okay thanks every thanks Kevin welcome everyone to the c meeting for February 2025 um as always at our meetings we have interpretation in Arabic Mandarin and Spanish you should see uh video of those
interpreters and their names listed in the chat in the participant list if you um those interpreters will now provide their instructions for anyone who would like to use um interpretation Services could our Arabic interpreter please
introduce yourself for thank you could our Mandarin interpreter please introduce yourself be the manding announcement [Music] announcement complete thank you could our Spanish
interpreter please introduce yourself evening this is the Spanish introduction rep thank you thank you just a reminder for uh those of us speaking tonight please try to keep in
mind that we have interpretation occurring um and if possible try to moderate the how fast you are speaking we're here tonight at is 20101 the meline Brennan School
um thanks to principal Rob Chula for hosting us here we'll now go over the agenda for tonight um and I should be able to share that okay so tonight's meeting we'll have our
first public speaking session then we're going to be joined by uh director of school uh security uh director mark grand perent um we'll have report of superintendent Dr David prto on the fair student funding report of council president second public speaking session
two resolutions one an anti-bullying resolution and resolution on adding geometry um and that is will be the conclusion of the calendar meeting the business meeting will immediately follow so for our first and I do want to take a
minute and just um recognize um a few um guests in addition to our our superintendent Dr prto um we had the the school staff family leadership coordinator Bill Chin here in person with us uh family support
coordinator Sylvia chinski um as as as always at our meetings I also want to note a few um representatives from elected officials who have joined us um Andrew swarat from assemblyman Michael tas's office as well
as Tony krupin from councilman uh Justin Brandon's office um if there are others here oh and I do see our our CSA representative Lisa fun Fernandez here um so thank you all for attending if
there are other representatives from um elected officials please feel free to identify yourself um in the chat um Ena hi Ena our face Le is on Ena chinski is
here and we do appreciate her being here in person which is um which is not always common with um fa leaon but um so thank you Ena um let's go to our first public speaking
session looks like we have three is there any first of all is there anyone in person to speak in Pub for speak speaking great so um yeah laptop right there and we'll call up so who's is it um Cyrus Cyrus
Clancy Baker and just to run through the there's the three minutes for speaking um yeah and otherwise the floor is uh yours it's gonna ask you to mute and you just press yes and then you can start hi my name is Cyrus Von clant
Baker and I currently attend p is 682 The Academy of Talented Scholars and today I will be talking about the hmh curriculum into reading on September 5th 2023 my school and the rest of the schools in District 20 face a huge change and you may be wondering what
type of change and I will explain the change I am talking about is the most worst change possible a curriculum change all of District 20 has been forced to change their current curriculum to hmh inter reading I want you to know three things about enter
into reading number one nobody else is here probably to talk about math or science only reading no kids would rather come to school board meetings than play video games but here
I am this curriculum is so bad that even an 11-year-old would rather come to score be board meetings instead of scrolling Tik Tok Wheels number two the points of of reading is to make you a better citizen
hmh only teaches us to make take more tests more people may say that hmh improves test scores and they would be absolutely incorrect instead the overall statistics of sandor test results in the
whole city show that a 2% 2.6% drop while math scores are fying with the boards with a 3% 3.14% in increase in test results I'm not sure about you but I would don't
want a curriculum that can't promise what they say it can finally I am in fifth grade going into the middle school next year and I purposely ranked first I ranked BSI the Brooklyn School
of inury I ranked Mark Twain because they used our own curriculum applications to free hmh that's is how worse this curriculum is compared to Teachers College in
conclusion if you want to go into the future with a terrible reput repuation caused by even worse curriculums keep District 20 this way but please if anything walk a mile in District 20 shes
and experience this horrible curriculum in progress thank you thank you speaker we appreciate you coming out to speak as a student it's really uh admirable of you so thank you next speaker is Kelly Clancy
good uh I'm Kelly clinty my son Cyrus just spoke and I'm also the mom of two other kiddos in District 20 and um although I completely agree with everything my son just said about hmh and how it's really been negative I wanted to talk about something else
tonight which is that I really have been very upset and worried about the the conversation about education on a national level and I wanted to come here tonight to ask the school board to be Brave and I know that's a tough thing to do but I will say that like my kid shows
me how to be brave every day he wants to keep talking about hmh at this curriculum and how it's not serving his needs and I'm really proud of him for doing that and it's something that I see it with these kids across the district is that they're willing to stand up for bravery and I will say that one of the
reasons that we live in Brooklyn is because of the fact that we wanted to raise our kids in the most diverse city in the country and we not only wanted to raise our kids in a city that was was diverse but in a city that deeply valued diversity and we my husband and I are very worried about the fact that there's
