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Good evening everyone. Thank you for the performance from the children and the teachers and the principal. >> Kevin, can you please take roll call attendance? >> Uh John Ratone >> here. >> Lizard Chen >> here.

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>> Wen Mingchen >> here. >> Nalin >> here. Mayan. Hen Lee. Okay. >> Stephen Mahoney. >> Fabiola. >> Sam Stern.

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>> Kevin Zo. >> Uh, Kelly Clansancy. >> Wait, what about >> Alina Lewis? >> I got people speak. >> Yep. the USCD commission. >> Okay. >> Yep.

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>> Tonight we have interpretation in Arabic, Mandarin, and Spanish. You should see the 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

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introduce yourself? Hi, >> this is Amanus. Is there a delay? >> You just say hello and then continue. >> Arabic interpreter, please introduce yourself. >> Yes, this is interpreter.

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Arabic announcement done. >> Thank you. Mandarin interpreter. Please introduce yourself. mandering finish announcement. >> Thank you so much. Can our Spanish interpreter please introduce yourself? End of announcement. Thank you. Thank

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you so much. As a reminder, the speakers, please try to speak slower than usual to allow in interpreters to keep up. Now, we will share the agenda for tonight's calendar meeting. Kevin, can you please share the agenda? It's a full agenda today. I will now share instructions for our

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public speaking session. If you would like to speak, you can sign up on the Google form on your website and the link has been shared in the chat. If you are in person, you can sign up using the sign-in sheet up front. I would like to call Senator Steve Chan up, please. Good evening everyone. Uh I'm very happy

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to be here tonight. Uh as you know I'm a longtime school volunteer. Uh elapse time is 13 years uh both in the school leadership team as well as uh PTA president of IS-187. Uh the fact that you're sitting here tells me that you're the parents, you're

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the students that actually care about our education system and I'm very grateful for you to be here. There's a lot to address as some of you may have seen me uh question the schools chancellor in Albany during the public hearings as well as uh oh you didn't see the poll I met him over here uh in one

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of the schools. So, um I want to thank the members of our CEC20 because I I know every one of you are doing this out of your own conscience and out of your own heart uh out of your um your care of our community and your concern for our

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children's education. I want to thank Dr. Prao for his uh endless commitment to our Christian 20 over here. Uh it's all very important to me. So, I'm here to listen. If you have any questions, you please reach out to my office. I'm right here on 6605 Fort Hamilton

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Parkway. Uh if you have any concerns about the schools, primarily the food, remember that one. Uh a question uh Mayor Mandani about the food. But uh listen, I'm here to listen to you. I'm here to listen to CC20. Let me know what I can do as a legislator to help you and

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I will do my best to uh to help you guys along the way. Thank you very much. Next up is Assemblyman Lester Changed officials. >> Thank you everyone. Thank you. Uh I'm Assemblyman Lester Chang representing our community here and thank you Dr.

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Prao and all the CEC board over here. As Senator Chang say these people came here from their own heart for their own prime helping our community helping you guys to have better education we represent over here. Uh, I know the the Knicks

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game is is coming up pretty shortly, so I don't want to spend too much time. I know we Let's go Knicks, right? >> Yes. >> So, just on July 10th, we have identity. There'll be some brochures here. Uh we'll leave it here and something to information

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about anti- fraud and later on after the meeting we got citations for all the members here who worked tirelessly because I won't see them until September right so this is the opportunity to thank all of you and we recognize all of you your hard work

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every one of you is a thankless job you will complain but but we hear we listen and thank you very much this is what we do for for all of us and thank you very for you young young ladies and gentlemen and parents here. Thank you being here and care about our education community.

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Thank you. >> Next up is Mr. Stanley Ing from Susan Zang, Councilwoman Susan Zang's office, District 43. Pick up. Yeah, pick up pick up on the Yeah, the microphone's here. Microphone's here.

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Good evening PS69. My name is Stanley A. I look for council member Tutong. I just want to say the kids today are great. I'd like to thank the district 26 CC for all everything you guys do. The council member happens to be a very strong

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advocate for our schools and the part with the education piece. She's a member of the New York City Council education team. So she's very strong when it come to education. Now she's also a public

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school mom. Before I forget the two kids in district 4, I just want to make a couple of announcement. Number one, we have a moving night coming up. Let the information over here. Okay. So please come and attend. Second, last week we

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just gave out a big check to one of the schools. big was a $3 million to IS-187. Okay. It was to pay for their new science lab. >> This was for fiscal year 26. In

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addition, we gave the same school is 187 1.5 the year before. So, we gave one junior high school $4.5 million in a two-year period. So, within three years, they will have a

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new auditorium and a new science. Next, today you're going to be talking about the new school. We welcome the new school to our council district. We will see what you guys come up with when we come to the admission. Last the CPO

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Federation of Italian America. We wish you guys whatever you guys do. And then um DYCD we made a presentation at city council. We are very well aware what's going on our heart and spirit

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with the district 20 schools that's might be impacted. PS 112. I see every day when I take the subway. Good luck. PS 180. My middle child went to PS 180. I know your school.

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>> Thank you so much. >> Okay. So, thank you for everything. Next, I have to call up Senator Gennady. Please unmute yourself. Hello everyone. Good evening. Sorry I can't be there in person, but I'm home

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with my three kids right now. Um uh first I just want to say thank you very much for the great legislative breakfast you had last month. Really enjoyed it. Uh and thank you for having me. Um, I want to be very, very brief because I know that you're going to be considering a resolution today around screen time

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limitations. And I just wanted to voice my strong, strong, strong support for this resolution. We saw the Los Angeles school district just a couple weeks ago become the first school district in the country to adopt a proactive plan to

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limit screen time in classrooms. Uh, I think this is absolutely the right way to go. Uh the governor last week, I believe, made comments signaling that she was interested in this as had um I believe the the president of the state teachers union. Um I'm actually going to

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be working on legislation in this off season now that the legislative session is over to try and force a statewide um you know limitations on the amount of screen time that we have in our classrooms. Kids need to be taught with teachers, not with chat bots, not with

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screens, not with monitors. And I think this is just really, really fundamentally important. And I say this not only as a legislator, not only as your state senator, but also as the parent of an incoming kindergarten student in district 20. Um, so thank you so much for your work in considering

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this. I urge all members of the CEC to support it. And just like this CEC started a citywide conversation around the AI moratorum. I believe you were one of the first CEC's to pass a resolution around the use of AI in classrooms. Now

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there are nearly there are 30 city council members who have endorsed that position. Likewise, I think this CEC can set the citywide message for restricting the amount of screen times in our classroom. So, thank you all and look forward to seeing you all in person in

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the near future. Thank you. >> Colton from District 47. >> Yes. >> Yes. Thank you. Uh I wasn't sure I was going to be able to be off. We had a food distribution this afternoon and I do have a representative covering this

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meeting, but I was able to get back in time to get on the Zoom. Uh first of all I would like to wish all fathers a very happy father's day which is coming up very soon now and uh certainly fathers are someone who we certainly need to

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celebrate and we need to recognize for all the work that they do with their families and that's an important part of our whole school family. Uh I also you know want to say that I've been very disturbed by some of the decisions that

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have been made on afterchool programs uh by uh DYCD. Uh, I've written a letter, you know, indicating my strong support, especially in terms of we have an organization, Federation of Italian-American organizations, which a number of their

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programs were not approved despite the fact that they have been in existence for years and despite the fact that they have been very successful and and praised by parents and teachers and and administrations. uh we don't understand why these

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programs have been cut and we're certainly looking for clarification about that. Uh this problem existed last year also and at that time uh I actually again did write a letter to DYCD and they indicated they didn't have

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enough money. I actually then contacted the speaker of the assembly and uh the uh governor's office and we were able to have several million dollars more appropriated but again it didn't go to the schools in district 20. So I'm

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unhappy about that and I really feel that you know the parents here need these kinds of afterchool programs and especially when they've been provided uh they need them to continue and when the provider has done a good job from all appearances you know we certainly

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support that those funds should be restored to those schools. Last year, I actually was able to restore one school myself by giving a discretionary grant to the organization to be able to continue that school. But this is something that, you know, in this time

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when we're talking about more child care, when we're talking about uh 4K programs and prek programs, when we're talking about reducing class size, we need to have these kinds of programs, afterchool programs in our district and in our neighborhood. and I strongly

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support them and I know your president has written a letter strongly supporting them and I support that letter. I support what he has said in terms of doing that. Uh last thing I think would be that I think the state budget was pretty successful in terms of education.

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Over a billion dollars of monies were added to the education school aid budgets uh above what it was last year. uh New York City got a significant amount of money again above what it was last year and also there was an

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extension of the uh the requirement for reducing class size immediately. The the city requested a two-year extension. They were given a 2-year extension and now I understand the chancellor will be announcing plans for how he is going to

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successfully implement the reduction of class size uh within the additional two years that the city now has. And that you know extension gave the city about $500 million savings in terms of the budget. Uh so we have a lot to do here.

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Uh, I I really, you know, want to find ways to get more monies for our afterchool programs and to make sure that organizations that have been successful like the Federation of Italian-American organizations are recognized and those programs are continued. Uh, this is a major problem I

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think that we have to deal with in the district and I strongly support finding ways to make that happen and understanding what must be done in order to guarantee that that will happen. So, uh, I I want to thank all the members of CEC, their interest in education, their

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their leadership has been a good thing for our district, and our district has always been a very strong district in terms of parent participation, in terms of people working together to get the best quality education for all of our children. And I certainly, you know,

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look forward to a continuing partnership this year in making that happen. So, thank you very much. and uh you know happy happy father's day. Thank you. I'm filling up Annabel for Good evening everyone. My name is

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Annabelle Fury Delas. Thank you to the CEC of District 20 for having me here tonight. I am a parent with three students currently in a district funded schools. Two of them happened to be in PS12 where there were uh after school

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funding was affected. So we compiled a letter from some of the parent leaders in the building and I would like to read it out loud please. Good afternoon. We as the unified parent leaders of PS12 write this letter seeking your support. Uh this is addressed to the DYCD. It recently came

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to our attention that a significant change would be affecting our school structure and we have concerns. PS12 has had the privilege of working with the Federation of Italian-American Organizations for over a decade. Yao has been an integral part of supporting PS12 enrichment after school programs. These

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programs have been incredibly successful as well as necessary for most in our community. We were recently informed that we will no longer be partnered with VA. This will be a devastating loss for our school, our community, and most especially for our children. The hour brings us together through meaningful,

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profound, and long-lasting relationships with many of the parents, students, and staff at PS12. We are fortunate enough to have diverse cultures represented in our school building, and FIA has done an incredible job of welcoming all children into their program. FIAO goes beyond

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funding programs. They have an incredible outreach to our community, hosting many free events that bring our mosaic of a community together after school. Because the hour is located within our neighborhood, parents love knowing that their children have a continuity of a safe and inclusive environment outside of school and a

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place that has become a second home. This effort fully supports the mental health and well-being of our community. FIA knows deeply the needs of our building and we are grateful to them for that. We as parents choose to raise our children in New York City and in district 20's PS12 because we know that

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each one of our children will be represented, cared for, and safe. The only successful option that we see going forward is to assign PAL as a CBO to PS12. Our children's education should never face a disruption of a program that has had a positive impact. We

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appreciate your time and look forward to hearing from you. sincerely myself who the title one pack representative Rose Magro PTA presidenta Amado PTA co-president Gia and Maggie C the Italian dual language parent representative and language ambassador

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and Andy iso the SLT president uh parent thank you for your time please be mindful we have a pack meeting tonight so it's going to be two minutes for speaking. Daniel Rosen Bloom, please come up. >> My name is Danny.

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>> Oh, sorry. Daniel, do you mind speaking over here? Microphone is here. The online people are here. >> But they'll hear you face that way. >> Hi. So, my name is Danny Rosen. My daughter is in prek at Smart Early Childhood Center and in the fall she'll

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be attending US7 in district. I'm standing here because I want my daughter to have the most enriching and rigorous positively trans education possible. That's why I stand in favor of the resolution to establish between time limits and I oppose the rapid growth of edest in city schools that has been

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happening over the past several years. There are two ideas I'd like to get across. First, I support this resolution because it prioritizes experiential learning, real human interaction, and play, especially in the early grades. My daughter's in a pre-tape program that practices learning through play. I'm

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thrilled every day to see how she's growing, learning, reading, and building mathematical understanding. Learning so much because her teachers can engage with her that really exciting time. Counting to 100 is really exciting. Putting an eye ready or a mirror or a

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chatbot train in front of you simply amps up stimulation while watering down the learning process and releasing a sensitive empathic connection with teachers. Second thing, I support this resolution because despite the billions of dollars made by the edtech industry

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over the past decades, they've really never produced any high quality and peer-reviewed research showing the benefits of screenbased learning. Edtech is a 200 billion dollar industry. They don't run randomized controlled studies. They don't sponsor independent research

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discussion, not peer review. Speaking as someone who personally works in medical research, I find this bizarre harmful situation. Claims of efficacy without evidence are simply harmful. If a drug company did the same thing, they would be laughed out of business never to have

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a drug approved by the FDA. I believe it is time for New York City public schools to do the same critical stance towards tech platforms. I sincere sincere hope that this resolution will pass and would be the first step on the way towards New York City ending its over reliance on

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edex platforms especially. Thank you so much. >> Next up is Michelle Magnus. Please step up. Here we go. >> Michelle, can you stand a little closer just so that the Yeah, you can face

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them, but just be closer here so that it picks up the sound. If you're online, just put in the chat if you can hear. Thanks. >> Good evening everyone. I want to first thank John, Alina, Kelly, and the rest of CC members for your commitment, hard work, and supporting our families. I

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know it could be a thankless job, but I truly value and appreciate your time and service. I'm here tonight to speak on the topic of computers in the classroom and the shift to computerized learning and assessments. I know every school has different policies on this matter, but I want to speak on behalf of my experience

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with my children's school and how this shift has impacted my different learners and our households at PS 185. As more and more schools are pushing away from computers, they're running full speed ahead. Since the

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shift to computerized learning, crucial skills like executive functioning, cognitive development, and penmanship have been thrown aside. Gone are their days of homework planners, replaced by the impersonal click of a Google classroom. The shift hinders students

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ability to organize, manage time, and engage their working memory. Instead of nurturing these essential skills, we are focusing young minds into a digital we are forcing young minds into a digital mold, limiting their growth and learning. By third grade, our children

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are subjected to online math homework and assessments. This method encourages guessing rather than problem solving and leaves parents in the dark, unable to assist without the tangible workbooks we once relied on. Imagine a child returning home to answer five multiple

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choice questions on a screen with no room for showing their work. We fought tooth and nails to have them do the math on paper only to be told at a parent workshop that we shouldn't help. An insult to our competence and involvement in our children's education. Only today

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I found out that at the kindergarten orientation at my children's school that kindergartcoming kindergarters will be taking math assessments on iPads. The reading and writing programs are no better. Our children are losing precious developmental years tied to screens for reading and writing assessments. They're

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not receiving personalized feedback or learning how to revise their work. Instead, AI generated feedback disappears into the digital abyss, never to be seen by parents or revisited by students. When I requested that my son be allowed to complete his work with

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paper and pencil, the school's response was a resounding no, citing cost, time, and test preparation. Not one of those reasons has to do with my child's academic learning or growth. And this is a problem. Research shows that 60% of

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students can learn to read with any curriculum. But what about the other 40%. As a parent with diverse learners, I see firsthand the disservice this approach does to those who struggle or fall behind or in the middle. Our children are not being properly assessed

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or supported. They are being pushed into digital world before they're ready. I have a child who's also above grade level and thrives in a school that values traditional methods. At IS-187, Christa McAuliff, she takes tests and comp completes assignments on paper, developing skills that seamlessly

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transfer to online assessments. This balance is what all schools should strive for. And for her foundation in reading, math, and writing was nurtured on paper with pencil. So I urge you if your school hasn't embraced this reckless transition like 185 to technology, take this as a warning. Our

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children deserve better than to be reduced to mere data points in endless digital cycle. Thank you. Next up is Christina La Presse. Please step up. actually. >> Oh, sorry. Apologies.

