the announcement for Arabic. Arabic announcement completed. Thank you.
>> Thank you. >> Thank you, Arabic interpreter. Could our Mandarin interpreter please introduce yourself? >> Hello. The following announcement will be made in Mandarin. The matter announcement has been made. You may now proceed. >> Thank you so much. Could our Spanish
interpreter please introduce yourself? Thank you. >> Thank you so much, the Spanish interpreter. Now, we will share the agenda for tonight's business meeting. Kevin, can you please share the agenda on the screen? We have the call to order and roll call, old business, approval of October
business meeting minutes, and a new business. Kevin, can you take the roll call? >> Did the roll call >> of business? >> Yeah. >> Oh, okay. >> All right. So, >> yeah. The approval of minutes. Good night.
>> Thank you so much. >> Thank you for coming. >> Hey, John. >> Yes. >> We didn't talk about the committees. >> Yeah, not yet. >> Okay. All right. >> That's the new business. >> Okay. >> Thank you for tomorrow. That's the business um meeting minutes.
>> Motion. >> Yes. Motion. >> Motion. >> Is there a second? >> Second. >> Business meeting minutes are approved. Now we're going to start the new business. So, um
Elizabeth, can you bring up the new business that you have coming forward? >> We have the welcome back. um CC event that will be held at PS160 William T. Samson
and it's at it's at 105752nd Street and uh we're asking everybody to ask the leasan schools to uh donate uh clean or new jackets and coats or canned
foods and I understand a lot of um your particular schools are doing their own events but we're asking them to still donate and whatever we have left will give it back to the school because we also choose this school
because it has the highest need in our district. So, we're just trying to make it good. So, >> is there a flyer or something we can send? >> I think uh it was he had
>> we didn't we never discussed where the donation is going. So, I don't know where that's why we didn't send it out because >> Oh, you didn't send that out. So it was only me and uh John that got it. >> Yeah, because we didn't ever I don't know where we're sending the donations to. So once that's a question, it come back. >> Well, that's the thing that was part of
this stuff because I asked him and a lot of schools don't have the space to hold it that and that was the another issue. >> Do you have any input of what we could do, Elina? >> What for space? >> Yeah, like the donation should could we
receive it at the district office? Uh, I'm not sure if there even space for that because we have space for all the boxes. We have all the boxes from the previous events that we never gave out. So, it's right now it's just filled with boxes. >> All right. >> That's my my desk, my chair, and then just all the boxes from all the events
and then all the new swag we got >> cuz this is the first time that we did it. I mean, we're trying to do it so big. >> Maybe we can ask one of the other schools that we mentioned. A lot of schools have no space
or they're doing their own. >> Maybe you can ask one school in each area. One in Tika Heights, one in Bay Ridge, one in Burough Park. >> Oh, that's why we asked each of us to contact our Leah's own school and ask them separately. >> No, I did that.
>> But that's only to go and pick it up the day be before a couple days before bring >> and that and that's what I was telling John. We're probably gonna have to use some of that money to rent a U-Haul or something. >> Is that the solution to ask all the schools or do you want to >> Tamara Fabiola?
>> What? Um, why would we need a U-Haul? Can like don't don't some of us got cars we could put in the back and take it. >> I'm just saying >> I'm sorry. I'm just trying to figure it out. >> Ours to go back and forth cuz my car is not
>> We have a minivan. My minivan can >> We have I have I have an SUV. >> All right. But will you guys have time? December 19th. >> What day is that? >> Can you >> That's a Friday. >> So is What is
>> What time event is at I believe at 3 or 4 it starts. You said 4 to 6 on the flyer. >> Okay. So, we'd have to get there maybe around uh two or three to bring in all the the coats and jackets. >> Yeah.
>> Dang. No, cuz my husband will have the car then. >> I can do that. >> I have a van. >> I have a van. >> I have one, too. >> Oh, Kevin and I have minivans. We can do something. >> No. Okay. Cuz my mining van is it's not
even working that well. I have to charge it constantly. >> So, so can you. So, the vision is that we have a flyer and we send it to the leazison schools and hopefully they collect things individually. >> Then on December 19th early
>> or 18th or 19th, we go to the liaison schools and we collect all their things and then bring it on the 19th at like 2 or 3 to Samson. >> Yes. Which is at 10:50. There's an event where kids get all this stuff.
>> Yes. Or kids or parents. I I was thinking family cuz you know sometimes the parents whatever we have that they are able to take >> and we're going to like somehow sort the coats into like size and gender and things like that before then. >> But we're just hanging out and let them
choose. Right. >> I assume laid out we don't have don't have like coat racks. >> Yes. That's a another issue. >> Okay. So, we could try to contact people and ask for the
stuff cuz I I've I've done like flea markets, but it's so hard to get. >> Yeah. You have to sort it and label it so people know. You have to make sure it's clean. >> So, I have to be the 18th everything and label it.
>> All right. So, I guess we could discuss it offline. >> Oh, I guess so. And then um we're getting drawn out. So um >> why don't we do it in the chat? >> Yeah. Yeah, we can do that. >> Um Tamara, you wanted to bring something up real fast if you can.
>> Yeah, I wanted to discuss um the our committees because there's a number of committees that I think we should probably started in September. That way we could um get some work done. I know uh me, John, and um Steve discussed
doing um a special education committee. Um, and I know uh what is it? Kelly and Lita, you guys discussed about what what is it the AI one, right? And we have a resolution that we're
going to be circulating in >> because normally with our committees, what what happens is we pick we choose a day and time and we send out the link to anybody that's part of the community um to attend the meeting and get ID and
feedback and stuff like that. Um, so like I mean it's November. It's really close to to like Thanksgiving. So, I don't know like if you guys wanted to like figure out like whether to start the committee meetings in December,
like after Thanksgiving, like when we come back from Thanksgiving or and like what what committees we want to start because I think I really do think with everything that's going on, we do need a special education committee. >> Um, >> start it now.
>> What happened? >> Can't you just start it? I mean, I think that's a good idea. Yeah, but we have we will have to set up um me with Kevin to set up like what date and time. >> Yeah. >> Like we we could we could choose the date and time. I guess whoever whoever chairs the committees could choose a
date and time and then um send the link out to the the community and like to the family leadership coordinators and the superintendent like have them go out and then whoever signs up and registers for the meet like how they register for our meeting they register and then they just get the link
and we Yeah, we could do that. All right. So, we'll do that in December, but if anything, we could put it in the chat. We're getting we're getting torn out by school safety right now. >> All right. No problem. I know they got to go. All right. >> Yeah. >> I I I move to adjourn the meeting if it wasn't >> adjourned
on November CC 20, the business meeting. Is there a motion to adjourn? >> Second. >> All in favor? >> I >> I next business meeting is December 10th. Thank you for everyone for attending. Thank you for the interpreters. You are dismissed. And thank you for the school safety agent. >> Yes. Thank you.