going to be a lot of pressure on New York City to begin to roll back a lot of diversity initiatives and and a lot of it will be under the guise of parent choice and I want to tell you as a parent that I will really appreciate everything that the school board can do to push back against these initiatives
and so what that means I think is continuing to loudly Proclaim that our schools are places for everybody and including kiddos who are undocumented including kids who are trans or non-binary or gay including kids who come from diverse families and celebrate diverse holidays and the other thing
that I'll say is that I think there's been this real sense that if we give a little bit so Eric Adams says well ice can come in as long as you feel threatened it's okay that they'll leave us alone and I think that what you see is the exact opposite like if you are brave from the get-go that is when
you're able to protect all the kids who need protecting and as soon as you give a little bit that's when they come after everything related to diversity and so I don't want to send my kids to schools where you can't talk about black people where you can't talk about women where you can't talk about gay families all of
the things that are being banned from being spoken about on the national level or being banned from talked about an higher ed that's going to come here and so I wish there were 50 parents here tonight but I want it to be the first parent to stand up and say that's not the schools we want to send our kids to
we're proud of the diversity Unity New York City and everything that the the administration can do to loudly Proclaim that and also to protect every kid in the district that is what we hope that you will do and thank you for being here and thank you for your service and um
we'll keep we'll keep coming to these meetings so thanks and then I believe in no one else in person for speaking right I don't believe so and then online we it looks like we have one person signed up online
um yeah chuna Yang we'll just look online and okay am I pronouncing that right can someone tell me Chun C hu NX I a Chun chuna yang c h u n x i a last name Yang um should I
un myself yeah they they signed up to speak if they want to speak okay um he gonna open Chinese one okay say that again Kevin she sent a
message Inna open Chinese there's a Chinese interpretator and she and and she can ask her make her comment Through The Interpreter if she wants too okay um can she hear me when I speak
now yeah okay speaking speaking Yeah she said she she spoke but then is he yeah she we didn't hear the first time she's muted now right yeah
she un muted unmuted M okay myone is actually uh uh okay um yeah go ahead please oh sopia go
ahead yeah I mean oh um she trying to D into the Chinese line I think she signed up the public speaking as well if she wants to speak she can speak
now I'm asking yeah oh oh I think the parent just uh she's asking how to get on the Chinese I already gave her the instruction and she's said yeah she wanted to speak but she just want to listen to the Chinese
translation she doesn't mean to be a okay y thank you sop okay no problem we're can move on to next one good all right thanks anyone else signed up not at the moment okay so let's move
along to the next item on the agenda um is um chief rampersant on CH Mr ramp percent are you on and if so sir we're uh the the floor is yours we're very um grateful for your time and for being here and we're
looking forward to um hearing from you so you can unmute and I'm going to be sharing my screen um with Chief ramberan can you give me access to do that thank you okay are you guys able to hear
me yes loud and clear thumbs up thank you very much I'm I'm having some technical difficulty but I do have my partner here who will introduce himself shortly again my name is Mark rampers I'm the chief of safety and prevention Partnerships for New York City Public
Schools David want to introduce yourself hi everyone good evening thank you for having us David Baron I support the respect for all and anti-bullying and bpas harassment than so thank first and foremost thank you for allowing us an opportunity to share this space with you and be a thought
partner as you um you propose your reg your um your resolution of which you want to um have considered I appreciate you just allowing us to share a little bit with you we'll be really brief go over a little bit of what we do as it relates to bullying Chanel's regulations
and we'll talk briefly about safety transfers of which we know you're very interested in next slide please it's super important that you are reminded um you're reminded that at the office of safety and prevention Partnerships we remain committed to ensuring that our
student our school communities are safe and secure and supportive learning environments we don't only focus on the physical safety of our our schools we focus on the emotional safety and for us that equals complete safety right so we're not only the school safety agents the scanning machines and other we are
also the support of our guidance counselors social workers I'm sorry school counselors I will social workers our CBO Partners our community based organizations that help Provide support for our young people as well that is the very work that we are committed to doing in this space next slide all of our
communities deserve to be safe a safe and supportive learning environment that is free of discrimination harassment intimidation and or bullying we we we this is not only a buzzword for us this is action we do lots of work in training
our schools to sure that that we are ensuring that our young people have a safe and supportive learning environment next slide so harassment discrimination and or bullying New York City Public Schools is committed to providing a safe and