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>> I'm gonna be brief. Well, thank you, Cece. I'm gonna just talk to Hello, Christina Morasco. So, I'm an educator and also a parent of a middle school middle schooler and elementary school child. And I'm just I thank you

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for putting up this resolution. Alina and Kelly, thank you for all the work that you're doing on this. So, I just want AI used to be stuffed in schools at least paused for a few years until we really see the effects. Um, our children

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shouldn't be guinea pigs. Um, and it should never be part of elementary schools or early childhood ever. There should be hands-on learning, human interaction. Also, I'm a special ed teacher and we need we need it out of

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there. They need the social interaction. There's too much time on computers. Um, the use of edtech, I've just seen such a big uptick since my daughter was in kindergarten. Now she's in middle school. Um, this also needs to be scaled back. I am not anti-tech. I use it in my

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own classroom, but in such a thoughtful way. And I just feel like it's been just a blanket use, more hands-on, more human connection. Um, and I hope the resolution passes. So, thank you so much. >> Next up is Dory Dalabus.

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>> Okay, Rebecca Penberg. >> Hi, good evening everyone. I'm going to echo a lot of the things that have already been said. very articulately um as well as Andrew Gennardis. Um but as a parent, I would

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be remiss not to stand up here and express how incredibly sad I am to have witnessed what happened to my children this year at 185. I have two young girls in third grade and in fifth grade, and they loved

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school. They came home excited to do homework. And as technology was just plopped onto our laps and we were made to adopt, you know, I ready and reading through a computer, I noticed such an abrupt

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change of how disengaged they became and how much they they really regretted coming home to have to sit down in front of a computer after spending an entire day in front of a screen. I'm also dealing, this is a side issue, but I'm dealing with a school who doesn't give kids recess. They don't go

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outside, >> but they're in front of a screen more hours than they're not. So, I I don't need to educate you. I think I don't need to educate anyone about the detriment that our children suffer being

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like this all day, right? I mean, I can start with little things like a headache that my my my six-year-old, my seven-year-old complains about on a daily basis, but to me, it is the sadness that I am seeing in my household. Two young people who loved

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learning, who were readers, voracious readers, and they have just basically disengaged with the curriculum. And I got to tell you, I don't blame them for a second. and my ability as a parent to sit down and to instruct them and to help them and be part of their

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education, which which is something that I I I take very seriously. I've got to tell you, I I don't know how to use the I Ready and the Google Classroom, and I want my kid to have a notebook and write out Monday, I have to do this for math, and Tuesday, I have to do this for reading, and I want them to pick up a

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book. >> Yes. >> So, I I am obviously in favor of this resolution. I hope other people will support this resolution. I I cannot tell you enough how incredibly disappointed I was to be a parent at 185

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and see um the negative repercussions of technology being shoved down our kids' throats. Thank you. >> This concludes our first public speaking session. Our first presenter will be Nancy Satil,

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executive director of Federation of Italian-American Organization, also with Joseph Rizzy. Good evening everyone. First of all, I have to congratulate the students that performed. They were amazing. Um, the reason I'm here and the

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director of PS1 180 is also here is because we were displaced of our own school. Uh, we've been there for over 12 years. This is our students, our parents, our staff that really we have a family don't

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and I we just cannot understand how BCD did not >> to show them >> did not take into consideration being there for 12 plus years. So that's why we're here to complain actually and uh to show the support that the students

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and the staff of PS1 180 gives us. Also, I want to thank you the the parents for PS12 because we have the same situation at PS12. We were there for over 10 years and again it was taken away from us. So that's what we're here for. And this is

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the director at PS1 >> and also the the staff of PS1. They've been displaced. >> Just come over to the mic a little bit. >> Yeah. Stand right here. Yeah, that's good. And you can speak to them. But >> so she's going to explain a little more about what happens now. Um PS12 also

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it's a our home. We consider the PS12 our home. We say with PS1 because we were there at the beginning of the school with that with the that dual language uh Italian and English uh school. So that's really very very dear

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to our heart. So I hope the OCD will listen. But that's what we as those two school especially 180 and 112 from district 20. >> Hi everybody. Thank you for having

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>> My name is Jasmine Delo. I'm the director of the 180 seal academy middle school after school program with FIAO under the direction of Nancy Sila. All my students and parents are here today. We appreciate your support. We're here because we're really upset. I'm upset as

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an alma mater uh student. My was a student of PS1 180 in middle school. I developed a lot there. I thrived. We have a theater program. We're putting on Matilda this week. Uh we have droning. Um, and you know, just a great partnership with the administration of

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PS180 and Pile Academy as well as with FIAO. It's very disheartening because I've de developed such relationships with my students, my staff, um, my parents and it's my home. It's my second home. I don't go to work to go to work.

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I go to work because I love my home. I love my students. So, it's um, it's frustrating to all of us that we lost that partnership. Um, and the students are losing out too, which is why I do what I do. Um, so I did come prepared with student letter petitions and parent

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letter petitions. Um, I will be sending them out after this, but I will read the parent one if that's okay. We are writing as the parents of the Seal Academy at PSIS-180 to strongly and urgently express our opposition to the removal of the Federation of

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Italian-American Organizations FIAO as our afterchool provider and its replacement with a new program. FIO has been a trusted and effective partner within our school community for 15 years, providing students with a safe, structured, and engaging afterchool environment. Their program has offered

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meaningful enrichment opportunities that keep students consistently engaged, supported their learning, and strengthened their connection to the school community. Families have relied on FIA to for both high quality programming and dependable after school care. Equally important, FIAO has

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developed strong, respectful, and collaborative relationships with school leadership, teachers, and staff. Their partnership has enhanced coordination between the school day and after school programming and has strengthened the overall school environment. Parents have consistently expressed positive feedback through surveys and ongoing

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communication highlighting their satisfaction with structure, care, and enrichment provided. I'm going to stop right there. Our program not only has the uh engagement of over 105 students who are overenrolled every year consistently, but in addition to that, I

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apologize for my phone call. I apologize. Um, in addition to all of that, my students come and they want to come. It's not just their parents wanting to come. So, um, you know, another our program was given to another

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CBO. I'm not entirely sure why we have such a strong, um, partnership and I have such a relationship with my students and the school community. My staff is an extension of them. Um, they're they work within the school. They know the students well. They get homework, help, snack. I mean, it's

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their second home. Um, we try to make it a seamless day. The decision to remove FIA and replace it with a new provider does not reflect the experience of students and families who've benefited from this program. FIAO's presence has contributed to strong student attendance, positive engagement, and a

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sense of stability that is not easily replaced. Their established relationship with school staff and families have taken time to build and have been central to the program success. While we understand that program changes may be considered at a system level, we do not believe this transition reflects the

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best interests of our students or school community. Replacing a functioning trusted program introduces unnecessary disruption and certainty and the loss of continuity for children who depend on consistent afterchool support. For these reasons, we respectfully request that

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this decision be reconsidered and that FIAO remain the afterchool provider for the CEO. Our students deserve stability, continuity, and a program that is already proven to work. Thank you for your time and attention to this. This is a letter from the

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we just bentally. Thanks, guys. I'm very blessed with my student population. It's not as to be here. They came on their own court. I'm blessed with you guys. I love you

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guys. I hope I get to see another year with you because I became the person, the young woman I am today from this school. I was the fourth graduating class. Um, and I see the impact that this school and this organization has on the community, and I would hate to see

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it go. Thank you. So there's an appeal process and appeal process was already submitted and hopefully DYCD will bring back FIAO in regards. Up next is going to be a discussion with Sandre Esam Davies from the New York City Department of Youth

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and Community Development. You can unmute yourself. So, thank you, John, and the CEC for for hosting us tonight and for inviting us to this meeting. We are really responding to all of the advocacy that

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is uh taking place both by the young people, parents, and families and the communities at large. I just want to make sure that everybody could hear me clearly before I continue to speak. Or do I need to speak louder? Am I okay? Okay. Um, I I'm here to answer questions and also to listen to what families have

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to say. I realize that we are, you know, we have limited time here. So, I want to just say that what's on offer here is a preliminary discussion, but that I will make myself available as well as my team and I'm here with my team uh to talk through any specific questions that you have about this process. Uh, but I do

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want to set the table because a lot of questions have been like how did this happen? What's the history? How did we arrive here? So, I want to set the table by just talking a little bit about the procurement process and uh and then I'm going to hand it over to my team to talk about the specifics and the technical

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pieces of it. And then again, I am willing to come back and I'm willing to have meetings. Uh as soon as John reached out, I I made myself available and I am the commissioner of DYCD, so I head up the agency. Um and so what I want to start off by saying is that this procurement process has been in the

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making for over 10 years. Well, actually, we haven't awarded new grants for over 10 years, and the field was really asking for a few things. They were asking for a a broader diverse set of partners at the table. They were

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asking for an increase in per participant rates because the increases had not been for 10 years. Um and they were also asking with what comes with every single um procurement which is the ability to innovate and uh adapt the

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model to meet the emerging needs of children, youth and families. So it was in that spirit that we entered this RFP in partnership with providers and in partnership with our advocates to really be responsive to what happened. And so I

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think it's really important to say is that we are beholden to procurement process and procurement laws. And so I I do want to set this table by saying that while I'm going to be talking about the technical piece, I do not by any means mean to disrespect or minimize the felt

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impact from everybody because there is a felt impact. But I want to talk about the specifics and still hold multiple truths at one time. The truth is that we were looking when we designed this RFP for continuity and for expansion. That

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was the other thing, continuity. And what continuity looked like in this particular uh sense for the schools is that the every school would remain with the at the school level and the competition was around the providers and

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because procurement is part of the way city government governs to make sure that there isn't bias. Um and to make sure that there is accountability, innovation and continuity of uh kind of re-examining our models and good stewardship of money, we uh opened up

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the competition and in the competition we set out the rules and the regulations around how to be able to not only just access the award but win the award. So it was a competition. So for each school um and again because it's been 10 years

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all of the schools in the portfolio had had relationships for over 10 years not just in this district but in every other district and so it was a hard call but again procurement requires us to do this every few years. So three to five years is a good measure. This was a longer

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time. So the some of the benefits of that was the deep relationships that were established and some of the challenges were that um now they're deep relationships and in some cases there is a change in provider and so overwhelmingly the the results of this

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RFP resulted in continuity of provider and expansion of provider and in some instances like in this particular instance it did not and so we are trying and I'm going to turn it over for like what the criteria was uh what the guidelines were um and then what the appeal process are. We're in the middle

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of an appeal process. Um but I do want to say that we uh were able to um listen to the appeals and we're in the process of reviewing all of the appeals that were made forth and we're taking each of them seriously and we're also trying to adhere to a set of regulations that were

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a part of. And so I you know again I I think this I think I got 15 minutes for this. I want to answer any questions, but I also want to turn it over to my team to both discuss how this district fared generally and also to talk specifically about the criteria and uh

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the metrics that were used around this RFP. So Susan, I don't know if you want to set the table for the larger kind of um how how the awards landed in this particular region. >> Yes. um will do. In um district 20, you

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have 28 DYCD funded programs. And what one of the things that we're really excited about is that we've been able to make some adaptions. As the commissioner said, it's been 10 years to the model to to represent what young people and families told us they need. Now, we will

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be um contracting at better rates, which is going to allow for some stability in the programs in your schools. We had um I think 28 schools in this district as part of the competitions and um your

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voice as um a school community was an important part of that. Um but the main driver as my colleague can um elaborate on is the RFP scores. So, I think, you know, you know, it's always heartening

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to hear in this process how much people care about their CBL provider. And I I really appreciate the young people that came out to talk about what that means to them. And I um I am, you know, pleased that generally speaking,

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District 28 really um fared well in terms of what the community called for. And um again although it is disappointing to fi

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um AO it is um largely a a a positive thing for your district and going to mean um better improved services for young people across the district. >> Yeah. So I want to address a few things on the chat. uh the first one being is I

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said I set the table by saying it is a very hard to kind of explain the rationale and the procurement laws and still hold the space of understanding what children youth and families are experienced and I want to say I've been in the provider side for over 30 years I

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run dozens and dozens of schools and same predicament but I'm also a mother too so but I'm trying to find a balance between kind of leaning into the empathy and hearing but also being really explicit about what guided this process. So again I am not meaning to disrespect

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people. I am not meaning to u minimize the impact but I am trying to say these were the regulations that we have to uphold city agency. It's not it really how can I explain this in a way that is aligned what happened you

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know step by step. And so I know that people want to know what the scoring was and uh Dana is going to talk about what the scoring was and what the criterion was and I wish that I could have been there but I couldn't because I also was in transit but within two days I showed

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up and I will go in person if necessary. I am not trying to skirt responsibility. I'm trying to lean into this and I've been meeting with families and communities consistently. And so I I want to I want to just say that and there's no way of folks knowing that but I'm here and I'm willing to hear and I'm

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willing to also where it is um aligned if we made a mistake in calculation if we did things that were not aligned with the procurement process we will be making shifts um otherwise we are beholden to these rules and I know that it is it feels counterintuitive um but I I want to just say I'm not

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trying to skirt or and I've been asking families how can I translate this in a way that um is best and that doesn't seem tonedeaf. But I also want to be explicit that these are the procurement process that I was a part of and that

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every city agency is a part of and yeah so and the other thing is that I want to say that some of this is is also provided as a briefing. So, I don't know the degree to which FIAO was able to have their briefing, but we go over and Dana, if you could please explain

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kind of what the process was and what the competition was, that was that would be really helpful. >> Um, most >> definitely. Um, so as the commissioner mentioned, this was a competition. It was an open competition where we wanted

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to ensure that we were getting the most providers to apply for your particular school. And in doing that, we opened up the gate for new providers to be part of that process. Right? And when we do a procurement, there's no guarantee that

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existing providers will be awarded. And when we did the RFP, which was released to the public, we looked at many different factors. And what was being evaluated was around organizational experience, capability, service requirements, staffing, community partnerships, the approach that the

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provider was going to take, as well as the budget management piece. Each competition was of the school and each school had many different providers that applied. As part of this meeting, I can't give the specifics in score, but as the commissioner mentioned, there was

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a debriefing that we did hold for the awardees. We were able to break down exactly where what they scored in that competition and where they landed in the rank of all of the proposals that were submitted. Um right now we are going through the appeals process um and

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looking at every single protest and claim that has come our way. Um, but right now, you know, we are focused on ensuring that we're working closely with you all on the transition process because again, this was a competitive process and I know that it is very hard

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to to hear um what we're saying. But because of the way that the procurement process is, we have to ensure that we have a fair open competition for all to apply. And when we have these procurements, what the evaluators are looking at is solely what is being

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presented in the proposal response. Um so we built a model, we released that model. Um that RFP had particular scores that were weighted >> through evaluators that were trained to be an evaluator for this RFP for this

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procurement and then they were scored accordingly. Um and as a result we are seeing new providers being uh selected. >> Thank you so much. Is there any questions from any councils? Stephen Mahoney.

