stands one nation under God, indivisible, with liberty and justice for all. Heat. Heat. 1 2 3 Christmas. It's too long. I said
it in the middle of the head to the man to with the mother to me and me the truth and my friends are going to try to be see the
You just stop your harmony. Take a little beat. Yeah, you know me. Get out with Yeah, you know me. Get out with Yeah, you know me. Down with every
Yeah, you know me. Get out. Yeah, you know me. Get out. Yeah, you know me. Outp. This is so >> to the beach. Yeah, now basketball.
I like the way that I keep it so fresh on the microphone. I like no game. I like slam to take me to the favorite. I like to pick like basketball.
>> Yeah. to the beach. >> Ladies and gentlemen, the princess is here. This beat is supersonic funky fresh. I want to show I want to
>> Good evening everyone. Welcome to February CC20 calendar meeting. We are here tonight at PS264 which is over and 231 which is overseen by principal Marissa Bologno Bologonino and Elizabeth Ruda from
PS231K. Thank you for the performance and thank you for hosting us. Nalin, can you please take attendance? >> Taking attendance. John Ricatone >> here. Lizard Chan >> here. When Mingchan
when Mingchan >> she's supposed to be online. >> Okay. Nin may function. May function. >> Yeah. >> Yeah. >> Okay. Here. Ste Mahoney. Mahoney.
>> Fabiola. Fabiola. Fabiola >> present. Present Henley Ken. >> Yes. Okay. Uh, the mayor mayor
>> present >> Lewis Lewis and Kevin Zo and Kevin Zo Kevin Zo Kevin Zo maybe join later. Maybe I'll join later. We have interpretation in Arabic in
Arabic interpreters names in the partic. And they will post their information in the chat. They will now share directions for anyone who needs interpretation for the meeting. Could our Arabic interpreter please introduce yourself?
>> Good afternoon. My name is Sakura and this announcement is for Arabic. Um, Arabic announcement completed. Thank you. >> Thank you to the Can Mandarin interpreter please introduce yourself.
>> Here's the Mandarin announcement. for ID. announcement complete. >> Thank you so much. Can our Spanish interpreter please introduce yourself? >> The following announcement will be in Spanish. say
Spanish complete. Presentation from New York State Street Coalition. Second public speaking session, approval of January calendar meeting. And the next would be business meeting. Call to order and roll call. Old business and
new business. If you are in person, please sign up to speak if you like to speak. I would like to recognize several guests here with us tonight. Superintendent Dr. David Pto base representative Ena Presley
family support coordinator Sylvia Jazinski online is president council president Joseph Kangalowsi and we also have Emily Lee from the councilwoman Alexa's office Dunovan Swanson
from the burough president's And we have Councilwoman Kaylor. >> Santoso. Sorry about that. Alina, if you could just >> Yeah. So, um, it is our pleasure tonight to have the council woman visiting and she's just gonna introduce herself and
soon to be be a rich mom. Congratulations. >> Oh, thank you so much. Thank you. >> Hello. Um, so hello everyone. I am council member Kayla Santoso. I am newly elected and became your council member
here uh as of January 1st. Um, so I just wanted to introduce myself and let you know that my office is on 82nd Street and Third Avenue, right on the corner there on Third. Um, and we are available Monday through Friday for anything that you may need. Um, and we're here to
support you and your families. I wanted to make sure I came by uh to support CEC20 and and and make sure you all know I'm here and have your back as well. Um, Principal Dolanino, it's good to see you again and I'm here to support PS264 as well. Um, and just a few quick announcements of some services we're
currently offering. We do have free tax prep in our office uh two days a week. can call my office or walk in and I'll give you more information about that. We have free immigration citizenship services every Tuesday in multiple languages. Um, and I also wanted to tell
you that since school is out next week uh all the way on the Coney Island side skating. We have free ice skating on Tuesday and Wednesday. Uh, kids only on the ice, but it's completely free. You can bring your own skates or rent them for free. Um and then I also just wanted
to mention that um I'm very proud to have been appointed to the council's um committee subcommittee on early childhood education. Um so if you have a child in in early education um it's and you want to discuss any issues with me that you'd like me to raise in the
committee. Um I am available for you any time. Um I will leave my contact information. It's also up on my uh council web page. Um but please anything that you need. I'm also on the parks and sanitation committees. I care about keeping our neighborhoods clean and safe for all of us. Um, so I'm here for you
and I hope to get to meet you if I haven't met you already. And thank you to the CDC for giving time to speak. >> More speak. >> Yeah. >> Hi, good afternoon or good evening, excuse me. Uh, Donovan Swanson with the Brooklyn President's Office. I do
apologize. I wanted to be in person. Um, however, I am also serving as early um as emergency child care. So, I'm going to be leaving the office early today to help uh and stay with my niece. So, I do apologize and I do owe CAC20 a visit.
John, just as I'm looking at you, I know uh me and you uh reach out. Um, I just want to share again February 19th our application closes for Resoa A funding. principles are going to be receiving an automated email from me shortly. Uh I do
want to just encourage the CEC and I believe CC20 has already shared your list but if not where I'll follow up um making sure that your SCA lists those priority schools if there are resa eligible projects. So you're also highly encouraging those school leaders. I know
superintendent PTO is also in the space um this evening. Superintendent Predto, feel free to reach out to me independently if there's any specific priority needs that you want to flag for the district as we're going to be sitting down with the BP for considerations. I do want to elevate and
I think I've said this in many spaces um especially at your CC that we really want to have a a district-wide ask for district 20 um and that honestly some of your other peers and some of the other districts and CC's have already elevated their ask for this year. So what is
going to be that universal asset? Something that the burough president can invest in um across the district. And I just want to use examples, right? In CC16, Bedstey, we did universal technology with the local council member. In CC 17, we actually worked with the superintendent and did a
district need survey for technology and we funded up to schools that hadn't received technology in over 10 years or more. Uh we also have ongoing ask for the arts. Um we have ongoing ask for um
AI in in one district and so um electrification and uh internet for district 22 right now. So, I really want to make sure that district 20 is not left out in that conversation. And it might be too late for this fiscal year, but I really want
to make sure there's a win for district 20. And whether that comes from the CEC, I know you all are a strong um uh strong and opinionated body or whether that come in collaboration with the superintendent, highly encouraging that. Um, and that's what I'm going to leave
here. Again, I do apologize as I will not be able to be on for the rest of the evening as I'm going to have to leave the office soon. But both John as well as our appointees and the superintendent have my direct com um my contact information and I highly hire highly encourage school leaders if you have
questions around reso A that you need to check in with our office please make sure to reach out to me. I did drop my information in the chat. Um I will drop it again. Um, and then, uh, one last thing, I always encourage schools that when they submit for our office, also submit for their local council member to
see if we can either split or partner on some of those projects. Um, I will remain on the call for the f for the last couple of minutes that I can before I have to jump off. And I do apologize. I hope to be in community next month with you all. Thank you. >> Greatly appreciated for you to join us.
Um, next up is gonna be Emily Lee from the Councilwoman Alexa's office. >> Hello all. Good evening. Uh, happy Lunar and Ramadan Mubarak. Um, I just wanted to hear you speaking. >> Oh,
can you all hear me now? >> You could try now. >> Is everything okay now? >> Yes. >> Amazing. Nice to meet everybody. I'm also sorry I can't be in person today. I'm here representing council member Alexa Vas. Uh and I wanted to say happy Lunar New Year, Ramadan Mubarak. I
wanted to echo what Donovan said earlier about budget request applications to CBOS and school staff in attendance. Since we're kicking off the budget season, um I wanted to reiterate that deadline about applying for discretionary and capital funding for
all CBOS and schools through REOA and our office is here to be a resource. I will be putting our information in the chat as well, but feel free to reach out with any questions. Next update is signing up for 3K and preK. The New York City Council is
working to ensure that every family is informed that they can sign up for 3K and preK. The deadline to apply is February 27th. If you have any questions, please let our office know. As we all know, early childhood education sets the foundation for lifelong learning. So, please let us
know if we can assist in any way. And there's an update on new legislative assignments for council member Ailas. Um, Alex Ailas is now on the following committees: finance, economic development, general welfare, immigration, as well as the subcommittee
on landmarks, public sittings, resiliency, and disposition. I would encourage all constituents to reach out on any of these issues at any time. On February 10th, the council member joined an oversight hearing on Code Blue
and how the city is responding to the extreme cold temperatures. Council member raised concerns about chronic workforce issues that have been plaguing our city's EMS workers. And they are some of the lowest paid medical workers in the h in in the country. And so low
wages result in high turnover and dangerously long wait times for EMS services. On February 27th, um we will have an immigration hearing on know your rights legislation. This will be new legislation sponsored by the council
member to require MOIA to develop and distribute clear multilingual know your rights signage across city-owned properties and public schools. Folks, please feel free to get in contact with me if you'd like to submit testimony. You can also stop by our office for know
your rights materials. Upcoming events and deadlines. We are also hosting free tax services in our office again this year in partnership with Grow Book Brooklyn. Last year, the service achieved over $260,000 in returns for our constituents of District
38. So, we encourage folks to sign up as appointments go really quick. We will be providing the service on Tuesdays, Fridays, and Saturdays. And you can make an appointment by calling 347-682-5606 or our office at 718-439-912. Thank you so much. Squa. Have a good day
everyone and I hope to join you all next month in person. >> So much anybody else signed up? >> John, I didn't see the sign in. I'm sorry. This is Han. I didn't see it online or if there was a link sent. Oh, I'm sorry.
>> I guess I logged on after. Should I just sign up now? >> You could speak now. >> Okay. So, briefly, hi everyone. Good evening. This is Hanan with Assemblyman Michael Tenus. Um, he bids everyone um to stay warm and hello and uh happy Luna
New Year and uh as as the representative uh Emily mentioned, uh Ramadan Mubarak to all Muslims, fellow Muslims. Um we had a successful Valentine's for Veterans Day uh drive. So thank you to all the schools that participated. We will be uh spreading the joy uh this
week uh and to weekend. So glad to to do that. Um and I put in my uh information um for the chief of staff and if anyone has any state related issues um as they are kicking off and into session um well into the second month. So it's been very
busy up in Albany. Navy assembly member has been in Albany has been attending some indistrict events. Um so yeah, well wishes, stay warm. Um happy Valentine's Day to everyone and see you next month. >> Thank you so much, Miss Han and Ani
Devot. >> That concludes our first public speaking session. Now it's time for our superintendent, Dr. David Pto, to make his report. Dr. Pto, the floor is yours. >> Thank you.
see uh all the named guests and we have some additional guests because uh this is respect for all week. Uh and this is my f well they're all my favorite CC meetings but this is my favorite of the favorite CC meetings. Uh this is when we get to announce all the respect for all
winners. So, I'm really excited to have a lot of students here that we're going to recognize in a second. Really excited for that. And I just want to, you know, briefly uh recognize principles in the audience who've come to like support their kids. So, we have Agatha Alejandro from PS27.