supported learning environment as I've just shared there is no place no place of bullying of any kind accepted in New York City public schools and our schools have no choice but to take every single complaint of bullying harassment or intimidation seriously as outlined in
our Chancellor's regulations which which addresses student to student harassment intimidation and or bullying this is not an option for our school this regulation governs the way by which our our Educators respond to bullying in schools
and um this regulation is aligned with the New York State dignity for all students act better known to some of you as Dasa next SL so you know New York City Public Schools is obligated to provide a report on our
student to student bullying harassment and this includes our sexual harassment um intimidation and discrimination we are required to submit this report twice a year um May 31st and on November 30th um for school year 1920 New York City
Public Schools uh We've updated our business rules to collect data to include additional infraction codes um so we went from 22 infractions to 44 right so we were intentional about increasing the number of infractions
that would in fact be considered bullying we introduced our online bullying complaint tool where parents can actually report bullying directly from their cell phones and that will automatically ignite an ORS report at the school level that requires the
principal to get in touch get um in touch with the reporter in a certain number of days investigate and then uh come back with a final disposition of what which must be shared with uh with the the uh person making the respective
complaint in 2324 school year when compared to the year prior the number of bullying complaints increased by 3% we expected it we increased the number of codes that would qualify to be under the
the The Bullying complaint on area so we expected to see an increase as it relates to the violations we saw a 2% increase and in District 20 the number of bullying complaints increased by 6.4% and the violations increased by
5.7% during that year again we expected to see an increase as we widened the net for infractions that would qualify under the respective bullying code we did more training we did more professional
development opportunities for schools offered to parents we did lots of work with our superintendent to get the messaging out around um these codes and what qualified in The Bullying category and we talked more about being intentional about the supports provided
next slide all right in a situation of bullying harassment um which led to a consideration of a student a consideration of a student transfer this sounds like a recommendation from you
your your your folks regarding um um transfers for safety transfers Bion um we are let me talk a little bit about this respective regulation 8449 for safety transfers this regulation set
Force the respective procedures that grants a safety transfer when a student is a victim of a a violent crime that's that's that's uh that took place on our school property um in another situation when a when a
student it is determined that a student is continuously um being you feeling unsafe in school as a result of a bullying situation intimidation or harassment this is when a safety transfer is considered it is very important to
understand that it's outlined in chanell's regulation um for 5 an involuntary transfer process it is governed by a number of very very important steps that are taken for a a
one-time bullying incident we don't necessarily um sort of send the kid to another school because there was an incident between two students there are a number of factors that must be considered not no
student with an IEP can be considered this is a k to2 decision um it is for general education students only so it is super important that we understand that when these situations take place and certain information is not shared with the parent of the victim and I'll use
the the term victim Loosely here um for the victim that when the response is not automatically that the aggressor gets a safety transfer um it's not it it should not be perceived that the school is not doing everything within their power
it's super important that you understand the process and understand that the safety the involuntary safety U process is a request made by the principal and a number of factors must be must be in place before we can even consider that
conversation again this does not do not include our students with an IEP it's super important that we understand that right David you want the next slide yeah so looking at the three additional cc20 recommendations you recommended that we
review all existing disciplinary policies and based on quantitative and qualitative data determine what policies are most effective at reducing bullying harassment discrimination and review ineffective policies and make changes recognizing that there is no one- siiz fits-all policy for different schools as
Chief ramberan stated we have expanded our bullying codes from 22 to 44 U to prompt additional potential material incidents related to bullying we also have superintendent meetings mon conducted monthly meetings with superintendent teams to share best
practices tailored to each district informing policy decisions we have individual support plans that a school can put in place for the for a victim of bullying but when a student is identified as a repeat victim uh in a second time ORS requires that the school
implements the individual support plan for that student and the use of these isps has led to a reduction in additional incidence for most students we also have the or's pent parent platform which introduces introduced to address Under
reporting in school incidents now when a parent submits a report it automatically generates an ORS report for the school moving on to additional recommendation from cc20 New York City Public Schools prioritizes supporting schools with the highest rates of
material incidents reported under local law 51 we analyze bullying data and student perception surveys to identify targeted needs and supports for schools with that targeted support we do identify a top 30 schools in need and