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>> I think I heard correctly. I think it was 10 years without any type of um competitive process and then I think I heard three to five years. So as someone not too knowledgeable, I

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think that having something that has a more definitive time frame of three or five years may help not to have this as much a problem in the future because the competitive nature would be more aware of it. Yeah.

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>> Um, now I do have a question. When you have a CBO in a school that's colllocated with a district 75 school, because I do believe up at 180 we have 231 is in that building.

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>> Um, would you know if there's participation of the district 75 children at that same site? Are they allowed to participate? And if so, do we have any data that shows not only on this site but across our city of how

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many district 75 children that are attending colllocated schools that have afterchool programs. How many of these children are receiving these resources and these services? I'd like to respond to that and share

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that um yes absolutely um while Compass attaches to a building in the school um anyone in that school building is is welcome to apply. Um we don't have centralized data. When somebody participates in a UICD funded program

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and they're in our system as a participant, we may not know whether they're in a district 75 school. Um we could We could there are ways we could get to that if we did a like an a data sharing agreement with New York City public schools etc. But I can tell you in cases

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for example with summer rising where we do have those sort of agreements we we do see um collaboration and cooperation of students from all different schools including district 75 schools in those programs. >> On a personal level my son did attend summer rising PS36

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um which was located in 192. However, I was never aware that during the regular semester from September to June, it was never on any of the messages to the district 75 parents that that wasn't an option. It was the um the the enrichment

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program from 2:30 to 6 that my son parttook in over a couple of summers up at PS36 and he had a wonderful experience but that information during the normal school year was not made available to the parents of the district

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75 children that attended PS36 was located up in PS 192. So yes, it he had great service for after the enrichment part of summer rising, but I was never aware. He was there um four years and I

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never was aware that that was an option that not only my son but all the children that attended PS36 could have availed themselves of and that's something that needs to be improved. >> Thank you, Stephen. Any other? >> Yeah, I just have a comment. I think

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this is a completely unacceptable response to what you just heard from this community, this bureaucratic speak in response to families and a long-standing community organization that people have used. We heard better improved services. Zero evidence in what

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you said provided for that when you just heard what people want and what is considered quality services. The criteria, sorry, that's our timer. Uh the criteria for the selection. So, as you see in the chat, somebody keeps asking where's the RFP for this. You

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have not provided that. And then in one of your bureau speaks, you said, "Our goal was to provide continuity." How does this provide continuity if people are losing what they want? Completely do not

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do not come to these meetings with this bureaucratic speak. We are not interested. If you have real answers that you're going to provide, we'll take those. But this is completely and counterproductive and not welcome in CEC20.

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>> Um, just I I did drop a link in the chat to the RFP for those that want to view it. >> Okay. So, thank you. Thank you. >> Kelly wants a comment. >> This nonsense.

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I think it just shows my hand some. >> Your hand. >> No, this is your camera. >> Oh, it's my >> Don't worry, you're here. >> Oh, great. Sorry. Um, if if you had decided to come in person, you would have known that one of the parents here tonight said that he'd seen

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his entire staff fired with more empathy than coming from DYCD tonight. And I would just want to point out that uh one of the differences between CEC members who are the only elected people in the entire system is that we talk to families every single day and we talk to

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parents every single day. And what is abundantly clear from the presentation that's the table and discussion of RFPs and discussion of contract and discussion of procurement and the is the fact that the policies that you adhere to do not match the values of CEC. And

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so I just want to echo what my colleague Alina said, which is that this type of uh defense of bureaucracy is not what the parents and kids who are here where they should be watching the Knicks game instead of at a CC meeting like we all should be. Uh this is not what this is

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not appropriate and this is not responding to the fact that what these families need to know is who's going to take care of their kids, how can they make sure they continue to go to work, how can they make sure they could trust the people that are taking care of their kids. And it seems very clear to me that DYCD is no longer a partner that can be

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trusted. And the only opport the only alternative is to have some sort of universal afterchool system that does this in an equitable manner that ensures genuine continuity and prioritizes what parents and families need instead of the needs of some faceless bureaucrat that

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speaks in passive voice. I mean, I'm listening to what you're saying and I appreciate it and I can say that that was not at all my intention and if I could have been there, I would have been there. I was notified two days ago and I would have liked to have been in person, but I wouldn't have made it

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in time and I thought was important because it was 15 minutes on the agenda for me to be on. Um, but we're not in relationship, so it's very hard to kind of speak to this. And one of the things I was responding to was the need for parents around clarity around what this

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process was like and that's what I was leaning into. I can also speak to what we're doing in terms of transition because we are taking this seriously and we are making sure that there is a successful transition and I know that that's a hard place to kind of talk about because we have providers and we

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have young people and parents that are there and I'm also trying to honor kind of what space is like at this moment hard from where I'm sitting to to have this conversation but Susan if you like to talk a little

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bit about transition. >> Yeah, I wanted to chime in and to say that, you know, at DYCD, we have the benefit of seeing like across your district and across the city how many highquality CBO providers we have and I

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understand that that's different than the relationships you have dayto-day on the ground with your current provider. But I do want to say that, you know, there are many quality programs including in your district and as part of the transition, we'll be making

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connections between um outgoing CBOS and incoming CBOS. Um we'd love to facilitate conversations with some of the schools that have had success with your designated provider. We'd love for you to share ideas about the activities,

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some some of which was mentioned that that young people love in your school. And then my colleagues on the ground are going to be uh providing support for everything from like securing licensing to um a ramp up checklist to ensuring

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that they're working the CBO is working with your school personnel on a collaborative planning tool that we're having regular check-ins and that my team is doing site visits to ensure that um because we maintained investment at your school site that we maintain high

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quality services at your school site and and It may not be the same as what you have and and um it may not be the same people that you love, but we are dedicated to high-quality services at your school and we want you to hold us accountable for um ensuring that continues.

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>> Okay. So, I would like to say something. I'm the president of CC of district 20. Thank you, commissioner, for coming on Zoom and your team. Um so to me I think this is attack on FIAO only because since 2023 they lost numerous afterschool programs and now once again

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the after school programs were lost as well and the ratings were not sent to them. We have no issues in regards to that. We have no criteria from you or your company from DYCD giving us the information. I'm the president of CEC.

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We have 11 members on the CEC. We weren't even told about the situation. We heard about it on the news. Nobody reached out to us. Nobody reached out to the families. What families did you reach out to? Because obviously the families of the school is in the back. As you can see, they're all in the back.

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The children are in the back. And they want their school to have FIAO. So with the appeal process, hopefully you look at the whole appeal process. The ratings, I don't know how you rated because we don't have any information. A foil request would take me about a year.

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It took me about a year and a half in 2023. So please listen to the families, listen to the children, listen to FIAO, listen to all the CEC members here and make your determination that FIO should be there as the um PS180 and PS12. And

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also FIAO started Italian inside the school of PS12. That's a dual language program that they started with PS12. So please look into everything and come back to us. Thank you. Any other members?

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>> Oh, Sandra and Susan, how are you guys really looking at the appeal process to really keep the C the current CBO? Are you still transitioning CBOS? because I tal you I heard you guys talk about transitions, but if the appeal is still

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going on, then they should know what what they're doing wrong. If they're successful, we should cultivate and maintain relationships instead of changing CBOS >> because you don't fire somebody if they're successful. >> Yeah, we are taking all of we're doing

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both end. We're doing um we're looking at every single appeal. We win fore. We are meeting with the briefings and we're going to continue to do that. We we're meeting with parents. We're looking at the proposals when

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necessary and again looking at some of the objections that were written in the appeal process. >> Okay. I I have a question. Um, how long does the appeal process takes? Because like nobody has asked that question as far as I know.

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>> Yeah. So the the appeal process so the last day for providers to submit an appeal was June 5th and then we have up to 30 days to do our review and make the final determination. >> How many months? How many year? Can you give us any specific number?

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So June 5th and then 30 days after that. >> Correct. >> Everybody good? >> Um I'm like I I understand the frustration of the parents, you know, and the students

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because many of our parents rely on these programs, okay? Because these programs are very much needed just in general citywide. So like when our families have a program that actually works and successful, we going to fight

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to keep them. So like I I have to agree with the families. I don't agree with how everything went about because you know the whole point of working with the school and the parents is to have communication and there was no

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communication and that needs to be something that's fixed and um I would really look forward to hear what happens because um our parents need to be heard because they're the ones that are being

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affected the most by this being taken away because if our parents have after school then our parents can actually work longer and provide to support their families because they with the economy

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the way it is now our parents need to work and they need to provide for their families. So like honestly I think this whole process need to be revamped. Fabiola would like to speak. >> Yeah, I just want to make sure that everyone can hear me. I felt that this

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is an attack to this particular program and this particular CBO. If we heard the name correctly, uh this is the American Italian Federation, but they serve everyone in our communities. They serve

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the Asian community. They serve the the Latino community. They serve the indigenous communities in our district. This is not just for the ItalianAmerican community. And I think that they provide good services and we want really you

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work with with this organization. These families depend on these services and the after school program and it's really really important especially when this administration prays all the time. you know, we have an immigrant mayor. This

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administration should support community organization like IO. Please, we really need to do something and we need to give them a a straight answer and we need to have a better communication with the organization and

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we as parents >> and commissioner I really encourage you to come to our district so you can listen to your to our parents and to come in person to our next meeting if your agenda. Thank you. >> Yeah. No, I I will I will make it uh I will make it the next time. It was it

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was offered to me via Zoom uh as an option and that most people were going to be in Zoom. >> We apply for the briefing >> May 28 the new school is start. So they I have a question, Commissioner.

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So they applied on May 28th in regards um they still haven't received anything from the RFB. Do you know anything about the situation or your team? >> Sorry. Can you can you say that again? They applied >> Nancy >> or they they asked for a briefing. They

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didn't get their briefing yet. >> Ask for a briefing. Did you ask for a briefing? >> Yes, of course. They briefing and you appear and you never received it. We haven't received that nothing back. May 28 we did that. >> So do >> and we send documentation also for the

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appeal and documentation for the debriefing. >> May 28th. >> We're we're doing >> we're we're doing debriefings now. So Dana can speak to the where we are in the process specifically with your agency. But Dana, do you do you have line of sight of that? Yeah, I can

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confirm that we do have the appeal and it was submitted in the end of May. So, it is under review. Um, in terms of the debriefing, I'll look into it and get back to you. >> Yeah. >> Thank you. >> Would you be able to join the next meeting or actually email um myself and

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then I'll send it to the DC representatives? >> Yeah, would like to see that >> unless I do a foyer request and that seems to take a long time, but okay. Thank you so much for joining us. >> I I didn't hear it.

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>> Thank you so much, Commissioner. >> No, no. I was asking if you could clarify the question you asked. I didn't hear the question >> that you want them to send us the >> Oh, if you could send the um information in regards to why they were denied. >> Okay. So, uh I mean Dana can talk a

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little bit about that. We're gonna in the briefing, we give them all of the information and they can share it. We can't Yeah, they can share it. So, they're going to get information. They're going to get their scoring. They're going to get the what the proposal was. They're going to get how they rated in comparison to other folks.

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Um, and so that is something that that that they can that the agency can can choose to share. But we can come back for another meeting um if it's helpful. Um, and we can also and and I I will be there in person. Um, >> yes, we're going to be great. Thank you

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so much, Commissioner. So, sometime by July 5th, they should have the appeal process. And what happened? >> Yeah, I think I think it might be sooner. The debriefing will be sooner. It should be within the next week. >> Okay. Thank you, Commissioner. >> Thank you.

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>> Next up is going to be a presentation from Office of District Planning on progress update on the K082 school, the new middle school. You can unmute yourself. Hi everyone. Good evening. My name is Lucia O'Brien from the Office of District Planning and I'm just going to

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share my screen. Um, I'm joined tonight by my colleagues Jod and Brian. If you guys would like to introduce yourselves. >> Hi, Jody Fulge, director of Brooklyn South at the Office of District Planning. Brian. >> Hi, Brian Smith, associate director of

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analytics at district planning. Pleasure to be here. >> Sam, you want to introduce yourself quickly? Sorry, >> I know you're just listening. >> Sam Street, also at district planning. Thanks for having us. >> All right, so we wanted to quickly um

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just present. I know we have kind of a packed agenda here at CEC20 and we really appreciate you guys making time for us tonight. Um, we did want to just go over planning for the new middle school building in KO82.

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Um, and we know, you know, in June there would probably be more folks here. So, we just we wanted to quickly present on just this new building and sort of the explorations that we've been doing this year with our working group. Next slide, Lucia. Thank you. So, just a little bit

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about our office, the office of district planning. We actually sit under the first deputy chancellor um in the division, the division of the first deputy chancellor. Um, we partner with school communities, CEC's, superintendent, and other DOE offices

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and additional stakeholders to assess district needs and priorities, develop uh strategic plans to address those those district priorities, and that includes planning for a new capacity. And we could do that through a myriad of different things. We use a lot of data

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in our offices. Um, we put together district data summaries and workbooks which we share every year with the CEC. We also have community conversations, school visits, surveys, and other

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community and need specific strategies. So, our agenda tonight, we're just going to quickly go over the new building, the new capacity that's coming online for the 2027 2028 school year. um go over a little bit about the engagement and some of the survey

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results. Um the survey that was distributed um earlier this year, the surrounding landscape, um just new school admissions, just facts about what new school admissions are, discussion and feedback, and then

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next steps and our contact information. against the resolution. >> Yeah, we are. >> So, new capacity KO82. It is expected to open for the 2027 2028 school year as I said and the projected capacity is 460

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seats and it is sea has designed this to serve middle school students. So, here is sort of a very zoomed in map of where this building is located. Um so you'll see that um you know pink star in

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the middle that is build the new capacity KO82. Um it is located at 631514th Avenue and it is currently located in the JHS uh 227 zone. Um there is like a legend

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um just uh directly next to the map just showing you know yellow is a K to8 school blue light blue is a district middle school and um royal blue is a district uh secondary school and over

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you could see the um MS zone lines and then how um you know what those zones are meaning like the numbers it's you know 2023 zone and the 227 zone which is where KO82 is currently located.