We have Shirley Chen from PS 105 and assistant principal Joan Alieri from PS 105. We have uh principal Colleen Hogan from PS48, principal Chorus Sackenzie from PS 102, uh principal Danielle Nola from PS 2000, and assistant principal
Keith Falero from uh PS 2000, uh uh principal George Museris from uh PS 939. And we uh got to be introduced to Principal Bolanino uh from PS264 is hosting us. I want to thank uh both uh
principal Bolanino and principal Ruda for hosting us. And I want to thank Vicky Lou from PS231K for the respect for all t-shirt. That was really that was really sweet. And uh I was just telling principal Ruda and Vicki that uh the poster contest, essay
contest, and multimedia contest that the New York City public schools holds every year that I'm going to present the winners on does not include a a t-shirt contest. And you know, now you know, now there's a t-shirt. So, I think we might have to, you know, you know, propose a t-shirt contest. So, uh, just in
summary, and I want to thank again the students from PS264 for kicking off the meeting so well and introducing respect for all week this week as part of New York City public schools overall respect for all initiative, which is a year-long program to combat bullying. So, uh, this
is our statement uh on respect for all. Uh, New York City public schools is committed to maintaining a safe and supportive learning environment that is free from harassment, intimidation, and/or bullying, sexual harassment, and discrimination on account of actual or perceived race, colored, age, creed,
ethnicity, national origin, citizenship, or immigration status, religion, gender, gender identity, gender expression, sexual orientation, disability, or weight. Uh the New York City public schools respect for all program was launched in 2007 to build the capacity of staff and students to actively
promote a community of inclusion in each of our schools. The importance of promoting respect for diversity in our daily practice is vital to creating and sustaining an inclusive school environment and climate and culture in each of our schools so that all students feel valued, supported, and safe. uh and
we do a variety of things across New York City uh public schools and district 20 schools over the course of the year to uh live up to this uh this pledge for respect for all. And one of the highlights of this is respect for all week which is which is this week. Uh so
in during respect for all week there are themes that are aligned to each day of the week and students across the district and New York City public schools are engaged in activities to promote that particular theme. So Monday is uh kindness over bullies which is
also this year's uh citywide focus. Uh Tuesday we had anti-bullying and anti and cyber bullying activities. Uh Wednesday which was today is uh focused on respect for diversity, disability, religious acceptance and racial diversity. Thursday is uh focused on
gender identity, sexual orientation, LGBTQ pride and acceptance. And Friday is National No One Eats Alone Day. Uh so today, like every year in uh February or March, I present to the council the winners of the district 20
po uh poster, essay, and multimedia contest. So starting in October, students across district 20 are engaged in at the classroom level going all the way up to the school level in activities to uh draft and propose essays uh posters
and then multimedia projects that align to the themes that New York City public schools puts out every year. and I get to and then all schools submit their submissions to my office and I have a team of uh folks on my team who tear through these submissions and declare
winners. Uh this year we have several winners in each category. I'm really excited and this year is the first year where we have winners that are like we have an entire grade uh at one school and we have an entire class at another school who who design multimedia projects and we're going to get to
present those today. So what I've done is uh we've we've uh created uh what are these called certificates for all of the winners. Uh and what we've done historically is we have invited the winners up if they are present if they
would like to either read their essay or just uh I will display the posters up on the screen uh and you'll be able to come up and get recognized. Uh and then after I uh and you no pressure, you don't have to come up if you don't want to, but it's always a great opportunity to do some public speaking and read your essay
in front of everybody builds character. Uh once we announce all the winners, I'm going to invite all of the present winners and the principles to come up to the front uh so that we can uh distribute the certificates and take a picture with the council. Uh so that's how we'll that's how we'll that's how
we'll do this. So the first uh announcements are around the essay contest and the theme of the essays this year was from bystanders to allies and we have four winners. Uh the first winner is Hansen Zho from PS48.
You want to read it? No, you're good. You sure? The next winner is Katie Auaza. Auaza from PSI 404. We're going to take pictures, don't we're all going to take a picture. Yeah. Do you want you want to read it?
That was her essay. I have your certificate right here. Don't worry, you're not leaving without your certificate. The the next winner is Jula Cruz from PSIS92. And the uh the final winner of the essay contest is Shazoda Abin Azbinova
from PS 200. You want to read it? Sweet. All right, let's take her. You want the mark? >> No two people are the same. Everyone's different. People look different, act different, and come from different backgrounds. No one should be treated
different. Same no matter what. People have a problem accepting people that are different from them for many reasons. I believe that a lot of different their parents. Parents may have a bad experience with someone and has that
dislike on to their children. They not expose the children to this group of people and or talk bad about them. The children do not the children follow their parents examples. There are other
children who grow up everyone but you should never bully them or treat them differently. I I it is not okay to make someone feel bad. No one should ever go home crying or
they are crying because they do not have friends or someone makes fun of them. Bullying is wrong whether in person or over the internet. Kids should always feel safe and should not be afraid to go online or to school or even to hang out
with their friends. Bullying is bomb. People cannot change certain parts of them and who they are. They should not be teased or bullied because of it. speak if you can't get
>> the the next winners uh are to be announced are going to be the winners of the poster contest. Um I've lost my network connection so I just want to see if I can get this back up here. The winners of the poster contest are
Ripley Palm Marine. Okay. So the was >> I know what You don't have to >> do you want me to just like you want to just like pass >> I know right. what happened just like
>> I'm just going to pass this closer. >> You can go. You go sit up. Yeah, you're good. The next winner uh is Olivia Peskin Khal Khalilia. >> Yeah. >> Right. So I'm displayed up there. Do you
want to tell them anything about it or >> do a poster with a world and in the world there's a symbol of youth that think everyone should be welcome in the world and our world is big enough for everyone but there's one thing that doesn't have a place and that's bullying.
The next winner of the poster contest is Angela Zu from Junior High School 220. Do you want to say a little? I'm gonna bring you back up to get you. Okay. And the last winner of the s of the poster
contest is Kesha Rivera from PS9. >> What do you want to say? Do you want to say something about it? >> Do you want to just tell them like what made you draw what you drew? um
on an arm with scars on it and a hand covering the scars as a way to say that there's always someone there to help you and that everyone is the same no matter what.
And then finally, we have two winners of the multimedia contest. Uh so uh the first winner of the multimedia contest, I'm just going to share my screen, is class 2-5 at PS 105.
And I'm going to play the video that they made right now. Be cool like the shark. Make a kindest happy mark. Treat others how you want to be treated all the time.
Can't be defeated. Play fair and we take our turns. No skipping. That's a lesson learned. We use a calm low voice. Respect our teachers. That's our choice. Solving
problems like a leader. Being friendly, feeling sweeter. Respect is for everyone you meet in our school and on the street.
Grandma, grandpa, kindergartener, too. We are role models in all we do. Super citizen being helpful. Now, let's begin. Be cool like the shark. Make a
kindness happy mark. Treat others how you want to be treated all the time. Can't be defeated. And do we have students from class 25 here? Do you guys want to stand up?
Great job. They're going to bring you back in a second to take a picture. Okay. But turn around and they need to clap for you. Yeah. M take a picture. Must take a picture of you. Yeah. Yeah. Yeah. Okay. All right. Go back to your seats and then we'll we're going to call
you back in a second. All right. I did. All right. All right. And the the next winner of the multimedia contest is the fifth grade at PS939. Principal Georgia Muserulus is here. Bullying sometimes starts with a pun,
but really it's just a hurtful one. It'll run and run all over the place and then you'll go with the chase. That float is not the way to go and you should know that too. Then it'll go to way. So why start at the first place? Make no space for bullying. Make it for
kindness. >> Hey, can I play? >> Okay, just try to be nice. >> Okay, I'm sorry. >> It's okay. >> Bullying is one of the worst and most crulest things that has ever happened to our world. It brings people down and
makes them feel sad, insecure, ugly, fat, and weird and more. But we can stop it by being kind, nice, and caring to one another. Instead of bringing people down, bring them up. And you don't and you don't even need to do something big
or extravagant. Even a little compliment can lighten someone's day. And you never know where what someone's going through in the inside. and and if you bully them, you're just adding more pain. So, always be kind and caring. Be a buddy,
not a bully. Thank you. >> Do you want to play hide and seek? >> Yes, that's fine. I'll be the seeker. >> Okay. >> One, two, three. >> Oh no. What happened? >> I'm having a very bad day. >> So, June, come here.
>> What happened? She's having a very bad day. >> Yes. Well, let's cheer you up. >> Are you happy now? >> Yes. >> By showing kindness to others, we can create a world without bullying.
>> You can create a world without bullying. >> By making sure everyone has someone to play with. >> We don't have anyone to play with us. is sad. >> Hey, you guys want to look? >> Sure.
>> Yes. >> This is very fun. >> Yeah. I don't know. I I think it was a good idea by playing with you guys. >> I agree. Thank you for playing with us, Vivian.
>> Of course, that's what friends do. >> Roses are red, violets are blue. Bullying is not a good thing to do. It makes others feel away. Bullying can make others upset or sad. That is why bullying is bad. Bullying is not the
right thing to do, and taking it on others isn't right either. You never know what someone is going through and you might make it worse. Kindness is always the best. If you are getting bullied, talk to an adult. You're not
alone. Help is always there for you. Bullying is bad. Don't do it. It makes me mad. Bullying is wrong. It makes me want to tell a speech. A speech that can change every bully on this earth so they can change their actions and their behavior for this wrong. Bullies be kind
and Ko shall be. Please be respectful for you and me. When I was in first grade, I was in recess in the rock climbing section. I was minding my own business and they pulled me down and hurt my knee and they
said bad things that couldn't be said. Remember, kindness is the key to make the world stronger and safer. So remember, even though you don't think you aren't strong, you'll always be strong, even though you don't think so. So remember, be a helpful friend.
As someone who is quote unquote different, it is hard to express myself. There are people who will come with hatred and there will and there will people that will come come on your side. There's always a good side to everything and the good side will always be supportive. Nobody should be bullied or
be played around like a rag doll. Everyone should be comfortable on who they are on the inside and should express themselves. Everyone will be kind and caring soon. Bye. And I hope you have a wonderful day. >> We may have things that are different from each other, but that doesn't mean
we should be treated different and with different respect. It means we should be nice to people even though they're not a friend. People sometimes suffer for being bullied, and it could cause death. So, if you're bullying, stop now and start standing up.
>> Bullying starts with one word, but then it's not just a word. Now, it's an action. It eventually becomes a distraction. It hurts. It really does. It insults starts because I can tell you by experience it is serious. It's like I can't let it go. So I don't let it show.
Underneath the smile there is pain that no one wants to gain. You don't show it, you don't fix it. But with one little tilt, you can fix it. So don't be a bully, be a buddy. How would you feel if me and Sophia were calling you names?
>> I would. Uh, come on. I know you wouldn't feel good. >> Yeah, you're right. I'm sorry. Can we be friends? >> Yeah. >> Give me THAT PHONE. >> HEY, DUDE. >> GET it back.
>> Hey. >> Whoa. The screen is cracked, >> bro. >> Yo, bro. What happened? Dylan, the bully broke my phone. >> You know what? Why do phones lack?