provide direct restorative services for those schools we also have a restorative justice team that delivers direct supports from that group of adults that are in all five burrows to additional identified schools outside of that top 30 we offer professional development we
partner with common sense to offer Citywide trainings on cyber bullying each school has a RFA liaison who must attend a mandated training on Chan's regulation a 832 and which it informs on bullying and
cyber bullying and harassment additionally all students must complete mandated bullying prevention workshops by October 31st and all staff must attend and complete required bullying prevention workshops by October
31st your last recommendation follow-up program survey is taken of student students at the end of each school year in order to verify that they have retained the content Knowledge from the annual mandated anti-bullying training superintendent teams have the access to
District specific data to to support schools based on their needs principles attest on October 30 by October 31st each year that the RFA liaison received the training on chancell reg aa32 and the students and the staff have received
the required bullying training in individual schools are responsible for tracking the annual delivery of those mandated trainings schools are responsible for assessing the effectiveness of training and how well students retain that information they do not only have to do this training once
they could do it repeated all School staff has access to the required trainings and resources on the New York City public school info Hub and our students have access to additional trainings through our restorative practice teams in community building tier one peer mediation and access to
all of our youth programs I'm going turn it back to you mark So Council it's it's very important that you understand that we don't come we don't come to you today from a place of uh we know it all we've done it all we have it all we have the
golden um the golden star to address all of our respecting bully bulying problems um or to solve every bulling problem throughout the city that may exist what we will say to you is that we continue to do the work to safety for our
students and every single case of bullying is taken very seriously we put in additional measures to ensure that there is a lot of referral there a referral process anytime a parent feels like there a bullying case was not
handled properly or the response that they got from a school may not be you know in line with the discipline code it's important to understand that there are various steps that you can take including contacting the superintendent
for followup and follow through um every again schools do not have the choice to not report bullying in the OR system as my partner just shared parents now have
the ability to prod to uh start a bullying report that goes directly into the school's or system which is the only state recognized system of record that will then start the report and each school is required to get back to that
parent or that reporter with a disposition as it relates to their respective findings after an investigation is done and as my partner shared outside of an investigation um depending on the the number of times the young person has been a victim of
bullying the school has to have an individual plan a safety plan to support that young person that consists of a number of things including a checking with a guidance counselor or another caring adult in the building which is
documented um the students feelings are also documented there are conversations around how this person is feeling whether they feel safe in the school Community um and how else the school can support this young person if they've had
any other perspective challenges so that is pretty much our sharing we look forward to a robust conversation with you sir thank you for the opportunity to present to you today yeah that was great thank you both
um Chief rampersant and and David um and I'm sure my colleagues have questions too I just want to lead off with a few one question um the the data that you cited on the change in incidents from in 2023
2024 um if if you want you can go back to that slide but I was just curious how does that data is that data taken from the um is that um or's reporting data online occurrence Reporting System yes and I I think I just saw there it
did it have and is is that the data that goes so so that goes to local law 51 I I have different numbers for the for District 20 I show that incidents declined for District 20 under local law 51 in 2324 so I was just surprised to
see your data there I mean this is coming from I'm I took my data from the doe website where all the the local offw 51 reports are filed and um is there some something I'm missing here or yeah Gina you want to speak to this respective
data or David you want to speak to the data and why we're seeing a difference where did you pull yours from um president from from the website from the doe website where they've you know they've got the links to each each six months I think it is twice a year and um
I could actually pull it up if um if it's helpful um actually I don't think it's a good use of the meeting time to go through that you you you'll you'll stay connected with us and we'll compare the data and we'll clarify for you ours versus yours um and you can share with
the with the rest of the uh the council fair enough yeah yeah and actually if you guys have maybe while we're talking maybe if someone could look up um because I show 581 um material incidents of bullying harassment and discrimination in
District 20 in the school year 2023 24 so maybe if you guys can what's your absolute number um it might just be an interesting reference point yeah so we always use percentages not actual numbers but we can definitely break that down for you and get back to you okay