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So I know that there's been, you know, we came out in November uh 2025. I know Lucia came out to talk about the new capacity where we joined a CEC20 meeting to present um and discuss planning and next process. I know um after that uh

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presentation the survey was then distributed which we will get into in this presentation but I think we just wanted to do a touch with the CEC given that it had been so long since we had been back to kind of present on the new

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capacity. So just wanted to share sort of the things that we've been exploring so far and the data that we found and then I'm going to kick it over to Lucia. Yeah, absolutely. So, like Jody shared, we've been meeting with uh Superintendent PTO and a few members

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from CC20 in a working group to discuss community needs and priorities that we can hopefully meet with this um exciting new building coming to the district. Um, and so as a part of this work, the working group developed a survey that went out to SLT members, PTA presidents,

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guidance counselors, and parent coordinators. Um, asking them to kind of act as ambassadors for their communities, and to share, uh, some preferences about admissions methods, school focus, and kind of the the factors that come into play around middle school choice. So, like Jody

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said, be talking about that a little bit. Um, all right. So, when we decide to move forward with a new school, um admissions method is something that comes up um pretty early on. Uh and so we asked in our survey um we asked folks to share whether they thought their

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school community would support or oppose opening the new middle school as a zoned school. Um so this is the chart on the left here. As you can see that darker blue is folks who felt that their community would be supportive um of opening the new middle school as a zoned school. So that is around 72% a majority

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of respondents. Um 15% shared that they felt their school community would oppose opening the new middle school as a zoned school and 13% expressed no preference. Um we asked a similar question about utilizing screening in admissions. Um,

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and we saw that I believe it's sorry it's blocked on my screen, but around 60% of respondents um shared that they felt their school community would be supportive of utilizing screening in admissions. Um, 25% felt the opposite and 15% expressed no preference. Um, I

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think that this can feel a little counterintuitive sometimes um to see, you know, a majority of folks saying supportive for both of these questions. Um, but it actually aligns pretty well with the district 20 landscape where we know that there's um there are many middle schools that admit students

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through zones and through screen programs. Um, and that both are very popular. Um, we also asked respondents to share whether they thought their community would be interested in language-based programming at a new middle school. Um,

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and approximately 80% of all respondents were interested in language-based programming. Um there is a follow-up question then about what kind of language-based programming they would be particularly interested in. Um and so around 42% expressed interest in Spanish

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dual Spanish English dual language, 38% in English Chinese dual language and around 21% expressed interest in other language. Um, we asked three other questions about kind of priorities for a new school and the factors that come into play when

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folks are making choices about middle schools in district 20. Um, so this one on the right was about or on the left, excuse me, was about the top factors um that are most important in middle school choice. So, we listed out a couple of factors um and asked folks to rank kind

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of which the the top ones that factored in when they were making choices for middle school. Um and so the factors that we listed were um proximity to home, diversity, access to specific programming, school performance, class size, and school size. Um, and the three

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that came up as kind of the the top most important factors um throughout the responses were school performance as number one, proximity to home as number two, and access to specific programming as number three. Um, we also asked folks to choose from kind of a menu of

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potential academic focuses that they would be most excited to see at a new middle school. Um, and we asked them to choose three. The one that came out with the most having been chosen the most times was STEM, then arts, and then career and technical education.

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Um, we asked a similar question related to kind of top school priorities that folks would want to see. So, these are not necessarily academic subjects, but um kind of more school culture um and environment related. And the number one choice that was most selected was high

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school readiness, then safety and positive climate, and then socioeotional learning. Um, so we were really glad to learn about some of these kind of community preferences, and we'll be really interested to keep them at the center of this planning work as it continues this summer. Um,

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keeping some of that information about community preferences in mind, but turning to the landscape surrounding our new building. Um, so, uh, in planning for this new school, something that we really want to prioritize is leveraging the fact that we have a new building,

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um, to help out with overcrowding in the surrounding area, particularly at our middle schools. Um, so this table that you see on the bottom here shows four of the overutilized middle schools that are nearby to our new building, KO82. Um, they are the Seal Academy, the Christa

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McAuliffe School, the Maline Brennan School, and JHS 259 William McKinley. um all of which are utilized beyond 100%. Um based on enrollment projections, we are expecting to see that the building utilization at the Maline Brennan School

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and at Seall Academy will decrease in future years. Uh however, we are expecting to continue to see the same challenges that we see now with overcrowding at Mclliff and McKinley. So those are kind of the two schools that we're hoping to kind of target for uh

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alleviation with this new building. Joe, do you want to go ahead? >> Yeah. So, when we talk about new school admissions, we're working with the working group to determine the admissions method for the new school. Um, where we can focus our, you know, address our biggest overcrowding

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challenges as Lucia laid out. So, a zone school just like this is the definition between a zone school and a non-zone school. zone school gives priority to students residing in a specific geographic area. A non-zone school that utilize um would utilize an open screen

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language criteria or um auditions method to give priority to students who reside or attend elementary school in the district. Um and in planning for KO82, we are also considering new buildings that are coming to Bay Ridge in future

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years. So there is new capacity coming online in future years that um school construction authority has um invested in and so we are keeping that in mind as we plan KO82.

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So if you look here um you'll the circled buildings are 259 and 187 that's McKinley and McAuliffe. Um, and if you look at the 259, we've highlighted the 259 zone. So, geographically, a new

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unzoneed school at KO82 could be considered to help alleviate McAlliff just due to the proximity of it. Um, and a future plan involving reszonings of area of Bay Ridge could be used to help alleviate McKinley by leveraging the new

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capacity buildings K382 and K337 coming online in in 2028 and 2029 school years. So you'll see KO82 there. All the new capacities are highlighted um as

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green stars. So there's KO82 which is adjacent to 187. Um K337 which is close by to 104 and then K382 which is close by to 30. Um anything else I'm missing from this

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slide specifically Lucia? just in terms of Yeah, >> I think I would just add that when we're looking at KO82, I think typically when we think about, you know, drawing the most common sense uh zone that we can think of around a school, like for example, just a circle around the

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building, um we can see that that wouldn't necessarily target the part of the McKinley zone that is furthest from McKinley. Um it would be more likely to encompass the part of the McKinley zone that is closer to McKinley. Um and so

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keeping that in mind in terms of sort of thinking about students travel distances to and from school um we kind of think that because of where KO82 is geographically in the district, it might not be, you know, best suited to alleviate McKinley, which is the zoned

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school that has uh overutilization. Um all right so we have a little bit of time here and we have some guiding questions that we would love to hear um specifically I mean think first from CDC members uh particularly related to this first question um what feedback or

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questions do you have about the idea of opening a non-zoned school to help alleviate McAuliffe um our other questions what types of admissions priorities and programming at the new school might be most beneficial to district 20 um and kind of a sub question there about which of those

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programming options or priorities do you think would >> in reducing overcrowding? Um and you know the same kind of question about academic and overall school design priorities that that folks want to share. Um so we first from CC members

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and then if we have time from everyone. >> Yeah. And and just adding to that that we would like to hear from CC C members specifically because they would be the ones kind of voting if we ended up doing

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uh chancellor's regulation um 180 A1 185 which is a reasonzoning it would be the CEC's that would vote on that. >> Yes. And if you want us to go back to a slide, we're happy to go back to the map

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if that would be, you know, helpful and kind of like orienting yourself to where the capacities are and where the schools are. Um, we also have an appendix where it includes the MS zones of district 20 and also the all schools point, meaning

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every school in district 20. So, um, CEC, please let us know. We're happy to like put that on screen if that would be helpful to anybody. >> On the screen, >> anybody would like to speak or >> might be possibly a D5.

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>> So great question. Uh in initial discussions, >> can you just say the question again so the people online? >> Yeah. So, uh, the question from, uh, Stephen was, uh, is this going to be a standalone school or, um, like a colllocating school? >> Correct. 75.

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>> If I'm And so, there aren't planned district 75 seats in this particular building. Okay. >> So, I definitely have a comment. This is new construction. >> District 75. I went to two of your new buildings, the one on 86th Street and

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the one on 13th Avenue. And I was really heartbroken where on 13th Avenue music room and a music class is offered to our district, not to the general education students, but not to our district 75

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students on 86th Street. The general education students in the middle school, they have an art room. Our district 75 children get an art cart pushed into their room. There's no collaboration. There's no sharing of this space. You

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know, you're going to have a census, two different groups of students. Why is it the proper resources and educational opportunities being provided to our district 75 children? Why are

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they being segregated? This is you're in planning now. So, if you know, you know, Are you listening to the feedback? My principles and my therapists are saying we need smaller rooms so we can do our pullouts for their therapy. It seems

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that that is not being taken into consideration. These students are not being provided the same resources and opportunities that you're given to the general education students. And as a parent go into these buildings as a representative

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of for our district 75 children, it's really not right. No esto, it just isn't right. So that's something at your planning stage you really got to take a look at. Okay? You have to have the same resources. If you want a template, I

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suggest you visit the school on Avenue P 686 has a great relationship with their district 75 partner and you provided similar resources. They both have a music room and these resources because

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it's a certain amount of space you have. Yes, sir. >> You have the time to plan for it. And if I get an opportunity to visit that school in a year or two, I hope I don't witness some more of Py B. Ferguson because we need our Brown versus Board of Education moment.

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And Stephen, I I I hear you and I've heard you on this uh on this and where we do have strong partnerships with our District 75 uh programs, like I'm really happy about that. And where we can do better, like I'm committed to making sure that we do better. >> This is planning stage. These are the

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ones that are they got the space. They got to get it up and going. They need to designate areas and I understand that you've heard me. Um, but what I see is what I see as a parent. >> This pro No. So this No, but this build I know the buildings that you're talking about. You're talking about the

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buildings that have a collocated D75 program in them. >> Correct. But they were new construction. So they knew in advance >> this new construction will not have a D district 75 program. We are looking at >> that was my question. >> And Yeah. And I and I said Yeah. Again, I said,

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>> so we're exploring uh specialized special education programs for this building specifically, specifically NEST uh because NE uh NEST programs are another special education program that is a very high need and we uh and is a growing need in the district at the

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middle school level and we don't have one in this uh area. >> So, correct. So we're we're we can't put them all in the same building, but we can, you know, look at the the entire landscape and look at where that an individual specific program would make a

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lot of sense. And uh and we f we we we really we strongly feel that because McAuliffe already has an ACES program and you're familiar with ACES, right? Okay. So ACES is uh a a specialized program for students with severe disabilities, down syndrome, uh uh and

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ID. uh Mclliff has that program in its school. Uh and we so we feel like um in this area it would be really strong based off of the um off of the demand and the students that a nest program at the middle school level would be very supportive and complement the middle

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school nest program that we launched at 407 which also has the D75 program but which is more in like the western part of the district. So that's what we're and again it's the building only has 460 seats so we can't put all the programs in there but we do strongly feel that the nest program would be a strong

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addition to that part of the district and for that size of a building should be able to have the same resources and opportunity. >> I don't disagree with regardless of what program they're in. It shouldn't be it's okay for this group of students which is usually our general education students

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>> and being withheld from the others. They they all need to have the same opportunity and chance. >> Yeah. And that's what I was saying where I I hear you in in the places where we do a good job. I'm like I'm happy about that. In the places that we're not doing a good job and we could do better. I'm I'm committed to help us like from our part from the district 20 principal end

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that we'll make sure that we do a better job. >> Any other members any question? Like I was just interested in um because I know one of the on one of the slides it said like the CTE. I was just

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interested like how would that work for middle school. >> I'm sorry. >> The CTE it was one of the options that people were interested in. >> Yeah. >> So I was wondering how that I know how it works in middle in um high school. >> Like I was just interested in how that would work for middle school.

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>> Not super different than it does in high school, but it would be it would be age appropriate obviously. you know, in high school, there's a little bit more opportunity to do off-site learning and stuff like that because the kids are older. Uh, but besides that, CTE programming in a middle school can look

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very similar. Obviously, it's going to have a focus or a couple uh topics of focus within CTE. Um, but it doesn't work. It's not dissimilar to how it could look in high school. >> Yeah. There's still the expectations for a core curriculum. you have to have

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math, science, ELA, and social studies. But then a lot of the enrichment or like the other programs that the kids engage in are going to be whatever the the the one or couple of choices per uh career and technical education that the school ultimately had decided on a program for,

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>> but it's not going to have as many of like the internship opportunities, some of the off-site stuff >> because the kids are younger. >> Yeah. >> Sure. >> Oh, want me to read this? Oh, >> absolutely. Hey, um I'm gonna ask

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district planning to just pause. >> Hey, uh so Lucia Jody, >> uh this ask the CC's asking because we have some students present that are going to be recognizing and they got and they got to get home so they can get to the the nick game. >> Oh. Oh, sure. >> I could just do a recognition of them.

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So, and then we can come back to the uh the planning. Got it. >> No worries. >> Thank you. All right. So, um I know that we have uh a lot of uh PSIS 180 all academy students in the house as well as parent

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coordinator Nicole Ferguson and a couple of teachers. Uh and this was a specific part of my report is the launch. So, I'm just going to share my screen. Promise I'm going to share my screen. All right. So, we are going to let you from

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here. So, I I've been really excited. Did Principal Angelo Sacko let me know in the middle of last month that the Seall Academy chess team, who traveled to Texas in the middle of uh May, were crowned national chess champions in one

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of the largest middle school chess uh tournaments uh in New York uh I'm sorry, in the United States. Here are some pictures. And I think that we've got uh a couple of teachers here as well as our parent coordinator, Miss Ferguson, here. So, we've got a couple pictures and then

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I've got a uh a description here. So in uh over May 15th to 17th there were 29 students from the seal academy who traveled to Round Rock, Texas for the 2026 National Middle School Chess Championship. 1300 players from 30 states competed in

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one of the biggest uh middle school chess events in the country. And the Seall Academy team which was led by uh Mr. Lapshun I'm not sure Mr. Lapan is here and Mr. Bobby Moy. Yep. All right. uh you know delivered a big performance.

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Uh Seall Academy has uh competed in this chess competition for the last several years. There are fivetime section winners but this year they were for the K to8 schools that are under 1100 students. They were the national section winners.

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And then for the individ some individual students who uh you know placed very high in that section. So Elvis Chen who came in seventh out of 221 total students and then and then Summer Lynn and

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Anthony Chen tied for 15th out of 221 players. And I just also want to highlight Lucas Jang who tied for 15th out of 191 players in the K to8 section of schools under 1400.

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>> So I just want to wish like really want to let you all know that we're really proud of you. This is an amazing accomplishment. Chess is a very difficult game and uh the these uh students competed and played in games that lasted hours upon hours. Uh, and

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this was a very difficult thing and we just want to let you know that we're really impressed, really proud of you and way to make our district look really good. Congratulations, guys. Great job. We're going back to ODP, >> Jody. Okay. Uh Joey, Lucia, we can transition back to the uh the school

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planning presentation. >> All good. Um and I think Go NY. Um, I think we just wanted to get any feedback or questions about the idea

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of opening a nonzone school to help alleviate McCulliff. So again, we wanted to show you the zone and just how um it looks a bit like tricky and challenging. And so, you know, in digging into the

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data, you know, we have seen that leaving maybe the new capacity unzoned could be more helpful. And so, just wanting to hear feedback or questions on that specifically. And if there are no concerns,

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you know, we're happy to move forward. And like we are going to continue talking about the admissions priorities and programming. That is all a piece of this. But I think you know we sort of start with all of the options on the table and as we look at the data and go

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through everything and have conversations you know we start kind of whittling down what pieces what pieces maybe don't make sense due to challenges. So just curious to hear any feedback on on that specifically.