>> Why? >> Because their screen was cracked up. >> Nice one. >> Here, you can have my other phone. That still works perfectly. >> Oh, this one has all the new games. >> I'm sorry that I broke your phone. I was just jealous that you had a nice phone.
Can you forgive us? only if you stop bullying. >> I promise I'll stop bullying you. >> Okay. >> Y >> this scene will show you how to be caring when someone is hurt or is getting bullied.
>> When we show care, we can create a world without bullying. >> Caring is important. One day, my friend let one of my other friends join a group chat. Then she sent a picture of me and my other friend, and
she was bullying us about how we looked and made me and my other friends sad and made us want to leave schools. I wish that somebody would have have stood up for us. >> Have you ever heard of NB and big? If
not, here is what they mean. N MB stands for no more bullying and big stands for bullying is good. >> Instead of using big, use NB. So in
school you can be cool. >> Thanks for watching. So we can just take a picture with the council. Probably makes sense just to come up on the stage behind us. You guys are good.
What's that? >> Absolutely. >> For we didn't get to I'm going to put in a bundle. I'm going to put them out to you. Kevin, can you turn off the projection projection for a second? share my screen.
>> Yeah. The which the what this presentation? Yeah. Yeah. Yeah. You good? >> Did John have to go to >> Yeah. Go ahead. >> Okay.
>> Okay. So, um, let's go. Right. So just every year New York State identifies a stand accountability status for every single school and every district in New York State. Um so in prior years there were different uh
designations uh in good standing uh targeted supports and interventions, comprehensive supports and interventions and receiverhip as the uh the most drastic. So they've recently changed those designations. they've replaced in good standing with what's called LSI or
local supports and interventions. So district 20 was identified as a local supports and interventions district in terms of the accountability status. Uh it is uh in the words of the state recognized that all schools even higher performing schools are in a continuous improvement mode and can benefit from
local support from their districts to meet students differentiated needs. LSI is the best accountability status uh currently available by the state. Uh just a just a recap of uh events that happened in district 20 in January. So uh Chancellor Kamar Samuels visited
district 20 at John J. Persing Junior High School. Uh we had a pivot to remote learning on January 26. Just want to like thank all the teachers, the families, uh principles for doing that so smoothly. uh we had a very high attendance percentage uh relative to the
city and definitely relative to prior uh remote learning uh events. So while never perfect uh we definitely uh did uh uh very well and I want to thank all the the teachers and the principles uh students and families for just rolling
with it and uh being able to uh log on and and make the most of uh of our remote learning day. Uh we had a Brooklyn South spelling bee. So, the winners uh were all from district 20 between uh in a in the largest spelling bee in Brooklyn that took place uh
between district 20 and district 21. Uh so, I'll go over that in a second. We had the D20 middle school basketball championship game. Uh uh we had our 10th annual Steam Expo uh this year in collaboration with district 75. Uh Principal Ruda as well. Uh we have a leadership uh change at McKinley Junior
High School uh announcing that principal Janice Giri who has been the who's the principal of uh McKinley Junior High School for over 20 years uh has retired. Uh and we have a new interacting principal at uh at Junior High School 259. Uh interacting principal Anthony
Deenadetto who's a former assistant principal at Junior at at McKinley Junior High School. So want to congratulate uh principal Giri on her retirement and welcome uh principal uh Debenadoo to uh the district 20 team. And finally uh we have been allocated a
generous amount of funding to support uh arts experiences for students in district 20. So uh those arts experiences have commenced uh and will and will be ongoing uh through the late winter and the spring in the district. So I'm just going to just give a quick summary. So we had Cheno Samuels come on
uh January 21st to John J. Persing Junior High School as part of his visits to the entire city. He's visiting all 45 uh superintendents and school districts. Uh in his first 60 days uh and he was we were lucky enough to have him at uh John J. Persian Junior High School with
principal Sheldon Dempster welcomed us. Uh there was a community conversation that was held with families, staff, and leaders. Uh CC John Ratoni was present. uh title one DPACTC chair Christina Shear and District 20 presidents council president uh Josephine Kangalosi were
all present as well as uh state senator Steve Chan uh city council member Susan Jwang uh CSA uft all uh and and many parents and students were a part of that conversation and talked about safety rigor and inclusion which are the chancellor's three uh main priorities
entering in uh principal Dempster and a group of student leaders who he's been working with for the last couple years shared uh some of the work that they've been doing with the principal around school uh culture and student leadership. Uh they talked about their uh their work within district 20 school
culture initiative and student voice collaborative and just been talking about how the work has been happening at that school to shape uh how students are surveyed and how school culture plans are being adjusted uh in partnership with uh student leaders and the principal.
Uh we visited classrooms. Uh so we had brief conversations with teacher leaders who had uh implementing NYC reads at at Persing. Uh did classroom visits that were showcasing MTSS literacy practices. Uh and then visited some accelerated learning classrooms and some bilingual
classrooms at the school. And I just want to thank all the all the leaders, the parent leaders, uh union leaders, elected elected leaders, uh who uh you know made the visit possible. It's really important when the chancellor comes to visit and it was really great uh to be able to to welcome
in district 20 and look forward to welcoming him back. Uh next we had the district 20 and 21 Brooklyn South spelling bee and this year we had all three winners of the spelling bee come from district 20. So
the first place went to a student from uh IS-127 Krista McAuliffe and second and third place went to students from PSIS 104. uh and just really proud uh of really proud. Totally. I was I was clapping. I was really pumped. Uh it's great when we have all the three winners
and um so I really want to congratulate the students uh and their principles and their teachers. And then a special thank you to Tracy McCarthy Nor from my team who coordinates the spelling bee for our district and many of the districts in South Brooklyn to make sure that this experience happens not just for district 20 kids but for students across South
Brooklyn. And I want to thank Sylvia from my team, Dr. Dr. Hector Urebe and Karen Thomas for volunteering and supporting families and the students uh in making the night really really seamless. So I appreciate uh their their work there. Uh we had on January 28th we had our
middle school league championship basketball game uh at we held it at a prek center ironically which has a really nice gym on 65th street and it was between John J. Persing and Maline Brennan Junior High School. This is a principal a picture of principal
Dempster and uh Josephine uh at the chancellor's visit uh in preparation for the game. And I just wanted to give a big thank you to the the coaches uh the families, Anthony Corano uh who's the PE instructional lead from my team and Sean Mlan who uh is our district manager of
operations special projects and really kind of makes sure that these types of events and experiences uh happen for kids and families and are done in like a really organized and uh a robust way. And I want to congratulate Maline Brennan. They won the game. It was a
one-point game. Uh and uh you know really came down to the wire and you know it couldn't have been closer. So want to congratulate uh them and we want to congratulate the team from from Persian. Uh amazing game, a lot of fun. Uh I also want to just update on the
district 20 annual Steam Expo. This is 10 years now where the district has held a seam expo that's districtwide with representing you know uh schools across the district. I want to thank all the principles uh who visited they took their time did reviews of uh student
projects uh spent time with students presented certificates. Uh we were also honored this year to uh in have uh PS231K who are represented here today, our D75 partners. Uh so it's students from uh Pu 231K develop steam
projects and uh participate in the expo and have their uh submissions reviewed and be able to uh and in general participate. Want to thank the uh junior high school 407 team, Principal Lombardo uh and his team for welcoming us at the fair and hosting. And then all the
teachers across the district, we have steam teachers from across the district who support students uh from the beginning of the year in the you know learning about the engineering design process, developing the uh the projects and and ultimately presenting them. And these are just some examples of some of
the projects but a special thank you to uh some individual teachers. Uh we have a Lego robotics teacher team at the district. So uh Mr. Zarzar from BSI, Mr. Kosuano from 2011, Mr. Riza from 407, Mr. Pinñero from 180 and Miss Rogman
from 259 support the Lego robotics work. Uh we had an origami station led by Miss Jang from 407. And a special thank you to Mr. Pinera who did a drone presentation for the students uh at the at the um at the expo. And then we also
had Mr. Atanazia and Mr. Dennis from BSI. Uh they have a big retro video game thing going on over there. So they brought the retro video games also to the Steam Expo and uh and the students were really kind of fascinated by all the all the old school games which you
know >> all and games were played totally. >> Um so uh uh and just some upcoming events in district 20 in February. So it's Black History Month. So, we'll be uh engaging in activities across the month uh to celebrate black history and
the hidden voices curriculum uh has been an area where our schools have been really le leaning in uh more and more in the last couple years to celebrate black history and learn about um you know really notable uh black Americans uh and and across the the um the African
diaspora. So, uh that's going to be uh happening this month. It's obviously respect for all week. We talked about that a lot today. Uh we have Chinese New Year and Lunar New Year uh happening. Uh we have uh Ramadan that's going to commence uh this month. And then you
know just as exciting is the annual citywide survey launch. Uh all families, schools received emails this week uh announcing the launch of the citywide annual survey. Really encourage families to take the time to complete the survey. We use the survey very closely, as I've
discussed before, to set goals, monitor progress in the district, uh, and get ideas for how we can improve. So, we, you know, really look forward to having as many parents as possible complete the survey. Um, we just yesterday had the D20, which is now becoming an annual basketball event at the Barkley Center.