and like I said I I show a decline so I show but then overall you know and my big picture question for you you know for you guys is I hear what you're saying and you know you guys have some some some policies in place and it's it's sort of common to um
when we talk about these policy issues um you know the the New York City Public Schools they come in and they they give us what the policies in place are and um and we know you guys work hard day in day out um we don't doubt that um there's still this trend and you know you can correct me if if you're looking
at different data but I still have as in our resolution incidents are going up up up in New York City public schools and enrollment is also going down over this time period And so we're seeing increasing incidence on a smaller
student base and that's concerning um and I guess just high level do you have any kind of response to that is it um is it is it sort of the same way you view things um so it's definitely it's definitely data that we constantly look at right we
shared with you that we identify the top 30 schools that are showing the greatest increase especially in the area of bully and we offer additional supports um one of the things that we need to consider is that we had a very unfortunate um um time this past year thank God thank God
it's over right with with the unfortunate October incident that that occurred right and and while young people um are young people some have um not so great intentions and they do things that you know they are sorry for
later right so our our incidents in schools always reflect what's happening outside I appreciate you pointing out the fact that you know we have all of these respective systems in place but we are always looking for other ways by which we can ensure safety for young
people in schools and it's important that we have Partners such as yourself that can help a hold us accountable and then B more importantly be a thought partner in this space and offered offered different innovative ideas by
which we can address right and so again we can take this by school by school to see where the real increases are we do look at recidivism as well right more one student may be responsible for multiple incidents and these are the
things that help us determine where we're directing our respective supports yeah and on that's a perfect segue to my next question because very often when we have these conversations about education it it comes back to sort of general terms like supports and
resources and I always like trying to drill down a little bit what does that mean what what are the supports that we're talking about in this case specific absolutely absolutely so some of the supports that um centrally we have a group of social workers and or school counselors that we can direct to
to schools to provide direct supports and services to that respective schools especially if we have one student who is Reis right we can provide direct supports in that respect um our restorative justice team who have been super effective in going to schools and
resolving helping to resolve issues whether it's bullying intimidation harassment or otherwise they've been helpful in that space I know that David talked about a group um um that we contract with that we sort of they do push in in schools and provide um
support we work with various um community- based organizations that we redirect into schools where we see they have the greatest number of incidents occurring and we work with our student services um staff from the superintendent office that push in um in
the area of climate and culture just to ensure the schools have the most effective systems in place and if they don't we provide we you know we contract out and and provide those supports for we also go to schools and we conduct our own respective assessments to ensure
that there are these opportunities for young people to to be to be unsupervised in where these bullying situations happen help them to rec ify those respective situations St may I I'm sorry go ahead absolutely hi um it's going to be few
things um thank you for the report um so and and let's name things by the name right incident October incident is the attack on Israel and the incidents are anti-semitic incidents that took place
all over District 20 is um the you know hot hot spot in a way because we have large Muslim Community and we have large Jewish community and these kids go to public school so incidents were Muslim
child uh you know in Fort Hamilton High School uh chasing Jewish child with Caesars and stuff didn't do anything to protect the child and then the problem was that
there was such a huge bureaucracy buildup processes and procedures and trust me I work in finance I'm in regulatory reporting you hide the the schools administrations were hiding behind endless bureaucratic procedures
they would not you know they it it's such a buildup that there is no way to get to the core I haven't heard the end of any stories any reports and and you know other child in Middle School schol in District 20 was uh receiving messages
on the phone hi this is your gas camera you know come it's AIT calling you these kind of things happen in District 20 and um I haven't heard you know moms would come to me and complain and this is a
stress test for all the policies and procedures in place and I am s to say that they failed to protect children moms came to me I'm Jewish I I you know I have Jewish community that comes to me they came to me many times saying they
feel unsafe and and some moms choose to pull kids out of school so um I just you know I just wanted to say that this was a stress test and um it's um very boring to be
honest that you know this proced do not I understand there's all kind of buildup all kind of policies all kind of services but all of this prevented school to you know to effectively react
and punish and you know um be very assertive with people who uh with kids who um you know who who were you know bullying