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>> Um I didn't get the speaker. >> Sorry. I could we have a version where half is zone and half is like um you know nonzone since you know I saw that a research survey you did and that was

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particularly that way because I feel like it should be half and half. >> So so we do have schools that have zoned and non-zoned admissions. Uh most of them do >> within that school. >> Yeah. So so >> be a different version. So, we could The

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reason why we don't The reason why we don't feel like I don't know if uh we can go back to the map with the uh with the zones highlighted. The the reason why we don't feel like it's a a good path forward to establish a zone for this school to because the the the zone

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that we would create would be specifically to alleviate overcrowding in a school that needs help in help with overcrowding. And there's only and there's only two schools in the district at the middle school level that need help with a new building to alleviate

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overcrowding. Um 259 and 187. 187 doesn't have a zone. So creating a zone wouldn't help take kids out of Mclliff. So the only other school that's left is McKinley which is 259. If we

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created a zone for m to if we created a zone with this school to alleviate overcrowding at McKinley, we would inevitably create a zone that families would not be happy with. And this is why just where just where the school is located, we would be asking families to

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walk. We could like most if you see on the map, you see how McKinley it's uh like in that pink area. we would be drawing a zone where families who live really close to McKinley would have to walk further away to go to this school

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um in in that zone. So, and we we we like I anticipate that we would get a lot of negative feedback from families who live in the McKinley zone, expect to go to school there, and have the combination of being told that they're not zoned for

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McKinley and having to travel a far distance. I think that we would get a lot of negative feedback uh from folks on that zone. So that's ultimately why we feel like with this school specifically, we don't feel like a zone makes a lot of sense even even though the uh the survey does say that uh you

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know this the families that we did survey support uh zones and uh you know uh non-zone seats more like they support both. But we we do feel like there's a a you know a z an un an an un how do I

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what's the term I want to use like a um an unpopular zone. I we feel like we've created an unpopular zone. >> Yeah. And I think I think the other thing I would add is that 227 is also you know KO82 is lying in the

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2277 zone which does not need help with overcrowding alleviation and would we be sort of furthering you know issues there. Um, I think I think what we're saying too is that new

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capacities for zones and unzones like that type of conversation I think it is a very case-byase basis based on where it is in the zone and where it's not right. So I think for as I was saying before like when we look at a new capacity and we do planning work and

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look at data for KO82 right all the car you know everything is on the table and then as we look at the zones as we look at where it's located you know we're just saying for this one we're not sure it makes sense we're not saying that zones don't make sense or reasonzoning doesn't make sense in the future for

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other capacities >> and I think the other thing that I just want to point out is that in the future If for whatever reason we wanted to add a zone at KO82 that is also always on the table. >> Yeah. >> Online window.

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>> Yes. >> Any other questions? >> She mentioned 227. >> Yes. >> And that it's no issues with capacity. Um I remember at a couple of meetings last year like that was a

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a little bit of contention because of the close proximity of another public school and then students would go there and then this school that's already being serviced in this case 227 may lose resources because if it's based on attendance that seemed to be an issue.

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>> So, so I think what you're describing is a concern that if 227 lost students that they would lose resources. So, if we created a zone with this new school that cut into the 227 zone, because that's the closest school that

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has a zoned program, that would definitely reduce the resources for 227. So that's why that's another reason why we don't feel like a zone for this new school makes sense because this zone would would like the most logical school

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to create a zone for K KO82 would be shallow would be 227 because it's the closest one but we there's no issues with their uh class size they have like their enroll yeah they have they have enough space and we feel like the zone

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would actually have a negative effect on uh on 227 that's why we don't feel It's a good idea there. Mhm. I can >> so so when so so Jody or Lucy I don't know if

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we can go scroll back to the questions because um the council member brought up that she's in support of screened admissions and I just want to explain in the question uh the so this first question says like how do you feel about the idea of a non-zone school? So a

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school that doesn't have a zone in like has all the different options for that that don't count for a zone including academic screen. So an academic screen is one option within a nonzone school. You can also have a non-zone school that

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doesn't have a screen. Uh there's uh you can have so long story short like uh this feedback question about nonzone includes if it had academic screening in the program that would be a district-wide option. Yeah, no problem.

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>> Any other members? I just wanted to say 237 is a very great school and we have a new principal so it's going to probably be more in the future. >> Uh but uh I feel that unzone forman it it should be more open and accessible

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for everybody. It it shouldn't just be based on grades going forward because I don't think we need another mol. I just want >> No, go ahead. You were unmuted here. >> Go ahead. Try it now. I just want to echo what Elizabeth just said, which is

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that every single kid in District 20 deserves access to the absolute best education we could provide them. Not just kids who through birth or luck or accident uh happen to have all fours. And you know, Chris McCullaf is an

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amazing school and we can imagine bigger opportunities for every kid in this district if we can think beyond academic screens. >> So I just want to say Elizabeth was right. >> Thank you. >> Yeah. And I think for the purposes of this conversation, I think the

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admissions priorities and programmings that is a ongoing conversation and that's not you know something you know we there's urgency to figure out now in this moment. I think more so we wanted

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to hear any questions or feedback around zoning versus unzoning. >> Okay. Thanks. >> I just want to mention my recommendations. I agree you know that schools should be

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accessible for everyone but also I just want to remind my colleagues that we only 11 members. So my recommendation is for um the the the whole district open a survey and and really have a team for

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community engagement and get feedback not just from the 11 representatives on this table but also for community parents and possibly students >> because at the end of the day you know they're going to be the ones who are

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going to school to be part of this newsful and and the community. We can make all the recommendations we want, right? We can have our own opinions, but at the end of the day, it's parents and kids in the district. So, I encourage, you know, as always,

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comm community engagement for Yeah. for all districts. >> ODP, are you good? >> Yeah. Yeah, I think so. This is it's helpful. And again, I think we know we hadn't sort of presented um you know at

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CC20 since November and just kind of wanted to circle back on sort of the survey results and and where we kind of are you know in talking about this new capacity. So I think if there are no concerns about sort of you know

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you know if there aren't any concerns or questions or feedback right now I mean I know we definitely want to do some parent engagement also. Um, so you know, we just again wanted everybody to see kind of what our process was and and

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where we are in that process and and I know we work with the working group, but just wanted to bring it to the entire council um and the stakeholders in in district 20. So here are our contact information if you need to reach us. Um,

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and yeah, happy like excited to continue working with you guys on on this new capacity. Would you happen to have the date that we have to meet? >> Sorry. >> When are we going to meet next? Do you know? >> Um, we don't have a meeting calendar

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yet, but we'll be in touch with the working group to coordinate that. >> Okay. Thank you very much. >> Thank you guys. >> Have a good night. >> Have a good night. >> Someone told them only 15 minutes. >> Yeah. I don't see

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>> Yeah. >> Hi. Hi, Stacy. All right, so we have a presenter for Dish 79. Are you there, Stacey? >> Good evening, everybody. I'm just sharing my screen.

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>> Just give me one second. Good evening, everybody. Thank you so much for having me here. My name is Stacy Oliver and I represent Glenda Espron, our superintendent of district 79, which is your alternative schools and programs. And the reason why I say that is because

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alternative schools and programs is a district that's reimagined by design to really support the traditional districts and ensure that we're able to um provide opportunities for students to get over the finish line when that may have not been a possible thing on their journey.

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Um I had a pretty long presentation for this evening but I want to say first of all I commend you all for your meeting. I've been listening the entire the entire meeting and it's really wonderful to hear the passion to see the students. I mean so many things have gone on and I

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just want to take a moment out to um thank you for welcoming me into your world to be able to see the process and to see how everything happens. Um, I'm so appreciative not only as um as a representative of my district, but as a parent and a member of New York City.

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So, thank you so much for all the work that you do. Um, what I will do though is in the essence of the fact that this is it's pretty late already and I know everybody's very tired and you guys have handled you guys have tackled some really tough issues. So, I'm here to

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spread some cheer and some excitement. I'm not going to give the full presentation. I'm going to cut right down to the meat, but I am going to send you these slides which also will include some more information which will help you to reference the information that I'm sharing. So that's our vision and

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mission. We can skip over it because you can read it. Um each of these slides what they have is a case scenario. So district 79 is the alternative schools and programs as I said and oftent times if students can't continue on their traditional journey their traditional e

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academic journey there's different programs that exist that are free within the dis within the whole city that you may not be aware of as um different opportunities for your child right and even for yourself because we also manage adult education. So, this PowerPoint was

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um a bunch of different case scenarios that would lead to the answers of what would a program be, but it would probably run into the full 30 minutes and it's already 8:30. So, I'm going to send this to you, but I am also going to just go straight to the portfolio page,

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which tells you all of the programs, and I'm going to go over them very top level information. I just want you guys to know like I'm always here. I can come back to another meeting. I can do smaller meetings. I can do conversations with you to find out anything that you need to know. And I can also always

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connect you with folks that I'm sorry. I can also always connect you with folks that would be able to um steer you in the right way. I'm sorry. Somehow it stopped sharing. Give me one second.

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Give me one second. Apologies. Okay. So, I'm just going to slide right down to our portfolio slide. So, what you're looking at right here is the full landscape of District 79. So, we are 10 programs, one transfer school in over

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365 sites citywide. And basically, I'm going to go down. I'm going to go from the left to the right of the page. Uh we offer high school and high school equivalency programs. Uh pathways to graduation serves students that are 17 and a half

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to 21 years old. If they haven't completed their credits and if they haven't completed their regions and they're of an older age, it might be a good candidate for a GED. Right. And we have uh 60 sites across the city. In Brooklyn, we have about 15 to 20

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different sites that are available for your students. Um, they are also linked with college and career. They're also linked with work-based learning programs. Um, and we try to offer the best experience that we can, the closest experience to a high school experience

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as possible, understanding that we don't want them to miss out on graduations, proms, you know, college exploration. All of that is included. The difference is is that they're not receiving a high school diploma, but they're receiving a high school equivalency diploma by taking the GED examination. Another

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really wonderful opportunity for folks that are over 21 is we have adult education. It's free classes for adults over 21. The only requirements are that they have to live within the five burrows and not have a high school or a

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high school equivalency diploma. And we have over 160 different sites across the entire city that offer high school equivalency, basic education, ESL, and some limited um CTE classes. So, that's a really amazing uh opportunity for you

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guys to spread as parents. We're always pushing this because it's just um a really great gateway into next steps and future career opportunities. Um, we also have the YBC, which some of you may recall would be something that we would look at as like night school, right? So,

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it's for students who might have a couple of credits or a couple of regions to go. They can uh earn their high school diploma in the afternoon and evening in uh 22 different sites across the city. And what they do is they attend Monday through Thursday from 1 to

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9:00 based on the credits and the classes that they need. And they still earn their high school diploma from their home school. So this is also a great option for students who might have other priorities or other things going on that you know traditional daytime school is not working out for them. So

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the YBC's is a really great option. Then we also moving along we have co-op tech and Judith SK high school. Uh co-op tech is free CTE instruction that leads to union memberships, internships, employment. There's 20 different course

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sequences available. The main campus is in Manhattan um on East 96th and first, but there's also satellites across the burrows. They offer less um less sequences available. So, we have in Canari in Brooklyn um

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and I think that's it in Brooklyn. We but we but the main site is on East 96th and and first and for all students 17 and a half and over. They don't have to be in a district 79 program. They can be in a traditional high school like a senior that has, you know, they can fit

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into their um into their schedule if they only need a certain amount of credits or if they want to actually attend something half a day for hands-on training to receive certifications in everything from welding, electric. Um we also have solar panel installation, we

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have vision technology, we have culinary, we have graphics, design. There's a lot of different amazing um opportunities there. I always speak from the heart about this because my own nephew went through the welding program and like 10 years later he's still in the union and and supporting his entire

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family. So it's really um it's something that is a very real program that provides a lot of opportunities for students. And then the Judith SK High School, there's not one in Brooklyn, but they are colllocated with the two of the co-op tech campuses and it's the only

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transfer school that exists within District 79. The reason why it exists within district 79 is because it's not only high school, but it's high school equivalency as well. And that's partnered with every student must also attend a trade. So, they're coll-located with co-op tech because then they get to

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actually go to co-op tech during the day. It's a mandatory requirement for them to also take certification classes. Um, moving right along, the life program is another extraordinary resource for people to know about because any student

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who's a New York City public school student who has a child of their own between the ages of 6 weeks to 3 years old, there are life centers located in 32 different high schools across the city that will take that child and

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provide free high quality early childhood education classes. classes so that that student doesn't have child care as a barrier to them getting their own diploma. So that could be a middle school student, a high school student, an adult ed student, a student who's um

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pursuing their GED or in a district 79 program. They do not have to attend the school that the life center is located in. They are able to drop the child off as early as 7:00 and they're even open until after hours to allow students to partake in after school activities as

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well. Um then moving right along the ALC's. We also under district 79 serve the students who are serving a superintendent suspension for middle school or high school. So we're in 22 different sites across the city. And then we also have a program called

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Restart Academy which has seven overage middle school sites. There are a number of students unfortunately who have not completed their promotion requirements and um for for eighth grade to go to high school and oftentimes we find that

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those young people don't want to return to the same setting being that um there's so much differences between like a 12-year-old and a 15year-old right um they really need to be amongst their peers. So, we have these classes located on high school campuses allowing for

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them to finish their middle school um their middle school journey. We have over a 95% promotion rate each year. So, it's really fantastic and it's a really great opportunity for a student who did not complete middle school but needs to because we get them back on track.

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Oftent times, they're able to even earn high school credits with us within the middle school program and then progress on to high school and be right back on track. The other half of Restart Academy is that we're located in different agency spaces. For instance, in Brooklyn, we're in Dynamite Youth, which

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is a substance abuse treatment program. And we provide the academic piece for that that um treatment center. So, we don't control the um the enrollment, but we provide the academics to keep those students on track so that when they return to the community, we keep them

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going. Then we also have the afterchool tutoring academy which tutors students in foster care group homes. And then last but not least we have our programs that are located within detention or incarcerated facilities. So Passages Academy was created for students who are

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in the care and custody of ACS in secure and non-secure detention centers. We serve students um from 13 years to 18 years of age within those settings. And if any parent finds that their child is ends up in that setting, well, guess what? There's still all of their

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education requirements, everything is available to them with a high focus on transition. Really trying to bridge that community partnership and making sure that that young person, and I want to say that's for all of my programs, that if they go back to a different school,

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transition is super important for us to make sure that they are going to continue on that path of success that hopefully we were able to build with them. And that goes the same for East River Academy that's on Riker's Island that serves students 18 and over. Um

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they have to opt into it and then we provide everything for them the same as and we have high school equivalency and high school classes as well. They take regions. They have special education services. We do everything that's afforded to them because they're um they

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have the same rights as every other young person ages um up to 21. We also have adults education under East River Academy as well. So, I know that I've said a lot. I've really said a lot and I've probably talked some of you to sleep at this point. I'm sorry about

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that. But it really is great information and and if you needed the information, I know I kept you awake because sometimes you'll be like, "Wait a minute. I have a nephew who's sitting home right now disconnected from school, right? And and actually what you're talking about is exactly what he needs." So, if you

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didn't hear me, it's fine because once again, I'm sending the information to Tamara anyway. And and we can always talk privately, whatever it is that works best for you. But I want you to leave this conversation just remembering that District 79 is here to support you.