Uh, for the past couple years, we have been able to welcome students at the Barkley Center for a basketball game. We've taken in the past the middle school champions and had them play a group of staff. This year we uh branched it out to include more schools and we
developed a district-wide all-star game. So we had students from each middle school identified to play against each other in an all-star game. Uh and then we had the staff play uh each other at the end and the game started fast and ended slow. Uh but it was a lot of fun
and we had and again we had uh we had over 5,000 students and families in attendance uh from district 20 elementary schools, middle schools as well as from district 75. So we're really excited. It was a lot of fun and we're going to definitely do it again next year and you know have more and have more students and families. A lot
of fun. Um February break is next week. Monday through 20th is off for everybody but me. Um, and we are also going to have uh some schools across district 20 will be participating in the uh citywide academic outcome sprint. This is
something that was launched last year. Uh, and schools who are participating uh will be notifying families on an ongoing basis when they're launching in the the framework for the outcome sprint, which is uh uh a way to kind of get motivated and excited in preparation for the state
exams. Uh we also the second year have launched uh an ultimate frisbee league in district 20. So uh it was a real big hit last year. So we've continued it and the ultimate frisbee league championship happened. So I'll announce the winners of the ultimate frisbee league championship. And then finally uh super
exciting uh next month we're also in the middle of progress monitoring for the DCP. Uh so uh at next month's meeting I will provide an update on uh this the district's progress towards meeting goals uh on the DCP and um and plans uh as relevant moving
forward for the remainder of the year. And that is uh that's my presentation. >> Thank you superintendent. Any members have any questions? about sorry. Uh I'm Kelly Clayton. Uh my
question is last month we had a conversation about how HMH was unwilling or enable to give you information about how AI had been sort of Trojan horsed into the program uh and in a variety of different ways. And so we talked about how we didn't know whether it was
training on student data. We didn't know which teachers were using it. There were just a variety of things that we that HMH had been unwilling to provide me with information about. And since then, you know, we have this the PEP meeting in January. The most interesting thing I think that happened at the pep meeting was that KDUm was willing to strip out
all AI from its platform in order to get a contract with New York City public schools. And the chancellor really showed a lot of leadership I feel like on that issue saying that the reason why this should be considered a victory was because this was a this was a company
that like so valued un like New York City's purchasing power that it was willing to design this separate platform for teachers and students to interact with. And so my question is, is this something that we can as a district show
leadership on asking HMH those same questions? Like if this is possible for Kdum to do, is it possible for um HMH given the you know the moral leadership that our district has shown on the issue of student facing AI and not wanting our students data compromised and not
changing models. Is it possible for us to ask the same thing of HMH that the chancellor successfully asked of KDM? I mean, so you referenced the PEP meeting and the and the discussion of contracts uh and uh and the PEP and that's where those conversations uh
originate uh around the uh the AI is not just a district 20 issue obviously a city-wide issue and uh we're you know looking forward to the uh the issuance of like citywide guidance in terms of AI policy uh and everything that falls
underneath that uh including the the topic that you're bringing up. Uh so, you know, I'm I'm looking forward to, you know, working with the chancellor and uh and the pep and whatever decisions are made in terms of like the contracts that are landed on and you know, obviously we'll always operate
within those decisions that are made. >> So, this is how I first of all, last month you said you were asking HBH questions and you were going to continue to ask them questions. Does this mean that you're not doing that anymore? No, it doesn't mean that I'm not asking
questions, but what it does mean is that, you know, as the designated chancellor, I'm I'm definitely going to uh make sure that I'm mindful of all the the policies that are put in place. And I know that uh one thing that was discussed uh at the PEP meeting was uh
the AI policy that's being proposed uh uh to New York City public schools. And you know, I really I really like I'm eager to uh be able to uh dig into that policy with the entire community with principles, parent leaders, uh and see what that means uh for all of us,
including the question that you're asking. Uh because, you know, that policy will really kind of drive, you know, how uh you know, AI is going to, you know, kind of live in the city and including uh district 20. So, I'm really looking forward to seeing how that
policy looks and uh being able to like dig into it very, you know, very intimately with obviously the CEC uh and parent leaders and school leaders, uh because it it impacts all of us. And as we've talked about for the last couple months, uh definitely a huge topic of interest to everybody and um you know,
it's going to be our our responsibility and definitely my responsibility to you know, really put it at the forefront and uh you know, I'm looking forward to it. Hi, we're all I'm excited too. My last question is so you when we ask PEP this question, members
of PEP say that once contracts are renewed, they're not evaluated in this retroactive way. And so the question of AI being integrated into HMH is no longer a PEP question because the contract has been passed. At that point, it is a district question. >> And so I feel like it would be really
helpful for parent leaders to get some clarity about like who whose responsibility is it? like is it your responsibility? PEP says it's your responsibility. You say it's their responsibility because until HMH's contract is up for renewal. Uh who is protecting kids from the fact that they're allowed to put literally
anything they want in front of teachers and everybody's like it's the wild west. We don't know what's going into it and we can't regulate it. Like this just seems shocking to me that like everybody's like well we don't know. We already gave them money and so they get it forever and there's no way that we can regulate and there's no way we can know how to protect kids privacy. like
this just seems wild to me. >> So, there's a lot there. And uh one thing I will definitely agree on, as I've agreed on uh for the last several months of the conversation, not just with parent leaders, but uh also school leaders and
and teachers, uh is around the like the the quickly evolving and rapidly growing nature of AI, uh and how it's gotten into our kids schooling as well as other places. So, um you know, I'm going to
get back to you in terms of an answer on this dynamic that you're describing about uh the PEP, you know, description of how like how a contract lives and you know, whose responsibility is I'll have to get back to you on that. Uh beyond being able to have in uh hold, you know,
kind of whatever the approved policy is going to be for New York City public schools. uh because my knowledge of the dynamic that you're describing uh in terms of the contract and you know the vendor's responsibility for infusing something in there and to what extent it lives before a contractor is renewed.
That's something I'm going to have to you know kind of get back to you on in terms of how that you know lives within my my local decision-m control versus how it uh relates to any citywide AI policy that's passed which has not yet
to my knowledge uh been issued. So, I'll have to get back to you on that. >> It seems to me like if HMH won't protect kids, the city won't protect kids, the district won't protect kids, then one of the things that has to happen is a real
conversation about moving away from HMH towards a literacy program that doesn't subject kids to like unregulated use of AI that no one can provide an answer on. And it feels like that is a a real thing that you know the purchasing power of
District 20 can tell HMH that this is something that you're seriously considering because HMH is using their platform as a Trojan horse in a way that feels completely like an application of responsibility to protect the kids of
District 20. That's that's my that's what I have to say for the month. And the only thing that I want to say in response to that is, you know, I understand like the kind of like broad scope of AI and how it uh there's and the reason why the development of the
policy is so crucial is that it touches so many different aspects of the the school life, not just the contracts and the purchasing, but also the privacy uh aspect and you know what the DOE has put in place to ensure privacy and what is
and what isn't allowed and I think all the details are really important uh for myself to understand uh for you know families and uh school leaders to understand uh before you know kind of making any decisions about what you know
feels like the best uh way to uh kind of like respond to this new thing being introduced uh into our district. Uh so and that's why our CDC passed a moratorium because we said what we want
is to protect kids while all of that gets figured out. Like kids should not be the guinea pigs for this completely unregulated use of while adults figure out what what's going on. And so you're right, those details are important, which is why this
body overwhelmingly passed the two-year moratorum. Like that is exact like what you're saying we completely agree with and that's exactly why we can't be like, "Oh, it doesn't matter. We have no idea what's happening in schools and once we figure it out, we can maybe roll it back." I mean that is like what you're saying is precisely why we need a
morator and that's what this body voted for overwhelming and now >> um I want to say something uh thank you for not erasing our Chinese and Asian contribution by saying Chinese New
Year's uh cuz I feel you saying lunar new years, you're just saying lunar and it doesn't uh it it kind of erased our Chinese or our Asian contribution to this holiday. So, I'm grateful that you use that uh Chinese New Year also um and
also for expanding our sports program. But when you were talking to the chancellor um how how do you feel did you talk about the CEC's part of pushing out forth >> um like safety, rigor, and inclusion?
What do you mean? >> Like what what are going forward are what are you your goals with the CC? Are you going to work with us? What does the chancellor say? Because I thought the mayor said that he wanted to um use more parental group advisories
going forward and listening to us. So will our CC have more power going forward in the next few years? >> I don't know what the new governance structure if it is going to be new will look like. that's the decision that the chancellor is making. Uh I know that his
listening tours uh from what I understand are being used to to inform what that will be. Uh so I'm you know looking forward to you know what that will look like including you know visits that the chancellor will make to Brooklyn. So include in addition to the district 20 visit and the other visits
to individual districts that the chancellor made uh and is making he also has two dates that are happening in Brooklyn. He just had his first one in Staten Island last night. Uh so that and that listening tour uh is being widely uh you know widely distributed and
shared to encourage uh as many families, parent leaders to attend and uh participate. Uh so those those uh engagements are going to are really designed to inform the chancellor on you know uh the priorities of safety, rigor,
inclusion and parent empowerment. Uh so you know I would encourage we're definitely going to be distributing that information to through all of our schools just to encourage families to attend uh and you know that and whatever decisions are going to be made by the chancellor regarding what you're describing in
terms of you know any change uh to the governance structure and CC like he'll be the one to make it. um you know I will always no matter what the governance structure is you know continue to work with the CEC and uh and that starts with listening um but also
you know be responsive to all the all the issues that come up in the best way that I can >> I would add just for all of us that it is important the um there are two as Dr. O said there's one at in South Brooklyn at Dwey and those are less scripted the
town halls. I mean people should go to the town halls too. They're very micromanaged and scripted but I think there's a little bit more space to say that parents should have more power but it is state law. It's not up to the chancellor all that has to be they can
change practices on the local level but the state law does govern the governance structure. Um, but everyone who's listening who's a parent should definitely plan to submit testimony. I think it's pretty atrocious that our CDC's basically have no real power. Um,
and we should be advocating even within the current governance structure as it is under mayoral control. We could advocate for you know certain other powers that we don't have. So I will put that out there. So go to those tours.
>> And um in district 21, I believe that they they have a mandate where when the CEC has a meeting, they cannot have PTA meetings going on at the same time, but I don't think we have it in our district 20 because there is PTA meetings that go
on during the same time we have CC and we were elected by the parents in district 20. So I feel like they should they should you know we should have that time that platform to speak because we're elected from everybody from
district 20. So I'm just putting it up. >> Anybody else have anything to say for the members? >> Just in response to that uh you know the PTAs are independent entities from the schools. I don't supervise the PTAs and
PTAs make decisions in their bylaws around when meetings happen. Uh similar to the CEC, so I I can't really speak to uh the the alignment of meetings between the CEC and the PTA. It's not under my that's not my decision.
>> But said something about like we're we're part the CDC is part of like we're um whether we're we're supposed to more recognized I guess. Well, the C I mean I could give a whole historical lesson on where the CEC's came from. But after
mayoral control was implemented, then there was push back that it did not provide enough parental control because obviously before this we had the local school boards which could hire and fire superintendent, determine curriculum, actually do things. Um so then the CEC's
were formed in response to that but they were not given any we have no actual power. It's all mostly ceremonial and performative. >> Yeah. and listening to ceremonial unless there's any sort of resource for power
like parents are just in a position where there's there's nothing you know clearly like we passed the resolution moratorium it's full steam ahead of each other so nothing that we do actually matters as it seems it's all it's all
but performance also matters that it's >> thank you so much members and thank you superintendent for your report. Now it's time for the CC president's report. So I just want to thank all our members. They actually visit liaison schools. Each
member has five schools. Our district 75 rep, which is Steven Mahoney, has over 10 to 15 schools. So I just want to say that Steven Mahoney did above and beyond. He went to probably half his schools and he reported back. Also, Kelly Clancy also did a liazison school
in Nalin and everybody else that's sitting here actually reached out to to their member schools. So, each member has five schools and if you have any issues with your school or anything that pertains to bullying or anything, you can reach out to us on the CC20 website.
All our emails are provided. It should be underneath our picture. If we don't have a picture, it's still going to be there, which is our email. So, if you need anything, just contact us. Now we're going to go forward with the presentation from district 75 specialized program. Michelle Nesler, if
you would like to join up here. >> Yeah, right. >> How much time do we have left? >> Still time, but >> Okay. had 15 minutes slotted for you. >> Oh, 15 minutes. I thought I had 45. Okay.
>> Oh, yeah. No, it says 15. >> Okay, great. We'll be a little quicker than I expected. Um, all right. Let me >> Yes, please. I mean, okay. Great.