so just wanted to share so and thank you for that we appreciate your position on that ma'am um we can definitely agree to disagree in this space and I say respectfully agree to disagree um one of the things that I will continue to reiterate is schools are required to
take every one of these cases very seriously New York City Public Schools went one steps further we met with our faith faith leaders to talk about different ways um in different things that we can we can um put in place to support all of um our young people
regardless to religious background or otherwise um we were intentional about creating a team a meeting the moment team that consists of an attorney um two attorneys and some additional School staff so that when we do have cases of
islamophobia or anti-Semitism they are handled separately by a group a team that is addressing and providing the direct contexts and supports to principles to ensure that they're handling these cases accurately and with with a swift
response and every unfortunately every one of these incidents doesn't require a disciplinary sanction and we we think disciplinary we think suspension we think transfer and all of the different things that um that people request what
every one of these cases is a learning opportunity for our schools to teach our young people um you know teach our young people to be respectful of all when we are intentional and we'll continue to be um intentional in those respective spaces but I appreciate your sharing maam I
respect your sharing um and I hope that you will see greater greater um response and followup through the respective schools that you're dealing with if there's any particular School in concern for you we'll be more than happy to visit that school and give it the
additional attention that it may or may not require thank you thank you um direct U Chief hamerson back to a um a couple times you mentioned um policies that are effective
and I think you you most recently you said of making sure that schools have effective systems in place um what are some examples what are some examples of effective um um school safety and anti-bullying um policy and what are
examples of some that are not effective so not effective is what was just described by the individual who just spoke is when schools are not responding to cases of bullying seriously what is not effective is not at the front door
um students are not welcomed by a caring and loving staff when they enter the resp the enter the the building it is not effective if school if every student in the building doesn't know the respect for all liaison and there's not signage posted throughout the building telling you who that person is and when that
person is available to you it is not effective when young people don't have at least one caring adult that they can go to if they feel uncomfortable they feel uneasy because of Any harassment intimidation or bullying it is not effective when there is not
printr print-rich systems throughout the building guiding our students to all of the respective practices that exist um throughout our entire school system it's not effective when we depend solely on the uniform school safety agent at the
front desk to be responsible for Safety and Security in our school as I shared out originally we we are not only concerned about the physical safety but we're are concerned about the emotional safety of our students as well and that is the evidence of caring and loving
adults throughout the building so those are some of the areas right and I guess have you seen like it's interesting when you're mentioning the the 30 schools and this is when you say 30 schools that's Citywide right that's in all of New York City yes they like the priority okay um
you know obviously I'd love it if you could mention some of the schools specifically but I'm just I'm more just curious about the um I'm more curious about the the policies that have been shown to work and success stories um or or not if you'd like to speak candidly
and say where what are some things that have been tried um that that haven't worked in some of these these hotspots so some of the things that may not work is if the outcome is not satisfactory to the parent right if the expectation for
the parent is that the response from New York City public school is to remove every young person that commits an infraction that's not going to work the the process that doesn't allow for communities to come in and be a part of the solution as opposed to standing on
the outside in just being perceived as the problem right practices work when you involve the community in education for young people and when I say that I mean the safety right policies work when you don't stand alone as a school system
right in the middle of a community that's responsible for raising keeping a child safe nurturing supporting and otherwise right because what's interesting sir is our New York City public schools are even responsible for what happens at the household
so if something happens on the weekend and on social media and all of those things that you are well familiar with it becomes the responsibility of the principal so it requires a community to address those issues because the principal can only be responsible for
what they're responsible for and that's the inside of the school the perimeter of the school they need Collective support of the respective Community to ensure the safety and security and well-being for our young people as they transition through the neighborhoods and
when they're on weekends right I want to share a quick story with you if I may without giving you the name or the school but a young person was found sleeping outside of a New York City public schools on one of the coldest days coldest days of this past couple of
weeks found outside at 2 am sleeping outside of a school by a passer by right NYPD got this young person and they found the reason why the young person left the house and when I say young I mean eight years old and the young person Shar the reason why they went to