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And if we can't support you with one of our programs, by all means, we will help you to navigate to something that will support the child or family that you're working with. So, that's all I ask. I don't ask for you to be the expert on things and I really do appreciate your time this evening. Once again,

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understanding that you have tremendous jobs in this work that you do and you're so appreciated, but I really do want you to use this information and and spread it as much as you can. So, I'll take any questions if somebody would like to um

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ask anything. I know everybody wants to go see that next game, too. It's all good. Well, thank you so much for your time and once again I'm going to put the um presentation into the chat. Okay, have a great evening everybody and let's go

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Knicks 79. Now it's time for the superintendent report. Dr. David Cardo, please. directly after the superintendence report. So, we bumped it up. >> So, we already announced about the national chess champions from CL

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Academy. >> Uh, so just a just a few highlights for the end of the year. First, I just I'm happy to announce that we've got a newly installed soccer turf field at Ditmas Junior High School. Uh this was installed in partnership with NYCFC. Uh soccer is a really high demand uh sport

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amongst our students. We've been looking for sites to be able to launch a soccer league in the district. Similarly to our basketball league, volleyball league, the ultimate frisbee, all the different uh sports leagues. So, we're really excited about uh this for Dipmas Junior High School and also possibly expanding

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soccer opportunities in the district and we appreciate uh NYCFC for installing it. Uh just an announce we had our District 20 annual civics fair. The theme was from classroom to community. So, we had students from all of our schools in district 20 uh preparing uh soapbox

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speeches which are speeches about topics of uh concern in the community uh where students have to deliver them uh either by memory or in some cases uh they read them but they have to deliver them in front of a group of peers who then give them feedback on those ideas. Uh they

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also develop uh what we call take action projects. These are projects where they identify a need in the community and design a solution for that need. Uh and again these are reviewed by uh their peers as well as members of my staff and the combination of and then we also have

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presentations from the 35 schools in the district that participate in participatory budgeting where we give them uh a couple thousand dollars and the students engage in the civic process where they develop surveys, they engage in elections and they ultimately engage

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learn engage in their community in identifying how to use these dollars in the way in which the community uh wants to use them and in this case the community are the students of the school. So we've had a variety of things be used. We've had uh bottle filling stations be installed in schools. We've had school stores started. We've had

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sports equipment bought, board games, like you name it. Uh really named by students. This year a new wrinkle is uh the students feedback that we got from the last couple years was like they love the fair and they love the process and learning about it, but they didn't see their work going anywhere be beyond the

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school. So this year we instituted a new process where the students voted on what they felt like were the strongest speeches and the strongest take action projects and those uh are then sent to my office and next week I'll be myself

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as well as my team and we're also engaging potentially other members from central based off of the topics that those students brought up. For example, subway surfing was one of the topics that was brought up in uh one of the uh one of the speeches. So I'm looking to see if I can get someone from OSYD Mark Granderson or somebody else to also hear

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the speech. But ultimately the goal was to make sure that uh you know the high-erforming like really uh popular uh speeches we had another layer to be able to hear them and see what else we could do to help them make it happen. So, uh, PSIS 163, PS247,

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PS2204, and the district 20 prek centers who that we had prek students deliver their uh, soapbox speeches at four years old uh, through their block center. Uh, they tied for in. So, we're also going to be going to the pre-k center to hear more

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about their ideas for how we can uh, institute this. So, it's a a great event and uh really happy about it. Uh and really excited about just expanding uh the young people and and understanding civic engagement.

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We had D20 funday at my monities park. Again, this was uh an idea that was proposed by the parent leaders from the president's council and we had a fun day. So, we really merged our arts expo which we held annually in the district and also offered some additional opportunities for students in the

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district to perform. So we had chorus, we had cheerleaders, we had bands, we had uh dramatic performances. Uh we had a Zorba the Creek performance. I mean it was really we we it was a lot. I mean it was a lot and it was a lot of

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fun. We also had a uh impromptu dance competition amongst many of the new uh mascots from the schools. One of the big things that has happened with participatory budgeting is uh elementary students have really wanted mascots. So, they have been, you know, dedicating

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those funds to buying the the the mascot costumes and going through a civic process to vote on the name of the of the mascot and who the what the mascot was going to be. Are we going to be an eagle? Are we going to Bulldogs? Like, what are we going to be? So, we had a little danceoff with the mascots, which

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was uh super fun. And in general, it was a really fun day. Uh, you know, we there was some beach balls uh being bounced around. King Henry from the Brooklyn Cyclones was the was the MC. He's uh super fun. If anyone's ever met him and

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we just really appreciate my monities Park and Cyclones and just all of the uh fun that was had by students, by families, uh and by school staff, there were a lot of a lot of teachers, a lot of principles and we uh it was a big undertaking, but it was really successful. We want to do it again next year and see if we can uh bring more.

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So, D20 funday. It was super fun. Uh we had our district 20 math games. Uh this was another the district 20 math games are kind of our version of a math olympiad where students from all schools in the district come together to compete in mathematics. Uh it's not the pictures

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aren't super engaging because because the kids are like sitting around doing a lot of math uh for the math games obviously. But um we had we had student representatives from all over the district uh and a lot of competition. you know, we there's individual awards as well as uh group awards where

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students have to do engage in collaborative problem solving as well as like individual math. Uh and this is, you know, really this is the fourth year we've done this. Uh and we're really excited about it. Something Chancer Samuels has talked a lot about is making sure that we're centering math alongside literacy. He's talked a lot about a math

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revolution. And you know, definitely something that I've taken uh away as somebody who has been around a lot of other folks uh especially in the humanities who talk about not being a math person. uh you know I've really kind of changed the nomenclature to be like I'm better at math than I thought I was and uh you know really trying to

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push towards a more kind of like growth mindset when it comes to mathematics. Uh so the D20 math games was and we want to thank Principal Carol Hamman from PSIS30 who hosted us and has hosted us every year. Uh, and we want to thank the

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students at uh, uh, 686 who used their 3D printer to create these kind of stealth bomber styled cell phone holders, which were one of the gifts to the students who won. We also had our D20 science showdown,

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which is our science olympiad. Again, for copyright purposes, we can't call it the Olympiad. We got to give it our own name. Uh and we had this was hosted at MS 407 again science competition where students from every school in the district came together for structured competitions in science where they built

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parachutes and had to uh land them and they also had to create they also had to build boats and see who could build the boat that could carry the most weight that could float in water. So these are two of the competitions that the students engaged in and we it's a lot of

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fun. Uh I do have a picture of one of my staff members on a 20- foot ladder dropping these uh parachutes from very high. No one got hurt. Uh but it was it was a lot of fun and just a lot of like teamwork and uh as well as competition. Uh and I want to thank Dr. Hectorbe from

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my team as well as the uh steam leads. Uh we have a group of steam teachers in our district that uh lead that work and I want to thank them for just coordinating it, coordinating the teachers. It's a it's a huge undertaking uh but it's a lot of fun for the students and a great opportunity to uh engage in a little healthy competition

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and advance uh science. Here's some more just photos of the kids working together to create their parachutes uh and and work together to win. Uh finally we had uh our uh district 20

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ENL teacher showcase. So one of the things that we do around professional learning, I've shared kind of different opportunities that we provide to teachers in terms of professional learning. Uh you know we've talked a lot about literacy in the last couple years. So another professional learning structure we offer is for teachers of students who uh are learning English as

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another language. Uh and this is for bilingual programs. This is for standalone ENL. Uh and my uh my co my ENL coach from my team Lumis Contrarus supports this professional learning for teachers. So at the end of the year we bring them all together for a showcase. So they kind of share with each other

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the learning that they've taken into account over the course of the year and share with each other the different practices that they've learned over the year to support students who speak uh languages other than English who are learning English the ways in which they've been able to connect uh you know the students uh to to access the

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curriculum and to build language. Uh so these are just a you know uh pictures of individual teacher projects and them collaborating and working with each other to learn uh more of the kind of teaching practice around supporting uh students who are learning English.

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>> Okay. >> And finally this happened today. We were our we have a district 20 prek center program. We have 11 sites, 1600 students, two principles. Uh and it's a tremendous program. We've been working uh with the two principles. You have Lauren Napolitano on the left and

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Danielle Bennett on the right and that's deputy chancellor Simone Hawkins in the middle who uh visited our pre-K center at Fort Hamilton Parkway today. Uh we've been working with the prek principles over the last two years to you know build that transition between prek and kindergarten to be more developmentally

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appropriate uh more uh you know kind of in the vein of early childhood while not losing sight on the need for you know building language you know academic learning and all that. But at the same time, we want to make sure that, you know, we're taking all the great lessons from preK and, you know, transitioning

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over to kindergarten. Uh, so Deputy Chancellor Hawkins came to see some of the work we're doing and specifically some of the work that, uh, principles Napoli Tano and Bennett have been doing around block centers. So, the two focuses in preK this year have been block centers and art centers. We did a visit earlier in the year on art centers

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and and we also did a visit around block centers. This uh photo is a little guy who's describing the block center experience that they had constructed this week. It's a weekly thing. Uh and talked about the hotel that he had built

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that had started in uh New Jersey and you know went to South Carolina and he showed me the barbecue pit where you know they had built uh barbecue cuz he heard that they had barbecue in South Carolina. So, it was a really great experience to just learn about mathematics, architecture, spatial relationships, all the different types

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of things that blocks bring to the table and is something that we uh were really excited to show off to the deputy chancellor uh and really highlight the great leadership of these principles and their partnership with Bank Street College who provide the professional learning uh for the teachers within uh blocks specifically for this one uh and

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art centers as well. And we just want to say it's June, it's the end of the school year. Just want to say congratulations to the class of 2026. We have pre-kers stepping up. We've got kindergarteners who are graduating. We've got fifth graders stepping up to middle school and the big one, we have eighth graders who are

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going to high school. So, we just want to say like we're really proud of you all. Uh it, you know, we've got a lot of stepping up ceremonies like today, tomorrow, throughout the week and graduation ceremonies. Uh and as a parent who's my daughter is graduating from high school this year, next week uh and I'm I'm having a having a hard time

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with that. Uh, I just want to say like congratulations to all uh the the students and all the families that we're really proud of you. Like a great job and we just want to thank everybody just for a really amazing school year and for all of our high schoolbound eighth graders like we wish you a lot of success in high school. We know that

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you're set up and you're going to do great and for everyone else can't wait to see it for the first day of school. Uh and that's my report and I just want to make one response because we had several parents who were walking up uh speaking about something that is you know specifically uh in our catchment

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area which is screen time. Uh you know we had a parent of a prek student who's going to be going into elementary school and you know I want to say that first I appreciate the parents coming uh to a meeting and speaking on it and some of them this isn't the first time they've come to speak on this topic. Uh I think

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that parents come out to some to speak on topics like this at a place like a CDC when they feel really strongly about it and they're not getting you know the the response that they expect. Uh you know I I I want to note that uh you know the a like AI and screen time has been a

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huge topic at this from this council and from uh many of our schools in the district. Uh I you know something that I want to kind of uh highlight and note uh was one of the things that I felt like was really important was to make sure that uh the voices of parent leaders in

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this district were heard when it came to this topic when the AI guidance was uh released. Something that the chancellor was very clear about was making sure that there was a feedback period of 45 days and making sure that you know you wanted to make hear what how folks hurt

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felt about it. Uh I you know I wanted I I would I want to make sure it's noted that I brought parent leaders together uh to specifically give feedback on that policy. Uh and you know the chancellor did make statements after that feedback period around hearing about after

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hearing feedback from communities including district 20 that he felt like uh the New York City public schools may have missed the mark when it came to this AI guidance and there's they're currently rethinking it. uh and in no small amount uh was the feedback from

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district 20 because I know there's a lot of uh feedback contrary to the policy uh that was given on that uh on that day uh when when uh I gathered all the parent leads together. So I'm I'm really I want everyone to kind of be able to see how their voices were heard uh in terms of

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this and I know that there's going to be uh more to come when it comes to citywide policy. uh and I felt like it was really important that all of the voices were heard. And the other thing that I want to say is uh you know we've been doing a lot in this district to be responsive to this idea not just from

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parents but also from our own uh feelings as educators when it comes to like edtech screen time and that type of thing. Um my own uh my own stance with AI specifically has one of like extreme caution uh when uh utilizing it in schools. It's something that, you know,

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I've been trying to learn more about myself as it evolves. Uh, and, you know, I think that we've done we've made a lot of strides in terms of making sure that some of the things that parents tonight were asking for are happening uh more and more in schools. However, that

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doesn't mean that the the concerns that parents are bringing to this table tonight aren't valid. uh they are extremely valid and it means that in some places we're not there yet in terms of meeting the expectations of what parents are looking for when it comes to their kids' education and specifically in regards to screen time. That's something that we're going to have to do

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better at. Uh, so that's something that I'm gonna, you know, I I've heard you loud and clear and, uh, we're going to continue in in the in those spaces where we're not hitting the mark, uh, when it comes specifically to this idea of technology that we, uh, get make sure that we're getting closer and, make sure that, you know, that you're being heard

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cuz, um, you know, you know, we don't have, you know, there's a parent here who has been here many, many times speaking on this topic and, uh, you know, it's and you're not coming for no reason, and I know that. Uh, so I I want you to know that I hear you. uh and that we're going to continue working on this

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to make sure that you know locally uh we're being responsive to this idea cuz uh one thing that we don't want to have uh we don't want to have parents not ultimately the the most important thing is that parents trust us with their kids when they send their kids into our schools and this is something that I

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feel like is being challenged here a little bit and uh I recognize that and you know it's clear that the efforts that we have made especially in specific places haven't hit the mark yet so you know just know that I've heard you loud and clear and we continue working on this and making sure that this is clearly communicated in the places that

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needs to be communicated. >> Thank you. Any members? >> I just wanted to say one quick thing. Thank you, Dr. P. I do appreciate the fact that you've consistently expressed your policy of or stance of extreme posture when it comes to AI. I just want to say one thing in

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terms of the chancellor's feedback uh period which was 45 days uh 16 of which were over high holidays and also over spring break and then we were told that once that feedback period closed and within 72 hours we would see the answers

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to what over 6,000 parents across the city had expressed and they've buried those results like no one has seen them. We haven't the survey was never released. no responses were ever released. >> And now it's two and a half weeks before the end of the school year, thank God. And like and so it's possible that

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they're going to release something on June 28th that is a new policy about AI, but what that means is once again they're deciding and this isn't this isn't you. I know none of this is you, but the DOE like again missing the mark because it means that parents are going to be on summer vacation and traveling

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and there's going to be no meaningful way for people to give feedback until the new school year starts again. And so thinking about what it means to meaningfully engage parents like the chancellor is missed the chancellor missed the mark but also this entire process has missed the mark in terms of

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making sure that parents are heard. >> That's all. >> But also like if if if people supported the guidance like if people thought the guidance were good was good we would have had those results in 24 hours right? There would been news conference after news conference about how parents

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were in support of it, but 6,000 parents said the guidance was terrible, so they buried the results and now they're trying to run out the clock at the end of the year. And that is not respectful to the parents in the city. >> Any other members? All right, so we're going to move

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forward. Thank you, Superintendent the public speaking. It's now time for our second public speaking session. As said before, if you would like to speak, you can sign up on Google form on your website and the link has been shared in the chat. If you are in person, you can sign up using a sign-in sheet. Speakers

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are limited to two minutes. There's 10 speakers. We need to pass two resolutions and we have to do an evaluation for the superintendent. So, please be mindful. Dory, can you please come up in person?