>> Yeah. start presentation >> um slideshow from beginning back and in the interest of time I think I'm going to go through this pretty quickly um since I have 15
minutes um and let's see do this is it okay um let me try Is it? Okay, maybe here we go. We should be
able to move slides. Great. I'm gonna actually go to this slide because this slide represents all of the specialized programs. So, let me introduce myself first. My name is Michelle Nutsler. Um, I work in the special education office
um in the division of inclusive and accessible learning dial. Um, and one of the things that I support are all of the specialized programs. Specialized programs are in districts 1 through 32. So, they are not in district 75, but
they're in your community schools um across the city. And we have a number of different specialized programs. So, I'm going to talk a little bit about each one. I'm not going to go into a lot of detail. As I said, I prepared 45 minutes and a little deeper dive in each of
them, but I'm going to stick to the 15 minutes so you all can get home uh on time. Um so, we have three New York City public school autism programs. Horizon, Nest, and Ames. We have the ACES program, which is
academic, career, and central skills program. We have bilingual special education, which is also considered a specialized program. We have iAre and we have the PATH program. And then district 75 inclusion programs are also
considered a specialized program. I'm going to tell you a little bit about each of the programs so that you have an overview. Um, and then at some point if you want more information, you can go to New York City Public Schools website. There is a specialized programs page
there. Um, and there's information about each of these programs. You can also email our team and we're happy to share information with you. So the Horizon program is a program for students uh who have an IEP and an educational
classification of autism. Um in that class there are eight students. All of them have an educational classification of autism. Um on their IEP there is a special education teacher and a paraprofessional.
Um the NEST program is uh an ICT class where we have two uh teachers, a special education teacher and a general education teacher. Um in that class we have a reduced or a smaller ICT class. So in kindergarten there are four
students with IEPs um who are the Nest students and then we have up to eight students without IEPs. So a total of 12 students in that kindergarten class. Um the Ames program is probably providing the most intensive supports. Um and you
may be familiar um because uh 231 does have an Ames program and that program is in district 75. Now we also have Ames programs in our community schools. We actually just opened one this school year um in district 20 at PS503.
The Ames program is six students. All six students have an IEP with an educational classification of autism. Um there is a special education teacher and a speech provider in the classroom full-time as well as a pair professional.
The ACES program academic career and essential skills program supports students with an uh who are eligible for an intellectual disability classification. Um and they attend our community schools. Uh what we focus on in those programs are work-based
learning opportunities for uh experiential learning as well as um ADLs or activities of daily living, right? And we're we want to have these programs in our community schools so students have access to um all of the things that
our community high school and middle schools have. The majority of the programs are in uh middle and high school. We do have some um in in elementary school as well. Bilingual special education is for students who have an IEP who have a recommendation on
their IEP of instruction um in a language other than English. Um they can have an ICT or special class recommendation. That's bilingual special education. There are some students who will only have related services or sets
which is a special education teacher support services on their IEP uh as a recommendation but they may have that bilingually. The program a BSE program is taught bilingually both in the students home language and in English.
I read is a program for students um who have reading challenges um and need additional support. um they may have uh a dyslexia or printbased disability in the program. It's one of our newer
programs and that uh is an ICT class. Um again, two teachers, a special education and general education teacher who have been uh who have training in the science of reading structured literacy. Um and there's a master teacher who is
supporting that program. So throughout the content area, students are receiving those literacy supports. The path program um is our newest program in terms of specialized programs and that program supports students who have
experienced uh trauma or a stressful event in their life. Um it we are only in a few districts, not in district 20 um at the moment, but that program really helps students stay in an ICT
class in their community school learning alongside their peers. Um and we want to think about making sure that they have access to intensive behavior supports and social emotional supports as well as counseling by trained providers in the classroom. And then district 75
inclusion which many of you may be familiar. This is a program where a student is uh has been attending district 75 and is going to join a community school at district 1 through32 school. Again the majority of those programs are in um secondary school. So
middle and high school. Um and they receive supports through district 75 and they continue those supports. So they have a special education teacher or a sets provider who provides uh individual and group sets and there is a paraprofessional or pair of
professionals who support the students um in those general education classes. Um so they are included with their peers learning alongside their peers. Um and they also have access to all of the community activities in that high school
or middle school or elementary school that they're attending. Um, that was the fastest I've ever done this. Um, and I'm sure I left out some details that you may have questions about. Um, I think the things that I want to
highlight is each of these programs uh provide pre-ervice and ongoing training um, for the teachers and the staff in the school. Um, many of them also have coaching. So our Horizon Nest, Ames program, BSC, I read PATH um have
dedicated coaching who are going into the schools on a regular basis to support. We also provide professional learning around each of these topics for um the staff in the buildings. I think that let me see what time it is.
Okay, so I have four minutes. does I don't know if there are any questions anyone has about the things I said um because I know I really skipped over a lot of details but I'm happy to answer them. Oh, I don't think I said that you access the programs by application. The
only uh two programs that are uh done through the IEP are bilingual special education. So, you're working with your IEP team to uh determine whether your child needs instruction in both their home language um and English and
inclusion is also done uh with the IEP team. The rest of the programs you are still doing it through the IEP, but you're also applying um and there is another review process and really that's to make sure that the program supports
um are the appropriate supports for your child. uh making sure that we can provide and match them with the services that will help them be successful and thrive. Okay, now I probably use two more minutes, right? No, just a minute. So, any questions?
>> Oh, there's some questions in the chat. >> Oh, one parent wondered, "How can we expand Ames programs to more schools? It's a very successful program for students with limited communication." And another parent wondered, which is sort of maybe the same question, what incentives do schools get to implement
these programs? Is it how do so if a school wanted to for example expand as a grueling application process like what does that look like? >> So um we have really been expanding as program significantly over the past two years. Um so two years ago we had about
15 114 seats in the Ames program. Right now as of today we have 510. So that's pretty significant growth and we hear you and we know that families uh want more programs and they have children who would really benefit from the programs
and you're right it is uh that one of the um profile pieces for the students in the Ames program is they are often non-speaking or they have emerging language and that's why that speech provider is in the classroom to provide that intensity of support. So the second
question you asked is about schools and is there an application process? There is not an application process. There is no grueling process. Uh we work with superintendent and their teams and principles al also reach out. Um but we really look to see where there's a need
where we don't have programs where we can expand programs uh where we're getting a lot of applications for the programs where families are saying we really want these program programs. your district uh Dr. Fredo and his team that you guys have all advocated for programs
and that's why we were uh that's one of the reasons we were able to expand here. We also know that there is a need um and we hear families and we are expanding um as much as we can in terms of the incentive. Uh so specialized programs
come with a lot of support. They come with the coaches uh the training that's all done centrally. Also we have uh partnerships with NYU our university partner for NES um and we work with other vendors to support our Ames and
Horizon programs. So there's a lot of training and support because we want to make sure um the programs are successful. Uh and the incentive is it it's funded through um a school allocation memorandum. So schools do get
that ongoing support, that training, and then they get funding that's specific and targeted for the needs of the students in the program. So it's often uh a little bit of additional funding if you're looking at it that way. Um in terms of staffing the program, so I said
the Ames program has a full-time speech provider. That isn't something that is happening in other programs and it's funded so schools can staff that position. Sure. Um,
I don't know if I have access to the chat. I'm sorry. >> Okay. >> Can I ask a question while you're doing that? One of the things we've been talking about as a council is how to students with dyslexia get the services
they need. Is that something that I is designed to do or is there so what where does this where do where do services for students with dyslexia fall into? Um,
so they fall into lots of places and I so in terms of the support through New York City. Um I think that there are other folks who are better at speaking to that um than me, but I will say I read is one of the places that you can
get those interventions um that the science of reading um and structured literacy and then building those intervention practices and using uh interventions and tiered supports to help students um gain uh fluency,
phenemic awareness. that's what they're focusing on and helping teachers one identify the risks and the needs and then two providing it in the classroom. Um but there are a number of other ways um that uh students across the city can
receive support. So um there are centrally funded teachers who also have the same uh and they're in 960 schools and they also have the same training and they are across the city um supporting students and often they uh can push in
and do that sets provision around reading interventions if needed um but also support teachers in bringing those reading interventions to class and classes. I know that districts also I don't >> Yeah, I mean so uh a couple of things
that were put in place uh after the state report on um autism and like the recommendations for uh you know how to support students uh in the identification process uh for dyslexia as well as you know appropriate um
programming for students who do have diagnosed cases of dyslexia. you know, beyond the the official diagnosis process, which doesn't happen in in the DOE, that happens by a neurosychologist. Um, you know, starting with the uh universal screening of students, that
was one thing put in place to uh to first uh catch a first wave of whether or not we have um you know, uh reading issues. Uh we've been doing that for several years in the district. Uh, and the Acadian screener is the is the uh diagnostic that is used to target the
specific skills that bring up the foundational literacy issues that would trigger potential dyslexia. Uh, there are specific um benchmarks and competencies like nonsense word fluency that Aadians uh test for. Uh, and so we've been operating that screener for the last several years in grades K to
two. Uh, so that's I mean that's one way is just like the identification process and and triggering it. Uh the next one is the MTSS structure that we've been uh really focusing on citywide this year. So really focusing on students who reading far below grade level and uh you know confirming the uh the foundational
literacy needs with a secondary screener uh which many of our schools have been using a cadence for the same purpose uh in the middle school uh as well as elementary uh for both the initial uh diagnostic and the secondary diagnostic uh and then matching those students with
approved uh intervention programs. So that's part of the process that uh that the schools go through to to screen and one of the potential things that comes up in that process when those types of programs don't make progress to students who are very far below is potentially
dyslexia could be uh at play. Dyslexia comes in many forms as a uh and is on a spectrum. Uh it manifests in many different ways. Uh but what uh schools also do in follow-up to that is uh in preparation for a potential evaluation
for special needs is go through what we call the RTI process and that involves the close look at student work, talking to teachers, talking to parents uh and really monitoring uh what those interventions can be. Uh there are also so that's part of the process of kind of
like diagnosing uh from the from the the school end. ultimately uh dyslexia does not show up as a as a disability classification uh on an IEP uh and that diagnosis is made by um by by a
neuroscychologist. Uh some things that we are looking at in the district uh potent specifically uh to you know build capacity uh for teachers who can support uh students with uh kind of like dyslexia manifesting uh potential you know very
low reading. Uh we already have many teachers across the district uh trained in Orton Gillingham. Morton Gillingham is a methodology for foundational literacy that many of our schools use for their foundational literacy program. And in addition to their foundational literacy curriculum, also use the methodology and train their teachers on
an ongoing basis every year. And uh the Orton Gillingham methodology is one that supports students who are struggle with reading. Uh including students who are dyslexic or potentially dyslexic. Uh something else we've done this year is we've been able to garner free training through Brooklyn College on the science of reading. And Michelle mentioned the
science of reading earlier and just making sure that structured literacy and uh is a competency that kind of a a muscle that we're building with all of our teachers. So got 688 teachers uh currently enrolled uh in certification program. It's a asynchronous uh module
conducted by Brooklyn College follow office hours with uh university staff and my team uh to support implementation that's been ongoing since January. We're really excited about that partnership with Brooklyn College and appreciate them. Uh but that's also another way that we've been able to, you know, kind
continue building our capacity in the school district to be able to support all students uh with reading uh including students who are potentially uh uh potentially dyslexic or manifesting dyslexic behavior. Uh and then we're also looking at potential programs that can address uh you know if students are uh diagnosed with dyslexia,
what programs are out there uh to you know be able to uh switch up interventions in MTSS uh what what's available out there and how we can get folks trained on it. So that's something else that my office is really looking into and you know additional professional learning for teachers uh to be able to you know after the science
reading structural literacy work you know how we can you know get more specific potentially to support students uh who are you know potentially dyslexic or manifesting dyslexia 77s I think you said the ratio is 8 to1 How many classes are there? Which school or
is there just one class in each of those schools? >> Um, no. I do not know the number of schools off the top of my head, but there are about 20 2,300 seats um for Horizon programs across the
city and about the same number for Nest. Um I think it's about the same for Nest. Um maybe a little slightly fewer. So the way the programs operate are um we start in kindergarten for those classes and
then we grade up every year. So when we start in kindergarten the next year we'll have K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K one, then year after that we'll have >> K following class. So whoever gets into that initial kindergarten class will then follow be
in the first grade, but they're not going to have a new kindergarten class. >> They will. Yes. So the the intention of all the specialized programs is to build the capacity in the school not just in the horizon or any of the specialized programs but to build the skill across
the school so that the the interventions and the supports can be used in any classroom. So you don't have the uh like the number of students actually being served because what I noticed in the past with a with that six to1 ratio at one point there was only one site in
each burrow and then they opened up I think a second one and it's like nice to see um the 36 schools but I'm trying to get an idea with how many students in Iowa as program
>> 510 students in the Ames program right How many? >> 510. >> 500. Okay. >> 500. We have 510 seats and the Ames program is at capacity. And someone asked if we needed more programs. We
definitely have families who want the Ames program. >> But I guess the point I'm trying to make is see the Ames program, the children with the most needs, you know, this unless children get that service. Okay.