school is when the doors open that they would get to see their guidance counselors when we offer nurturing welcoming environments for our kids when our young people are in trouble the place that they go is to schools right and if you have all of the
systems which are just described schools work well schools work well but we can't do this work without our community partners and our Community Partners are not only our businesses and our faith-based organizations but it's our parents and our community based
organizations as well yeah um I I guess the the point oh did you have a question C yes I go ahead one of our council members would like to ask another question should I give me one second one second
okay you can hear me okay thank you well first all thank you for the report and uh explanation I just have some two quick questions I mean first of all we are talking about physical bullying now I mean I me I hear you mention about mental health but let's let's St the
topic with narrow one and we continue on that um one of fisical breing like incident we just mentioned before I just wondering what school will do different to one to prevent this from
happening two what will SCH to do I mean to do after fact if that happens if that in happen again what we do better and what action they going to do no thank you for the question sir um it is not about what schools are going
to do it's about the systems that exist in schools currently right and I'll say again if you are hearing from parents that there is a particular school that you are concerned about please raise that to our level and we will make sure
that we're pushing in to Ure that those systems exist number one your question is what is schools going to do about the presence of physical bullying it's education it's advising our students of how to properly act within a school it's
ensuring that there are constant reminders that hor playing and bullying and all of the things that lead to these kinds of complaints are not happening it's supervision throughout the school it's the introduction and the presence
of all of the amazing activities that our schools offer through after school programs date programs sports teams and otherwise it is the Clear and Present constant caring adults that are throughout the building it's the opening
the door to offer for any young person a caring adult who will take their report of bullying seriously it's creating spaces where young people don't hold things to themselves that they feel confident that schools are going to do something when
they tell them something it is in fact it is in fact super important to remember that we are a very very large school system not perfect by any stretch of the imagination and we can always do better and we always welcome these kinds
of forums and these thought partners help us to create other more innovative ideas by which we can address the issue of bullying but it is important that we as communities pull together because the young people who are committing these
unfortunate acts of bullying they have parents as well and we need the parents to be partners in these spaces to also reiterate the importance of the education regarding bullying there was a second question sir what was second part of the question the
second question is if the in happen sorry good the second question is if the incident happen again what school will do to be more effective or to from currently yep it's it's super important
as a reminder to reiterate what we shared with you any case of bullying being reported for more than once to a victim every one of our schools is responsible to put in a safety plan in place for that young person it is also important to know that every one of our
schools is Guided by the discipline code when when there is a disciplinary sanction administered to a student who may be the aggressor as it relates to bullying and and some of that can consider I mean some of the disciplinary sanctions that can be considered is
actually suspension as well so it's important to know that while these other systems are in place it doesn't disallow our schools from taking a heavy handed approach and suspending a student where they deem necessary is is did you have a followup
Kevin because I was I had a follow go ahead go ahead um sorry the followup on this is what do we tell to the to the parents of the student who was a buing before I mean for
example example buing we're talking about was the parents satisfied with that answer was the parents that Kevin it's important that we educate parents not only about the prevention preventative measures that exist with bullying it's
also important that every one of our parents are familiar with the discipline code very important that they're familiar with the discipline code because the discipline code clearly outlines the different measures interventions and disciplinary sanctions
that schools can administer some parents are are absolutely satisfied right and some parents are not So Satisfied so you know mixed bag as it relates to bullying depending on what degree of bullying it is I hope that answers your question um
I'm sorry I don't think that answers my question my question is to that parents of the who was bued before the particular incident was that par conv um the resol the solutions good and
his his or her son who feel comfortable into school are we talking about a particular I'm not I'm not sorry referring to the incident we talking about before if if a parent's not happy with
the resolution I was just asking even the parents are happy with the solution yeah or not happy if a parent is not happy with the resolution is that what you're asking solution solution solution the parent convinced with with the solution that if there's son will be
okay now in the school can you say the verb again Kevin what's the if what's the question then if you're so just a few minutes ago we talk about incident yeah a kid was bullied in school Y and I assume school
did something now my question is is the parents of that kids convinced his kid is safe in that school yeah and this is a hyp okay and so does the school do the schools follow up with the parents to make sure