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Um well the speaker is down here so um just so that the online folks can hear you. >> Yeah. Um I just wanted to follow up with Dr. Pto's comments um and basically say that when you're thinking about these things um not

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>> that's just so that every the online folks can hear your >> as a parent. My third grader uses HMH Writable, which I know you mandate. Um, and I would like you to consider mandating that K through five turns off

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AI. Um, when I compare his writing from the end of third grade to the end of second grade, it's actually gotten worse, been a little upsetting. Um, and that's because he uses AI to revise his work. His teacher clearly goes to read it. Um, it's graded via AI and feedback

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is provided AI in third grade. is not learning to write. Um, and then the other thing I would just like you to consider is mandating math homework books. Green base homework, especially for math, is not working for parents. And these are just the two things that I

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think would really help us. That's it. >> Thank you so much. >> Next up is going to be DA. Please unmute yourself. >> I'm here. Thank you so much for your time and this opportunity to speak. Um, I'd like to

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address the misconception that whole fat dairy is bad for us because food is supposed to be our medicine. The fact that it's not being offered even as an option in schools. I'd like to bring awareness about how low-fat non-fat dairy is not healthy for us, for our

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kids. Uh let me just quickly say non-fat dairy is a highly processed product stripped of its essential fat soluble vitamins ADK and beneficial

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omega-3s. These vitamins are designed to support immunity, bone density, vision, heart health, and cardiovascular system. To replace texture and flavor that is lost during skimming, non-fat dairy is processed with thickeners, additives of synthetic vitamins and high heat,

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sterilizing the living the living benefits in natural dairy. Um, full fat dairy offers superior nutrition and satiety, reducing chronic inflammation like arthritis and cognitive decline. Its natural fat and

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protein content curbs sugar cravings helping regulate weight and reducing diabetes risk. Also, let me just finish. Right. The toxic additives and processed food tells the body it's starving by creating a pseudo starvation state where

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calories are high but nutrients are negligible. Um, right. processed foods. They often contain glyphosate, inflammatory seed oils, and hidden sugars that disrupt metabolism,

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weaken immunity, and trigger chronic hunger by destabilizing blood sugar levels. This affects everything from digestion to social behavior and focus in our children. So I just wanted to bring awareness to our community even

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that you know health is supposed to be functioning well with proper nutrition. >> Thank you. >> Thank you so much. >> Next up is Ying Fang Chen. >> You can unmute yourself. >> Is she here? We can circle if they

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signed off. We can circle by Chen. >> Sometimes people >> I am here. Can you hear me? >> Yes. >> Okay. I'm not sure my camera is not working. Oh, it is working now.

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>> Good evening everyone. Um, thank you for all the CC members. Uh, Superintendent Dr. Predo. Uh, my name is Ethan Chen and I previously serve as a member of this council. Today I'm speaking as the

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parent of two children currently attending district 20 elementary schools. My older child had to leave the district to attend middle school because there were no available seats for him at IS-187 Crystal McAuliff during his admission

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year. I'm here today because as a district 20 parent, I believe admissions to this new middle school should be based on academic merit. Ideally, admissions will be based on test scores. If this is not

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possible, they should need be based on grades similar to other high demanding schools and programs such as IS-1 187, honors algebra and the superintendence program. Only by maintaining rigorous academic standards can we retain retain

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students within district 20 and encourage families to remain in the neighborhood. Strong education opportunities are one of the primary reasons family choose to live here and they are essential to ensuring that

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district 20 continue to thrive. And I want to say that I I noticed one of the members uh comment that we don't need another IS-187. I think is 187 Crystal McAuliff is exactly what we need. I hope this new

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school can be a annex to um IS-1 187 if possible. And also I want to comment that the datas the survey datas that uh office of district uh district planning showed us it has shown that you know this is what our district parents want

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from the survey. Um last but the least I hope uh my fellow Asian council members please speak up. Okay we elect you so you know you could speak on our behalf. I remember in the old days I was the only Asian member on

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the council member. I was never afraid to speak up. Thank you very much. Have a good night everyone. >> Thank you so much. Next up is going to be Venus. Venus, can you please unmute yourself? >> Do you see him? >> Uh, yes I do. So, say it one more time.

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>> Venus, can you please unmute yourself? Y. Yes. Hi. Um, I'm Venus Zang. Um, I just want to piggyback on the previous speaker about banning AI. I agree that banning AI in elementary school or until students have

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built the strong foundation needed to use AI as a tool and not as a replacement for human mind is important. So, if that's something that the um superintendent can consider or like um influence from top down uh make that

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change, it would be great. Um, also, um, thank you, Superintendent, um, Ple. I like all the work that you do for district 20. It's actually, um, really great. Um, so I hope that the CC would give you a

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good review. As for the K082 building, I also strongly believe that it should be another school like McAlliff. Um, Mclliff is a very great school. um it's small but there is um tradeoffs that I

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feel that students um >> have to give >> um because they have the um what do you call it? >> They don't have a really uh they don't really have a gym and they don't they have a really small auditorium compared to other middle schools and it's really nice to see that they partner with like

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Derer and 331 to use their space use their gym so an annex would be a good idea. um for the students to have their own space too. Um and so the students could thrive and I I think the amount of students at um available uh the the

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space available at K08 H2 wouldn't be big enough to have like a zone school population I feel because that kind of setting won't be robust because it's like too small to have everything and

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then what ends up happening is that we'll get low enrollment and then we'll end up closing schools like all the other schools that have low enrollments right now. So, we need to try to retain parents of district 20 and uh students of district 20 in this new building.

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Thank you. >> Thank you so much. Next up is going to be the past president, Stephen Sta. >> Thank you, President Rickon. Um as um I'm a former D20 parent and CEC member. Um, as we heard tonight, the DOE and the

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CEC are working to develop a plan for admission at this new middle school. Um, for district 20, the answer couldn't be more clear. We have a proven successful model from middle school education in this district. It's centered around identifying students with the potential

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for accelerated learning ability and giving them programs targeted to their needs. This is through a variety of programs, superintendent program, honors algebra, McAlliff's own unique admissions program. Um, I also want to point out there's a very popular model next door in district 21 at Mark Twain.

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And every year we lose some students to Mark Twain whose parents believe that model is best for their students. So, I actually really like the DOE and CEC to consider creation of a similar program in D20. So, we'll no longer lose kids to Mark Twain. Um, in short, there's multiple successful blueprints that you

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can draw from. Um, as everyone, I think, knows, I'm particularly interested in this this method of admission because it serves such a large number of our immigrant parents, many of whom don't have the time or knowledge um of the system to come to meetings like this and speak up. As we're sitting here having

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these these, you know, very healthy public debates, they're working in restaurants or grocery stores or service jobs. But they want for their kids what immigrant parents have wanted for generations, which is achieving the American dream through education. There's an overwhelming need for more

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accelerated learning seats in our district. Thousands of families apply to our existing screen programs, but only a small proportion can be admitted every year. So to the DOE and the CEC, if you want to guarantee parent buzz about this new school in this particular part of

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our district, open an academically screened program. The demand is there, the evidence is there, the blueprints are there. Do it, please. And thank you. >> Thank you so much. Next up is Melissa Hafong. Can you please unmute yourself?

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>> Oh, thank you. This is my first time being here, but hopefully not my last show. Thank you. >> If you could just move up. Thank you. May not be down. >> Yeah, we just so just want to speak to the uh proposed screen time resolution. Um and thank you for the opportunity to

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speak. Um I am the parent of twin boys who attended district 20 prek center uh site 013 on 46th Street. Um two years ago as a new parent navigating school options for them for the first time since I myself was a New York City public school student. I remember being surprised at the program's emphasis on

533
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their play-based approach. And I was surprised because it did not occur to me that there were other ways for three-year-olds to learn other than play. This program has been exceptional for my boys to learn and grow. Uh they build bridges. Then they go on hearing walks and bug scavenger hunts. They also

534
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learn to count and write their names and recognize phone names in their friends names. And all of this learning happens in classrooms without screens. And super 10 proto I have been told not only by the four-year-olds but also by adults. So, I don't think it's only hearsay. Uh, that you may have visited this site recently and remarked at how um you

535
02:35:14.319 --> 02:35:30.399
couldn't believe how much the kids were learning through play and wondered if we should do this in kindergarten and should kindergarten. Uh, no one in my family will be more devastated than me when we walk out of the building on 46th Street for the last time on June 26th. I will miss every teacher in security guard, but worse, I'm filled with

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sadness that the best years of my children's education could already be behind us. uh that the richest most joyous stage of their education might in fact peak in preschool and that as early as kindergarten their years ahead will instead be immersed in a learning environment that is not based and not

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hands-on and not even human centered. So the language in this resolution uh really speaks to me halts this threat that um recommends high quality instruction and screen time restrictions. The resolution has my full support for the sake of not only my two children but for all of our city's youngest learners and the love of

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learning. So, thank you very much. >> Thank you so much. Next up is Jolene Frasier. You can unmute yourself, please. >> Hi. Good evening. Can you hear me? >> Yes.

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>> Hi. I'm I actually wanted to talk about the um I'm very concerned by this. the adult toy store that is on a residential block, Bay 23rd Street and 86th Street, but it's on the residential block, which

540
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is one block away from our local elementary school, PS200. I walk past that block every day with my two young children. >> Yeah. >> Okay, honey. Give me a minute. And I'm very concerned by this. Is there

541
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anything that we can do about this? Because I mean, my children are asking me, you know, what this store is. It's They don't understand what sex means. There's a sign in the window. How could this be allowed a block away from an elementary

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school where these elementary schools walk up and past up and down this block every day? So, um, this is really what I'm, you know, wanted to talk about this evening. Um, find it very concerning. I find it

543
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so inappropriate. This is not about, you know, judging a legal business. It's about ensuring our children safety and that they get, you know, we can support them in their innocent childhood. I don't know what else I can say about

544
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this. I'm just, this is very hard to see this in my community that I've lived in for 42 years now. >> Thank you so much. What we need to do is write to elected officials and explain to them the concerns. Um, unfortunately,

545
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a sex shop could be 500 ft near a school and that needs to be changed in in in bills, >> right? I mean, how do we change we have to change that though? That's not it's not appropriate. It's not it's not safe for our children. These are elementary

546
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school age kids. There has to be a way to change that. >> Correct, ma'am. So, we're going to reach out another time and have elected officials. We're going to write letters and reach out to the PS2 um principal >> PS200. >> Yes.

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>> The next up be Kimberly Baratti. Kimberly, you could unmute yourself. >> Hi. No, I just wanted to speak in favor. Yeah. um you know, so I'm just hoping that we can get an answer before the

548
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beginning of September so that I'm not going into another school year wondering whether um you know my husband can go to work because that after school is very important to

549
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my family to my family to um our budget and also the thing is the the Italian community um you know needs to be better supportive like like my children they've been at PS112 since prek they've been

550
02:39:23.920 --> 02:39:41.040
learning Italian I mean everybody in the school around that community they know them because they've been learning the Italian they really mastered the language thanks to the um support of FIA and it's just like if that pulls out

551
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then it just disappears. And so I'm, you know, I'm just surprised that there's just not more support for them and funding for them. That's my word. That's my Thank you. >> Thank you so much, U. Kimberly. The Italian do language is it's not going to

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go anywhere, but we're still advocating for FIAO and your children and the children of PS12 and 180 and 192 and other schools. And it's going to be on a resolution. I'm going to put a resolution up to vote today. Thank you. >> Thank you guys. Thank you for everything

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that you guys do. You're amazing. >> Thank you so much. Um, up next is going to be Author Blurk. Please unmute yourself. Author Blurk, can you please unmute yourself? >> You don't see her. >> Okay. Okay. So, Michelle, if you could

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come down, >> Arthur, if you're here, um, we'll come back to you. >> My rebuttal, so I'm a little over the place. I'm not ready, but for the last several years, the DOE has promoted this notion that parents are partners with

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the DOE in the growth and development of our children, that our voices matter and are taken into consideration. But this feels all like a lie. Let's start with AI. Were we considered during AI? No. After school programming,

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when District 20 started to lose it, I was here a few years ago advocating for our schools. We were not considered in that decision. Curriculum mandates. When HMH came, were we considered in that decision? No. Math mandates are coming. I knew they

557
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were coming because it came down from the top in in high school. or we have we been considered no individualiz individualized school policies. I've sat on SLT. I've sat on PTA. I know the whole smoking mirrors. I have sat on SLT

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where I was not asked. We were told we're not getting maths. I was not asked. We were told that they're transitioning to more computer-based programming. What's more egregious is during our parent engagement night this year. The

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whole point of the parent engagement night at 185 would dispute parents concerns about computer use in the classroom. Every workshop I attended that in third grade and fourth grade at those are relative to my children's education uh level.

560
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Teachers sat there telling us a lie that our children are not on computers. It's only so often. It's not that often. We're here to tell you they're not on computers. So, I made a list for ELA. Writable short responses after

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every story they read, performance task at the end of every module, a weekly assessment at the end of each story, all online. You have their writing program. We're not online, but then they went and said their research they do is online. They

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finished their their final piece all online. then go to math. By third grade or the end of second grade, actually, they start transitioning these kids to taking math assessments online. By third grade, they have now taken her math workbooks and it's all homework online.

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So now, how am I supposed to trust my child's school when they sat there this year lying to all the parents that night at parent engagement? And I will say this, and Dr. Po, I have been here for years. you have been you

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do an amazing job usually taking feedback and listening to us and trying to implement changes within the realms of your power because I know it comes from top from the top. So now I'm going to transition here. Thomas Kane a Harvard professor just wrote a I think it was a study or he wrote a report

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called the scorecard evaluating the learning regression since 2013. And you know what he said it's not the teachers because they're more like the soldiers in in in this. It comes from leadership. The failure of our children making progress has come from

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leadership. And I don't truly blame you at this because I know it comes from higher than you. These are ready assessments I know comes from higher than you. But at the same time, I was told that writables, weekly assessments, and performance tasks are mandates by

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our district. So, if this is a true partnership and you truly take feedback, show us how you're going to reduce computer use in the classroom because my child did not learn how to write. He did not learn how to read these last three

568
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years with this HMH mandate and this HMH curriculum. He's not I What's more, wait, it gets better. I asked for paper and pencil and the response from my child's school was maybe he needs an IEP

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or a 504 plan. For my average learner, if that's the direction we're going in, the city better increase their budget because more students will be needing IEPs and 504 plans. They they atrociously responded to me in an AI

570
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generated email citing the stand the chancellor regulations regarding state test assessments not curriculum based assessments that they decided as a school to transition to. Guess what? Who was not involved in that decision? Parents.

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Parents have spoken at this school. I am at my end here. I did the right thing. I went to our school. I worked and I worked and I worked as a parent trying to advocate for our students and then I gave up. I am no longer going to sit

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here and please everybody and say you did a great job. I'm holding every leader in this DOE system accountable for the decisions that you make that trickle down into my child's classroom because for the last three years my child did not learn to read and he is

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learning to read but it's not from this school. It's from what we're doing at home. Every day he comes home, I have to retach him that because you know what they don't do in his classroom? Review. Every day I have to walk through him short responses because you know what

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they don't do? Revise. >> Michelle, we have to move forward. Sorry. >> Thank you. >> Thank you. >> All right. Up next is the superintendent evaluation calling for a vote. Kevin. Kevin's here. >> He's online. Kevin.

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>> No, Kevin. Yeah. >> Oh. Oh, Kevin. >> Okay. The superintendent evaluation. >> So, the evaluation was a 1.9 out of three. >> I said it. >> Okay. Uh,

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so John. >> Yes. Was there Chan? >> No. >> What was it? 1.92. >> It's what we >> what John sent us. >> The whole summary that was written and

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everything. >> What we already allen? >> Yes. >> Nalin. >> Yes. >> Uh May function. >> Uh Stephen Mahoney. Fabiola. >> Mayor Stern. >> Yes.