Is the point that I was making. I also noticed that with the horizon and s the students are at or slightly below grade level. I think the criteria the last time I was reading up on that and the only one where children that are performing like a lot less is in your
program. So the children that need the most support have the least amount of seats available for them to help you know to kind of bring them up. So if they're underserved how we
level the playing field so to speak and also that like you mentioned NYU and personally um when studies are being done and then I I've spoken to people um most of the studies they're looking for the input at the higher functioning
children on the spectrum I haven't come across any studies with children um or also with nonverbal on the lower so I'll try to contact you to see if you may have some information, but it seems our universities
um aren't really addressing that population of the the kids with the most needs. And very often there are children that say would need an AIDS program, but there's no seat available. And um you
know, like that's part of the obligation and education to provide the proper education according to your child's needs. And uh I think that that kind of falls short and that was just something that in doing my uh 40 years ago online the different
programs that I that was something that I noticed. >> So the Ames program um is the newest of the of the specialized programs that support students with autism. It started in 2019.
Um the Nest program has been around for about 23 years. Um so you can see that we've been growing programs and um that there has been a big commitment um to support these programs and develop them
to meet the need. So I think what you're pointing out is yes, we recognize that there are more students who could be served in the Ames program and we are working to expand them and we also recognize that um we are working towards you know five years or six years versus
20 plus years. Um, we're working on that. In terms of um research or support for students who um uh are autistic learners and non-speaking or um have emerging language, there is research out
there. Um there is some information and I'm happy for you to contact me and I can help uh point you in some of the right directions if that if you're interested. Just uh another question like I noticed
that uh our state, our city and our chancellor are proponents of remote learning. Um however, as we came out of CO, our district 75 children were offered C and compensatory services due
to the regression that they sustained with remote learning. Um, and so a question I posed, and I really haven't gotten an answer, what scientific data do we have that demonstrates remote
learning is an effective means to deliver an education and mandated services and I'm still waiting for the answer, but that's only in essence I feel that it's remote learning is so the school bell rings the required amount of
times whether it's I think it's what was 176 and 178 and now it's children of collateral damage to that um because no one's given me the answers. So look what a great program remote learning is
and um especially in our district 75 population I'm sure you you probably might know another compensatory services and seats to make up and also in general education kids fill that but our most
vulnerable children you know um I have that I says don't worry we'll be in the in the park playing in the snow because it's not an effective means tonight. But meanwhile, our leaders, our
elected leaders and our school leaders keep putting forth this thing because I think I guess they're low to um according to my daughter when she was in high school, she's 30 now, they canled part of the uh the February break for a
couple of days and that would have been sometime in the 2000s when she was in high school. So that's just something that I think that people like yourself means that's something you know like show me the data that's an effective means you know
especially the ones that pay the price of the children. >> Um I I hear what you're saying and I I appreciate your interest in research um especially around remote learning and I think um a lot of universities are thinking about those things um and
looking at the research. not sure how much has been published yet just because it's been more of a recent thing. Um it's also been beneficial for uh many of our students. Um but in terms of what you're asking, I don't know that I have an answer for that. Uh but I do
appreciate your interest in it. Um and um makes me think we would love we would all love to see some research on that as it as it's published. And what's interesting in when they did offer compensatory services
initially they offered more remote learning and then finally they and could end up getting some additional speech services during the summer session and um like x amount was 10 and 20 set extra sessions during the time as long as they
have staff. So, >> thank you for coming down and helping uh bring some of these other programs also to our attention. >> Of course. Of course. Um I just wanted to make sure that I answered your I read question because I feel like I maybe
didn't but um if if I did great and I know it's getting late so >> yeah. >> Yeah. No, you did great. Thank you very much. I appreciate it. >> Okay. Okay. Great. >> We'll give myself a >> Yeah, of course.
Great. Thank you. >> I would like to call the first vice president, Elizabeth. >> Oh, oops. Okay. So before the next presenters uh speak uh we ju I just want to have a
moment of silence for airova who was a student in my son's school at Cavalo. So, let's take a moment. But we're going to have the presentation from New York Safe Streets Coalition
because what happened to her could happen to any of the students in our district because it's a sister district and I don't want anybody parents to feel the same way that her parents felt that their their child did not come home
safely. So please speak Rose and thank you for presenting. Um, yes. Thank you for giving me this opportunity. >> Um, I sent my presentation over to
um over to John. So, it should be I don't know if he has if you have access um to the presentation, please let me know. >> I can access in a minute. >> Okay. Thank you. One second.
You did it like five minutes ago. Everybody should Okay, perfect. Thank you. Um, so this focuses on Bath Avenue, um, being that that is of course where the crash took
place. Um, but I am also happy, um, to kind of, um, give you more, you know, come back with more information, um, or, you know, email you with more information um, pertaining to the larger surrounding area.
um you know so just letting you know and quickly um I just want to introduce um kind of the organization I work for um as well as the safe streets coalition. Um so if you could go to the
next slide please. Um thank you. So, I am the Staten Island and South Brooklyn organizer with transportation for um with transportation alternatives. And so, basically, we're an advocacy group and
we advocate for safer streets for pedestrians, cyclists, and um and public transit users. Um, we believe that every New Yorker should feel safe getting around on the streets no matter how they
get around and that streets should be safe and accessible and inviting um for us all. Um, so if you can go to the next slide. Um so this is just an example of some of
the different things that um TA has either directly helped to make happen. Um or has been you know part of our coalition in calling for um and so we were a big part of the coalition that
called for um getting Central Park carfree um as well as Prospect Park. We were um instrumental in starting New York City's open streets program. Um we, you know, helped get New York
City um under a 25 m per hour speed limit. Um, this one is more controversial, but we continue to be a large a big supporter of speed cameras and we were um along with the New York
um state safe streets coalition, we were large force in getting Albany to pass um the speed camera program allowing New York City to install um speed cameras on our streets. Um we were also involved in bike share
in getting bike share in New York City um in the 14th Street busway and on getting a bike lane for Brooklyn Bridge. And that's just a small example um of some of the larger projects you may have heard of. Um so if you could move on to
the next slide. So the safe streets coalition is a coalition that we are part of and that is focused more um on lobbying in Albany. So there were a number of bills
that were lobbying for that in Albany that would make our streets safer in New York City and also around New York State. Um right now the um most critical most critical among
those bills right now is the stop super speeders act um which I can introduce in the next slide. And the stop super speeders act would require the most reckless drivers to in
to install speed limiting devices inside their cars. And um basically the way we define reckless drivers are any um driver who receives 16 or more speed tickets in one
year and any driver who receives 11 or more points on their license in 18 months. And so, um, you know, one I just want to mention that this would help, um, to
reduce reckless driving in Bath Beach and in district in um, community education district 20. And it also would have a benefit would have a benefit for South Brooklyn in general. Um, for
example, in just last year, in 2025, um, a driver who had acrewed more than 90 speed violations, um, killed a mother, Natasha Sada, and her two young daughters, um, Diana and
Deborah. And this was over on Ocean Avenue in Midwood. So, not exactly in your neighborhood, but that's just an example of how super speeders um are impacting children's lives in South Brooklyn. Um and so this is something
that we were hoping, you know, to help with um at the safe at the New York State Safe Streets Coalition. Um but if you go if you go forward, we can get um more towards
um Bath Avenue. Okay. So, um I just wanted to give like an overview um of kind of where Bath Avenue stands in terms of traffic safety. Um and so the crash that you know the
really tragic crash that took Amamira's life is is unfortunately only one example um of the tragedies that have been occurring on Bath Avenue for several years. Um and so there have been
seven serious injuries on Bath Avenue between 2022 and December of 2025. And when I say serious injuries, these are injuries that will get a person land
a person in the hospital for 6 months or longer. Um these are injuries that um impact a person for the rest of their life. And you know, for example, these are injuries
um that could lead to a miscarriage. So these are not just injuries where maybe a person um broke their shoulder like these are very very um serious injuries and there have also been five fatalities
on Bath Avenue um within the same time period and all of the victims were pedestrians. So, um, the traffic, you know, the dangerous driving on Bath Avenue is having a serious impact on everyone
walking around in the district. Um, and also on neighboring Cropsy Avenue, um, there have been a lot of injuries and fatalities as well. Um, so it's, you know, it's
endemic of the entire area. And so, This is having a large impact on children. So 22% of residents who live within a quarter mile of Bath Avenue are under 18
years old. And more than 9,000 of those children are in are enrolled in a nursery school or grade school. Um so we have a lot of children walking to school on you know on streets that need to be made safer.
Um Amamira unfortunately was not the only child to be killed in the surrounding area within the past few years. um seven-year-old Sami Ali, Sam Ali, I apologize, was killed um on
her scooter by an armored truck on 23rd Street and Bath Avenue um just a few years ago. And she also had the right of way and she was crossing the street with her mother. Um, and also just a few
years ago, three-year-old Emmer Shvcott, um, and I apologize if I'm pronouncing his, um, last name wrong, but he was hit by a van while crossing also nearby at Bay 25th and Benson Avenue. And again,
um, he had he had the right of way. Um, and it was also another turning vehicle. Um so we're seeing very similar crashes that are also involving children um within and these were all within the
past 10 years. Um and so just to move on if you can go to the next slide. Um, so I want to introduce some ways that we can make Bath Avenue safer and
also um some of these can also be applied to neighboring streets as well. Um, and so they also, you know, can give you some ideas about improvements you can call for to make the entire area safer um for children and for their
parents and the entire community. Um, so if you could go to the next slide, please. So, you know, one and we don't I haven't seen evidence that speeding was a factor um in Amira's death, but I do know that
speeding is a big problem on Bath Avenue as well as Quapsy Avenue and surrounding streets. Um and so preventing speeding is critical to making the area safer for everyone.