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>> Okay. >> Kelly Clansancy. >> Yes. >> Ken Lee. >> Alina Lewis. >> Yes. >> And Kevin Zo. >> Yes. >> So, it's a full Yes. Yes. >> What is it? >> It's approved. All those are yes.

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>> Okay. Thank you so much. Thank you, Superintendent. Thank you, members. Up next is going to be the Reso7. I'm gonna have Kelly Clansancy. Dr. Kelly Clancy speak. >> I'll be really quick because this is a resolution that's already been introduced and it was circulated among all of the members and it was posted

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online. If there are any other co-sponsors now from anybody on the CEC, we can add you as co-sponsors. Am I listed as >> I don't know. Is Alina a co-sponsor? Um so right now John and I are the sponsors

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and then when Ming can uh Jimmy Nalin and Alina are co-sponsors. Um this is a resolution that uh codifies the conversation we had tonight with the families and community CBOS that were here about the need for

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um strong leadership around after school that's transparent and responsive to families in our community. Um, and it also calls for the creation of a high quality free afterchool program that supports all children and families in New York City public schools instead of doing the um the race to the bottom that

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we seem to be doing now. Um, I we can say more, but I think that everybody has a chance to read it and provide input. And so if you don't want me to read it out loud, then we can move to a vote, right, Kevin? Yes. Are there? Yeah. Are there

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>> any other co-sponsors? I don't I don't do that. She wants to be added as >> post. Okay, good. >> Can you add that on the >> Yeah, I can add it. >> For that one, we also um amended it to add PS127 to >> Oh, we would have to do that. Yeah. So, >> tomorrow would like to add PS what is

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it? >> 127. >> 127 to the resolution. >> Okay. Uh I'm adding PS27 unless there's any objections. >> No objection. So when uh when you did that part with PS12, 180, PS1 192, I want you to strike the last comments

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with okay >> contracts instead awarded to a mix of providers because we shouldn't be making CBOS's fight over stuff, >> right? I'm going to strike the Chinese Federation and NA unless there are any objections. >> And I also think it's kind of it kind of

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funny Chinese Federation. It should have been BCA providers. >> Yeah, just a mix of providers better. Should I say a mix of CBOS? >> Community. >> Okay. >> But but I think we should strike that

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out because I don't want like the CBOS to be fighting. >> That's right. It's just instead awarded to a mix of CBOS's like this this Elizabeth. >> Yeah. But that also means that they got a contract, you know. Uh whatever. >> I mean that information is public anyway.

589
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>> Yeah, I know. But I just don't like the the web contracts instead awarded to a mix of providers. It's >> you want to just say >> that's why it was said we should just strike >> strike everything. Oh, okay. That's fine. >> All right. Elizabeth offered amendments

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to strike >> with contracts instead awarded to a mix of providers such as Chinese Federation which is really BCA or CPC and NIA. >> So we just have it we have that clause ending at PS1 127.

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>> Okay. >> Of course not to hold on. >> Yes. Okay. Yeah, I'm editing. >> I think you have it, don't you? >> No, I'm checking right now. >> Oh, this is I'm editing. >> Yeah, I think

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>> Yeah, I'll send you a better >> Everybody's able to edit, I guess. >> I'm not seeing >> I'll send you what I'm I don't know. Maybe I'll send you what I'm doing. Steve. >> Um >> and the people from um >> DY,

593
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>> the organization that made these rules up. What I basically heard was that there's there doesn't seem to be too much transparency. One big problem I heard 10 years. So I don't know if that's something that you're allowed to say to resolve, but if something's done

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in a say every three years, those agencies are better prepared and put forth. Um it seems and I don't know if it's in the resolve. I'm not it's not clear to me. the parents need to be informed and what

595
02:52:22.479 --> 02:52:38.399
is the criteria you know like they mentioned RFI score rules okay what's that you know so how do you have a rating system if the parents themselves aren't aware of it and I think what's glare in the

596
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absence is there's no weight given to the parents feedback it's like I don't know it's been a while since I've been in school but sometimes 10% is class participation. Well, maybe 10% should be parental feedback and how they

597
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would score it amount like up up to 10 points or whatever it is because this way it gives some the parents where the customers should have some say in who's in where they want to shop so to speak who's

598
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providing these services and at the same time though it should be open. It is a bidding process, but I just from listening what I heard, I don't know if it it could be resolved that they should have this say three every three years because 10 years is a long darn time.

599
02:53:28.399 --> 02:53:43.760
And I think that's what caught a lot of people I think by surprise with that and the transparency in in their effective communication of what is the criteria that the so so the parents know let them know what the judging is on let them

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know what they're basing a decision on >> and also that the parents input carries some weight in the final >> decision in some way shape or form. So I don't know if that's something >> add it to one of the for the result that

601
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parental input and perhaps shorter notification periods are built into that. We could add that sentence to one of the one part of the resolution and then we could vote on um >> why the whole thing is about

602
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transcreation >> in the process. Do we not enjoy? >> Okay. So, I added something about increasing parental participation in the process so that it's part of the resolution. >> Um, yeah. Okay. So, if there are any

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other um amendments, we can make them and otherwise we can move to a vote on this. We can get to the next resolution. Let's go for vote. Kevin, vote. >> Yes. >> So, I voted for resolution seven. John, >> yes. >> Elazu Chen,

604
02:55:19.040 --> 02:55:34.399
>> yes. >> Wening Chen, >> yes. >> Nalin, >> yes. >> Mayong Chen, >> yes. >> Steven Maloney, >> yes. >> Fabiola, >> yes. Samar Stern, Kelly Clansancy, >> yes. >> Ken Lee, >> Alina Lewis, >> yes.

605
02:55:34.399 --> 02:55:50.479
>> And Kevin Zo, >> yes. >> Yes. Votes, it's approved at 12 votes. >> Thank you. Next up is going to be the resolution to establish developmental developmentality appropriate screen time limits. Uh, Lena, please.

606
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>> Okay, great. Well, I think all of you know this resolution. We shared it before. You heard all of the parents come and speak in support of this tonight. Um I will just point out that um there's a growing body of research that shows uh the dangers of screens

607
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particularly for students and young people whose brains and social skills are very much developing. Uh lots of states have recently passed screen time resolutions as as you heard before. Los Angeles re recently passed a bill to protect students from edtech and screens

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in school. New York State also recently passed a very popular and effective cell phone ban. Um so we're really excited to have been a leader in the AI space in district 20 and in that spirit we're proposing this resolution to adopt

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developmentally appropriate screen time limits for kids. Um I believe everyone online has the text of the re resolution. Everyone on the council had the resolution uh at least I think two weeks ago. Um and so I would like to

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invite uh folks to comment on the resolution and if there are comments we'll take them now and then it once folks are done commenting we can move to a vote. >> Stephen and Tamara has their hands raised. >> Yeah. Um okay go ahead Tamara.

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Oh, great. And so did Nalin. You also, sorry, you wanted to be co-sponsor on the screen time. So great. We'll add that. Thank you. >> Can you let me pull up the text? >> Other comments. >> You just used the word cell phone. So it

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looks like they traded one way for our children to veg out for another way. >> That's right. >> You know, this is a screen. >> You know, Tik Tok and all these other things that I don't know too much about. And the parents, you know, we're told

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and this is bad for our kids. It's kind of like going from Chesterfields to Newports. You know, like it's the same thing. you know, the last lady that spoke it it's sad that you have to

614
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show your own children how to read, >> you know. And um we heard I think it was 686 got the exemption from that reading program because it was like one sizefits-all. And once again, it seems the parental

615
02:58:32.399 --> 02:58:49.520
input isn't given the appropriate weight for this thing. Um, you know, like I was shocked a few years ago that our children do their math with the calculator. >> Yeah. >> In Brooklyn Tech, I think I I was doing sign cosine, so you needed a calculator

616
02:58:49.520 --> 02:59:06.479
to do it. But the other stuff, it's like 397 divided by 16. You did it on a piece of paper like parent after parent came up here and explained, show you work. Um, and AI, you know, like I laugh

617
02:59:06.479 --> 02:59:21.840
>> when I'm writing emails and it's telling me what to write, you know, and and I'm I'm very very low tech. This is it. And so, like, I'm just happy that the the members on our council and the parents that came and shared that really

618
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gave this input. You know, I'm not techsavvy at all and I'm very proud of it. my term paper and my thesis I did in longhand and I had and the same college professor I had sister Kathleen from St. Michaels she followed me to St. Joseph's

619
02:59:39.120 --> 02:59:54.160
and she said, "Make sure I could read it." They g they gave me a mulligan. Um, and I do thing, you know, I got a hard coverver book in my backpack over here. And that's something where, you know, you have a book or something as opposed

620
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to a screen in front of you. It it it you have to think. You have to think. And this is how our children learn. It's been tried and tested. Um, but I think that what's that word? Monetize,

621
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collecting data. You know, I don't think it's an accident. If I Google JetBlue, I'm being hit with all this uh ads. And to see our children have to be subjected to it, you know, is pretty sad. So, I just want to thank those of you that put together the

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resolution. >> Thank you. And thank you to all the parents um who if you're still in the audience who came to speak out in support and all the parents online as well. Um again, District 20 has been a leader on this issue and I uh expect us

623
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to continue to be so. So I'm really excited to present this resolution to the council for a vote. >> Kevin, >> let's do it. >> Okay. Reolution 8. John, >> yes. Lizard Chan. Um I voted yes because

624
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um this is very dear to my heart because uh AI should not be used to supplement um I mean not supplement but be a learning tool only for these students because at the college level I mean at the high school level I was reading some

625
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high school essays >> but the more I read essays I could see how they used AI the students and I was just thinking it's gotten so bad so that's why I'm voting. Thank you. Wman Chen, >> yes.

626
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>> Nalin, >> yes. >> Steven Mahoney, >> yes. >> Fabiola, >> yes. >> And I want to say thank you Dr. for making sure that we include

627
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community engagement and ensure equity and accessibility because I think that technology also help in a way and I'm speaking as a parent of kids with disabilities um that sound technology devices

628
03:02:10.800 --> 03:02:28.960
ensuring that we have something about um equity and taxity Sarah, >> yes. >> Kelly, >> yes. >> And >> yes, >> Lena Lewis. >> Yes.

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>> And >> 12K. >> No. I mean, I voted no for this one. I mean I'm strongly support to limit the screen time for childrens but I disagree with the reasoning behind it to say

630
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block the AI as a reason and collecting student in not I mean for the system to have student information as a reason to say that. So I will vote no for this if I will support it if it's only purely say we

631
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limit screen time for childrens. Thank you. Okay, thank you. >> This doesn't mention AI. We also >> I was there. >> We don't I don't think this resolution

632
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actually mentions AI Kevin, >> but we got 11 votes. So, you could vote your time. >> That's 11 votes. Yes. Our resolution passes. >> Yes. The last item on the calendar meeting agenda is approval of the minutes from last month's meeting. Kevin, can you

633
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please share the minutes? No. >> If there are no changes, the minutes are approved without a vote. Are there any changes? >> Nope. No changes. >> No changes. Minutes are approved.

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This concludes our June CC20 calendar meeting. Is there a motion to adjurnn? >> Motion. >> Is there a second? >> Second. >> All in favor? >> I. >> I. The meeting is adjourned. Our next calendar meeting is July.

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Yeah. Um, you know, Kevin, >> here. I'll find it. I'll find it right now. >> It would second Wednesday is >> July 8th. It's going to be at the district office, 41589th Street. >> Thank you everyone for attending.

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>> Thank you. >> Next up is the Byzantine >> second Wednesday. Yeah. >> 8. >> Okay. All right. So, we're not taking a break. We're going right through. Okay. >> Yeah. Good evening. Get out of here. Welcome to June CC20 business meeting.

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Kevin, can you please take roll call attendance? >> Yeah. >> She left. She She's >> Wench. Nalin Maya Samra Stern. Kelly Clancy. >> Yeah. >> Ken Lee Lewis

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>> here. and Kevin Zo. >> All right. 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

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our Arabic interpreter please introduce yourself? >> Hi, good afternoon. This is Heidi. Uh, this announcement is going to be in Arabic. Please allow the interpreter to get the number. Arabic announcement is concluded.

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Thanks. >> Thank you so much. Could our Mandarin interpreter please introduce yourself? Fore announcement is completed. >> Thank you so much. Can our Spanish interpreter introduce yourself, please? End of announcement. Thank you.

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>> Thank you so much. As a reminder of the speakers, please speak to slower than usual to allow interpreters to keep up. Now, will you share the agenda for tonight's business meeting? Kevin, can you please share the agenda? >> All business approved business meeting. >> Oh, good. Nothing.

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>> Do we have any information in regards to how much money we get to spend? >> July is Monday. >> Monday, >> I have a bunch of copies right now. Uh you want to check out I also have the sheet

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>> and next meeting is for the new money as well. >> We don't know the actual number until like it's >> okay great. So there's no more new business, right? >> 16th, but the um the director for

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summarizing >> isn't able to make it that day. So, um Patrick is still >> So, we're we're going to see if we can um pick another date that's convenient for her because we still have um a lot

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of um questions from Sunrise when especially when it comes to students with disabilities that we really need answers to. So, unfortunately, there was like a miscommunication and um she was the name of this log on. So, we're going to try to reschedule and we'll make sure we notify everyone. So

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there's still parents that don't actually know if their kids are income arising. >> Yeah. Or they'd be on a wait list or Yeah. So >> it's hard to plan around. So that's the thing that that that was some of our questions. >> Yeah. >> Like what do you do? What if you never get off the weight list? >> Right. Like what are these parents to do

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>> besides spend $30,000 on kids? >> Yeah. So >> yeah, cool. >> That's that's our Go ahead, Steve. So as you as you all have heard I'm going to these schools that there's nine of

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them that are colllocated locations. So my partner or counterpart that visits the general education school. I don't know if if it's what I would ask if you can is to help take away the

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plausible deniability. And if you you can ask these things as you're as you're going on a tour where do the district 75 kids you are where do they do gym do they share the lunchroom

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you know Dr. Fredo, you know, it's in the report, the the evaluation, and he says, um, the feedback I got from my district 75 assistant principles, they don't want to rock the boat because they're afraid they'll get like cut off

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even more. But it's just like like to ask them that. And the one thing that does, they no longer have plausible deniability, you know, um especially stuff like a gym, the music classroom, the teachers

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have to be certified. I get that. But 4211 14th Avenue, you got six children in a classroom, a gym that's smaller than the size of my son's bedroom because that principal does not share

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general ed with those kids. There's a speech room that and it's on the same floor as a 75. Four general ed kids are getting a speech. They got four tables with chairs up because they push in all the speech services and these classrooms are very

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small. They've been subdivided. So just if you haven't if anyone wants to know where are these schools, I got a list of the 75 schools. You may not be sure if there's one there. and uh where we had that function um that was I think 370

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>> is in that school and also up on Avenue P. Those are great examples of uh working together because they do a lot of sharing >> and I let those principles know that when I went there. So those of you who had appreciate it and if you know going

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into next uh semester if you could just let me know the feedback that you get appreciate it. Are there any changes to the minutes? >> If there's no changes, the minutes are approved without a vote. This concludes June CC20 business

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meeting. Is there a motion to adjourn? >> Is there a second? >> All in favor? >> I I >> The meeting is adjourned. Our next business meeting is July >> 8. Congratulations. You guys did it.

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>> Yeah. Thank you. That was a