Um, and so I think that there, you know, there are a few ways that we could help prevent speeding in the area. Um, one, expanding school zone speed cameras. Now these are controversial you know I
understand but they are also proven to reduce um crashes and injuries and you know fatalities as well in areas where they are installed and um I've
listed a few areas where um school zone speed cameras are eligible within Bath Avenue. Um, so school zone speed cameras can only be installed within a quarter mile of a school. And so that's why, you
know, not, you know, so there are only certain areas within um, district 20 and only certain areas within Bath Avenue that would be eligible for a school zone speed camera. But um from you know what
I could tell these are the areas at least along B um Bath Avenue that would be eligible. And so these are you know these are this is an option that you can keep in mind um to advocate for. Raised
crosswalks are another option and Bath Avenue should be eligible for raised crosswalks as well as other um as well as Cropsy I believe. Um and Benson should be crosswalks and raised
crosswalks are basically like speed humps that are put over a crosswalk. And so one they help to re you know to bring down speeding but they also make people crossing the street um more visible to
drivers because the people crossing are literally elevated um from the driver's position. And so this is really helpful for children um whose height can be a factor. You know this would make children more visible
when they cross the street. Um so if we go on to the next slide um one so making turn safer would you know really help to make children safer and make everyone safer in BA um in Bath Beach and the
surrounding area. Um so Amamira and um Imr and Sama as well, they were all um killed in crashes that involve turning vehicles and also a majority of fatal
crashes occur at intersections and many of them do involve turning vehicles. And so if we make um turns safer then we make streets safer for everyone using them. Um one critical way that we can
make turn safer is by implementing daylighting. And daylighting um is a um it's an intervention that would remove parking spots close to intersections.
And the purpose would be to increase visibility for anyone at that intersection. Um so you can so in the illustration you can see that if two cars were parked um adjacent to that
intersection then the view of the incoming driver would be narrowed because they might their view might be blocked by one of the cars that were parked at the intersection. And so the driver who is approaching may not have
been able to see the pedestrian who is crossing the street. But because there is more open space at the intersection, the driver coming has an has an open view of a pedestrian that's coming. Um
daylighting also makes um you know makes it so that pedestrians can more easily see cars that are coming towards the intersection. And so it makes it so that everyone can see one another more easily and so everyone is safer um at the
intersections. And this is something that could be done across um the district. So if you um can go on to the next slide please. Um so finally um one other option is to
use the green schools um safe streets toolkit and now our um one of my colleagues can speak to this much better than I can. Um we actually have a school's organizer. She
um was not able to be here tonight. She's actually on another meeting. Um but you know this is something that she manages. But if you click on the link um that will take you um to a homepage with
more information. But basically this is a campaign that she that my colleague u manages that would help schools um daylight every intersection around their school in a way that brings green um
physical infrastructure. And so, for example, um it would allow um schools to um campaign to get parking removed um around the you know, adjacent to intersections near their school. And
then you could put things like small gardens um where those cars used to be or other types of green infrastructure. And so that way you're re you're um replacing um a single spot of car
parking with a spot of greenery um or maybe planters or something like that. But again um that's something that my colleague can speak to better um than I can. And so finally um if you could go to the
next slide please. Um, and so this is just an appendix. Um, you know, I'm sure that you've all heard about um, you know, the tragic crash that took Amamira's life last week. So
we are um help we are um co-hosting a vigil for Amira with um the safe streets coalition and um your neighboring um you know district 21 and that's going to be
tomorrow evening at 6:00 p.m. at the intersection where she was killed. Um that's 23rd Avenue and Bath Avenue and everyone um is invited. So you can find more information um on the screen
>> and yeah I'm available for any questions or any followup that you may have. >> Anybody has any questions? >> Yes. >> Um a question or just two two comments. I agree wholeheartedly what you said
with the uh red light and speed cameras. Um but you I'm sure you know as well as I do those fines are not progressive even though these are seriously moving by. But what uh didn't state progressive was
the double parking in the bus corridors. So if you're double parked in a park car where it's illegal, but you pose no danger, those fines steadily increase up. And I kind of think that was just an
MTA cash grab. So if you are driving on a bus lane, you'll get the summons, fine. Um, you're slowing down the ability of the bus to move. But I found it very interesting that the speeding and the
red line violations are not progressive. And that's where we got to get on our legislators and says how come the things that can hurt people aren't progressive. But if you double, you should get the ticket, but that it's progressive. And that's because it's similar to
congestion pricing because it goes to the MTA that money. Um, one part where uh I kind of disagree a little bit where you talk about planters when you start to go daylighting those that also is something that may have struck the
vision. And uh if you're familiar with the Bush Terminal area with all the beautiful things down there, they got the nice planters in the street there. You know where they don't have the planters? Inside the parking lot where they pay, you got to
pay to park. So, I found it interesting that that community board allowed them to put planters on the on the street, less parking for the people that want to visit the Bush Terminal uh area and all the different shops there. But inside their own parking lot, they don't even
have a tree, nothing because they they make money. So, you know, sometimes, you know, it looks like those planters were put in there to help them make more money and not really for like you're saying to give some greenery and there's quite a few of those planters down along First Avenue. I thank you taking the
time and hopefully you can get get a push to get the progressive fines for the red light and the speed cannons because uh 100%. They had someone that was uh convicted of a vehicular homicide and the vehicle registered to him I
believe had like multiple red light and speed violations prior to that. Thank you. >> Yeah, it is unfortunate. Um, you know, I do want to say that even without the progressive even without progressive fines, um, most people who get at least
one red white speed ticket or sorry, who get at least one um, school zone speed camera ticket, you know, most of those people do not get another ticket, which is to say, you know, which is to assume at least that they stop speeding in
school zones, which is a good thing. Um but that it's only most people and there are of of course um the minority of drivers who will get one ticket and it doesn't stop them and they'll just keep on speeding again and again and again
and it they don't care how many tickets they get. um for those drivers, progressive um you know, pro progressive pricing could help, but also um the Stop Super Speeders Act, which would force
those drivers to get a speed limiter installed in their car, making it so that physically impossible for them to speed. That's also something that we're looking at um trying to get past in Albany.
Um and as for um you know types of daylighting I mean planters was only one example obviously depending on how they are installed um they don't always you know sometimes they can um also prevent
visibility but it's you know it's obviously a matter of how they are installed and each intersection is different and each intersection um deserves or needs um a different treatment. >> Just to follow up, I noticed a couple of
the sidewalks down by Leaf Erikson Park um have been extended. However, the our pedestrians instead of waiting on the sidewalk, they go up to those white cones
to wait. So it it the benefit of putting that little buffer space is kind of defeated if the people are waiting out in what used to be say the parking lane waiting for the light to change. They should still be on the sidewalk. That's an educational issue.
But that's something that I noticed uh on that one specific area um 66 street going down along Leaf Ericson Park because they do have those extended sidewalks and it it seems like it defeats the purpose if you're going to
be waiting out at the by the white con. Well, the purpose of extending the sidewalk with um you know, paint and cones is to make it so that the areas of the street that are painted um are you
know supposed to be treated as parts of the sidewalk. And so it is perfectly legal um for pedestrians to stand there. And as long as um drivers are respecting that space as pedestrian space um then
it's actually not defeating the purpose because then when you have when you're expanding the sidewalk that way um it it narrows the distance that pedestrians need to cross when they're crossing the street. Um which makes it safer for
them. And also if um pedestrians are standing um you know a little bit out or closer to like a little bit um outside the built out sidewalk um then they were
more visible to drivers anyway. Um and so they're actually perfectly legal um standing there. >> Okay. Thank you. Um, we're we're running out of time, so thank you for all your information. And could you put your email on the chat?
>> Um, yes, I would be happy to do that. >> Okay, thank you. Okay. So, um, let me ask Pa, will you be taking any of the information that she told us to use in our district
to make our our streets safer for our children? >> You're asking me? >> Yes. What's one of those suggestions that you would uh Oh, >> like uh the school zone speed cameras and raise crosswalks.
>> So, we don't as a school district, we don't do either of those things. Those are things that are done through the community board and department of transportation. Uh as superintendent, I don't have decision-making power over speed cameras or uh speed bumps or any modifications uh to the streets.
>> All right. Uh so how would you try to >> My recommendation is for uh community board, city council, um state assembly advocating to the department of transportation. Uh we have had uh
schools have been part of groups especially in Sunset Park uh have been part of larger community efforts to uh put in speed cameras uh speed bumps and other uh we've had uh schools part of larger community efforts to uh change
the direction of streets. Uh for example 89th Street is one of those examples. Uh it runs in two different directions. Uh that was part of an effort from the larger community in support of some pieces of the school the school loan. Sorry. And obviously in Sunset Park, so uh
along 936 and 939, there's been an ongoing discussion uh with the community board, elected officials, the school principles have been involved of on the uh on the third avenue uh resoning effort that's been an ongoing discussion
uh with the Department of Transportation. There's been some proposals uh given in response to a lot a lot of concerns around similar pedestrian safety uh principles and myself have weighed in on those conversations and shared uh the impact that these uh like current is like the
current like state of you know fairs crosswalks all that type of thing have impacted uh school safety. Uh ultimately the decision to make those things happen is uh department of transportation. You know, one thing that I would recommend,
uh, we have schools, individual schools, SLTs, PTAs raising specific issues, uh, around their like kind of local communities. We've had, you know, kind of a variety and that's how uh, we've been able to, you know, from the school level, uh, raise up to community boards
and elected officials uh, specific concerns and they've really been supportive um, kind of voices to these other city agencies uh, specifically Department of Transportation. uh to kind of make any uh make any changes and adjustments. So, so I guess the short
answer is we have been involved in those uh these efforts to improve different aspects of uh travel and safety, but we're definitely not decision makers, but we are definitely supportive uh and are willing to uh share and voice our concerns and how they've impacted our
school communities. and in and in cases where they kind of start come from our school communities definitely, you know, want to help and make connections to the folks who can really amplify those voices and uh get closer to some of these more of these things being done. >> Totally. And I think but it would be
really nice to have this conversation at a future meeting when there's more time and it's not at night. Um because I know that like my kids school right across from Slo every SLT meeting every PTO meeting where like somebody's going to get killed going to and from school. I've seen the
crossing guard like grab kids out of turning traffic right there. We have talked to the department of transportation. We've talked to Joan's office. We've talked to the community board. We've we've talked to like the safety people in the building and all that anybody's willing to do is do like this is how pedestrians
can be safer and there's like I there it is only a matter and so like I think that it would be really helpful in a future meeting have a conversation about schools that actually have been able to make a difference around issues of safety like the the do 21 who's just
involved in a hit and run and can't sustain serious injuries in a school zones like like not the the the issue of pedestrian safety around schools is like a huge problem, but I think would be really great to continue at a meeting with, wouldn't it? >> Yes. Well, yes, let's do that next time.
>> Thank you. >> Yeah. And also just um to chime in again, um I would be happy to help organize like a separate meeting um with you guys and our um you know, my colleague who works specifically on school safety. um you know since I'm the
South Brooklyn organizer but I don't work specifically um on school. >> Please leave your email on so that we can contact you. So yes, we should go on to resolution uh six. Uh John,
>> we're going to do resolution six. Yeah, but you go because we're going to be um voting on >> Thank you. >> I don't have the resolution. >> Thank you. So tonight we have one resolution on the agenda.
The resolution is resolution six to ensure fair and reliable transit access for all New York City students. Is there a CC member who would like to introduce this resolution? >> Okay. Thank you, Kelly.
>> That's a a great resolution um that based on the meeting the the visit we had last time from to ensure fair and reliable transit access for all New York City students. Um and you know whereas
students living with a half mile at their school taking yellow bus are not eligible for omni cards students participate in after school activities and they're not eligible for omni cards either. um public transportation has est skills with navigational independence.
Um and everyone can sort of read the the last bits of it. Therefore, be it resolved that New York City public schools in collaboration with the MTA provide student omni cards to all public school students regardless of the distance they live from their schools. We have further resolved that trans regulation 801 be amended to ensure all
students have equal access to public transportation reflecting the transportation needs of students today. and be further resolved that student omni cards are expanded to prevent unlimited rides all year to achieve a public school students and that clear procedures be put in place regarding the
deactivation of car misuse and that future student omni cards be produced with the same durable plastic as normal omni cards yet paper cards and then via further revolved that bill providing student omni cards be reformed to ensure students do not face
a delay in waiting for a new card and I want to I'm add sponsor on it. >> Kevin, can we add Elizabeth and also Fabola? Fabola just alerted me that she asked to be on it prior. So, Fabula and Elizabeth.
Thank you. So, uh, we stop on reservation six. John, >> yes. >> Elizabeth, >> yes. >> Wie, she's online. >> She's online. >> Yes.
Yes. May Steven >> say >> yes >> Tamara. >> Yes. Yes. >> Yes. >> Alina. >> Yes.
>> Kevin. >> So we total have we total have a 10. Yes. And the the solution is approved. So we have the 10 in favor and the two
opposite >> and the one abstaining. Now it's time for our second public speaking session. As said before, if you would like to speak, you can sign up on the Google form on our website and the link has been shared in the chat. If you are in person, you can sign up using a
sign-in sheet. Speakers are limited to three minutes. Kevin, who is our first inerson speak? Anybody in person? No. Any speakers online? >> Okay, Maggie, go ahead.
>> All right. So that concludes our second public speaking session. The last item on the calendar meeting agenda is approval of the minutes from the last month's meeting. Kevin, can you please share the minutes on the screen? Okay.
Are there any changes to the minutes? >> If there are no changes to the minutes, they approved without a vote. The minutes are approved. I'm going to go right to the business meeting. Good evening. Welcome to the February CC20 business meeting. Kevin, can you
please Nin, can you please take the roll call attendance? >> So, we start with the roll call for the business. >> Here's here >> here. Amala
>> here. >> Kevin, >> tonight >> 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 would need interpretation for the meeting. Could Arabic interpreter please introduce yourself? 000. Thank you. Arabic announcement. >> Thank you so much. Could our Mandarin
interpreter please introduce yourself? Well, here's the mandarin announcement. Mandarin announcement complete. >> Thank you. Mandarin interpreter. Can our Spanish interpreter please introduce yourself? Spanish interpretation information.
oo tinco n Spanish complete. >> Thank you, Spanish interpreter. As a reminder to speakers, please try to speak slower than usual to allow interpreters to keep up. Now, we will share the agenda for tonight's business meeting. Kevin, can you please share the
agenda on the screen? The first item on the business meeting agenda is the approval of the minutes for last month's meeting. Are there any changes to the minutes? minutes are approved with no changes. >> Is there any new business?
>> The legislative refixed >> is that >> that's you >> and Kevin, can you you can help us with everything? >> No, right. >> Sorry. I'm so sorry. >> No problem. I'll help you. >> Yeah, we're on it then. What and what is
the date? There's not yet. >> Oh, and I talk with Kevin about it. >> Okay, great. That's great. >> Um, Stephen, >> oh my
merchandise. I'm so tired. suggestion that came to me a couple of months ago about the next CDC book and we voted on a resolution without having any
public meeting or something that was supposed to have some type of I could be mistaken about that. So, is that something that um we can look at or this just basically pick up a
resolution and pass it? I don't think there's supposed to be some type of discussion. I bring this up because I attended a citywide district 75 business meeting and because a speaker on a resolution wasn't
present, they actually favored it. So, someone had um mentioned earlier in the meeting that um whether we're just performing a peruncter task, but if you're gonna put something forward, I would think that that is supposed to be something that
we'll jointly talk about. I could be mistaken on that. I did go back and read that handbook that a couple of the ladies were nice enough to suggest I do and that's what I kind of got from it, but it seems we have no discussion and we just vote on things as far as maybe
how to improve it, how to tweak it. You know, there's inequity in metro cards and that's I don't see really much comment on that there. That's, you know, that's why I abstain because how can I vote on something if I don't hear a
discussion on the pros and cons of it? And usually it's the maker of the motion that puts forth the proposition. So, can anyone help uh you with some guidelines on that? >> So, I can say two things and I do think
we have to be it's 9:07, so we have to be mindful of that and like if you want to come back to this, we could. One is that the resolutions are shared within base. So a lot >> how would it share them in there? We're not collectively together. >> We send it out.
>> No, no, it's in an email. So what I have what practices we have done in the past Steve would send them and you can everyone can go in but it's supposed to be. So the public deliberation I guess is the correct
word, >> right? deliberate before via the document. >> Well, then it's not public. It's private. Have three people over here having their conversations. >> Thank you so much. >> Thank you.
>> Everybody wants you to go home. meeting the meeting that the school >> kicks us up by 9:30 posted for 4 hours is actually correct. The comments have to be public. >> Thank you.
>> Yeah. Um, so you can certainly do the edits amongst yourselves as you're writing up the resolution, but the discussion has to be >> No, but should that discussion be public? >> Huh? >> But see, because I understand that, but you see, we had a chat and some people
are part of it, some are, some drop out. That's great. That's a >> it's okay. Okay. The wording of it is up for debate among us and that will be >> but we're supposed to have that publicly correct publicly. Publicly, not
privately, >> right? And not everybody on those emails or in those chats and that's the point I'm making. We're not following the public part of that process. That's the whole point. Thank you. >> Thank you. So I I did read the book. >> Thank you.
>> So I'm going to share more guidance on that. >> It is what it is. you know, I can't force nothing. But I I appreciate you confirming what I did go back and raise people to go read it. >> So, if we're not going to have a discussion, then I think we're doing a
disservice to why we're here and we're not given the proper time because that meeting I was on, they do their business meeting up front and >> but why are we just we all agreed with this >> agreed with what? Like if we the people >> Okay. As far as me, I agreed to another
one because I wasn't part of a conversation. >> Yes, you were because we sent out the email to everybody. >> Okay. >> There's been no conversation. You don't have to read the whole resolution. If we if we read a whole resolution, we'll be there for hours.
>> We shared the resolution. >> I know that it is online. >> Yeah. >> But it's true. based on the MLS you're supposed to say public does anyone know
>> the public can do that >> but they're not going to tell me how to do a resolution >> comments >> that's it thank you very much >> I got Thank you very much. >> So this concludes >> you got move one vote to move money
because the deadline is Friday. So might as well move. >> Yeah. >> So the going to you move 2500 for member reimbursement to uh events. >> So someone make a motion. >> Motion >> I
don't know if someone wants to second my motion that we follow the public speaking rules and have this collectively. That's the motion I'll make that we follow the rules that we're supposed to have in place to have a discussion on these resolutions. That's basically what we're supposed to do.
Now, if eight people don't want to speak, that's fine, but to have something already tight like how is there >> to oppose it and then you just do >> you want us to So, we're not a policym we're an advocacy. So what you're saying
is that someone should say so like that is what I did for the AI resolution right I said hey I want to write something about AI does anybody have any opinions about it no one had opinions about it so I wrote something and I circulated it and then people said openly on an email that was to the
entire council >> what do you mean you circulated it >> I emailed it to every once again if we're going to discuss something that's a the public >> but we only have and so then I and then people said hey >> I work full time. >> I work full time and I take care of my
son >> and so do you. So this is the this is our venue to have a discussion. >> I got to go home. It's it's not what I'm saying to you is like what you're asking for. We do like I don't think that we don't do what you're asking for. >> Every time we have a resolution, we send
it out a month or three weeks before by email to everybody everybody on the body. >> But we have the whole point I'm making. resolution better. The resolution got better because Elizabeth responded to everybody on the council saying maybe
>> well as far as as far as that's perhaps your opinion and I respect that. But what I'm saying is if collectively we talk I'll hear your idea and you might say something that gee I was thinking something similar but we don't have that discussion here. If this is a business meeting, which it's supposed to be,
that's what usually takes place. >> So long, we used to have the business meeting first. >> We we we used to have it first. >> But if you're going to talk this long and then it's and then it'll be
>> then we won't having this discussion like half an hour because all our calendar meetings it goes forever also. Well, as far as time management, that's as far as people if they have 15 minutes, they got 15 minutes. >> And then as far as if if we participate
in a question, is it two minutes? Like I don't know. >> I mean, you want to do the >> My whole point is on the resolution. >> I think we should return to this and let Kevin take the vote right now. Kevin, can you take the vote because people do need to leave. >> Well, I'm just saying it. See, when we have these resolutions, there's never no
public discussion on it. And that's what we're supposed to do. And I realized that when two two fellow members suggested that I go and read and I read that's what I saw and we're not doing it that way. It seems this one sends an email to that one. This one sent it to that
>> it was sent out to everybody how to tweak it. That's that's a discussion together maybe. So maybe our face representative and our president can talk together to make sure that we're following the letter of the law. We can return to this in March. >> I think that's a good idea. Yeah, that's
perfectly fine. >> Kevin, take the vote so that >> the money. >> Yes. >> Yeah. >> Yeah. Okay. >> Yes. 2500 from member reimbursements to
events. to move 2500 from memory reimbursements to events. >> Sure. >> Okay. Uh Fabiola, >> yes. >> Stern, >> yes. >> Kelly, >> Ken Lee,
>> go. >> Yes. >> And Kevin Zo is above. >> This concludes our February CC20 business meeting. Is there a motion to adjurnn? Motion. >> Is there a second? >> Yes. >> All in favor? I >> I The meeting is adjourned. Our next business meeting is on 311 2026
>> and um the location is going to be PS1 180 Seal Academy. Thank you for everyone for attending. Thank you interpreters. You are dismissed. Pat.