that the parents are happy with the outcome yeah that's no question Chief rampersant did you follow that I was just clarifying with Kevin the question it's it's does this do the schools and I've actually had this I've had this conversation with parents too
sometimes the process goes through and it's put in place and parents have um some um element of dissatisfaction with the outcome don't necessarily feel comfortable approaching the school do the schools um follow up with the
parents in these cases especially in cases like Kevin was saying of repeat bullying offenses or harassment or physical um offenses I I'll I'll I'll reiterate thank you Kevin for clarifying I'll reiterate that every one of our
schools is required to conduct a thorough investigation as it relates to bullying and a part of that disposition is to reach out to the parent and provide information regarding the outcome of said investigation including what we just described a safety plan for
the young person um they share out one of the things that will not happen Kevin unfortunately and and fura prevents them from doing so is to share the disciplinary sanction administered to the aggressor if in fact the U they
substantiated The Bullying situation so when you ask the question of whether or not the parent is satisfied one of the things that the parent will not know is the disciplinary sanction that's administered to the aggressor so I can't say to you whether the parent would be satisfied or not it's a case by case and
it depends on the level of aggression administered to to constitute bullying David anything you want to add to that yeah I think also the parents have a voice in this too if they if they want to know and understand what is going on outside
of furpa they said we haven't received anything they have access to the escalation protocol on the respect for all website they can email respect for all and then we can put them we can find a response to them if the it wasn't deemed as a material incident they're not going to receive a response but if
there is we can put them in touch with the correct person of the superintendent team to let them know what happened with the incident okay for now yeah um there's a lot of we could talk about this a long time and I do want to be mindful of time but I just want to I want to try to hit
on a couple of our specific asks from our resolution and I just wanted um you know for example the transfer process and you mentioned chief rampersant that um you need the you know of course we understand the the alleged aggressor and
all these cases also has parents you mentioned we need their partnership in the situation um I think we've talked about this at a past meeting a year or so ago but parents of the alleged aggressor they need to agree to any
safety transfer for their child um and in many cases that leads to the victim's family feeling like they have no choice if if the aggressor parents are not agreeing to the transfer
then the victim's parents feel backed into a corner and they end up having to be the ones to um you know potentially transfer their child out of the school I believe we believe as a cc that's in our resolution that that's a it's sort of a
um a shortcoming in the system and the way that the regulations are written um do you agree with our interpretation so I I agree that it is not it is first of all I'm always bothered when a student who is um the
victim the parent opts to move that victim out of the school it feels like the victim is being victimized for a second time especially if this is a student who is thriving in their school community and has to now uproot and then move to a new environment where they
have to you know meet new friends and learn the new environment and then get acclimated to a new school um it is definitely one of the regulations that the chancellor has tasked us to look at um and we are in the process of looking
at that regulation to see um what what other ways can we streamline the process I can tell you that it will not result in every case of a bullying situation the aggressor being transferred out of
the school um that from a a a a the standpoint of um student transfer process just wouldn't wouldn't work well for the system and when I say work well that means that um the response can't be
to move the kid every time the person is consider right and so we we agree we agree only in situations only in situations where there's basically no other choice and and I would like to ask you like what leads what's the escalation that was required to get to a
point where a a transfer is kind of the next option that's those are the situations we're talking about when it's the end of the line a bunch of other stuff has been tried there's no better way other than to get one of these kids other than to separate these kids that's what we're really focused
so you just described it right you said all else failed that means the St school did the the safety plan for the kid right other interventions such as guidance and outside support CBO supports um and other disciplinary measures have been administered but this
young person is still not responding and continues to upset the school environment by uh his her their actions right then then the school can request for a general Ed education student
request uh involuntary transfer that process um it goes through a process the school just has to show the respective interventions that have been administered um and how they they the number of incident student was involved in of the interventions that was
administered by the school the response and from conferences from parents the work that has gone into um rectifying the actions of this young person are considered before a involuntary transfer is in place the
problem U um Steve is in some cases schools consider that to be an uous process right we we we can't just take the word of a request to involuntary transfer of school without having the background information number of
incidents involved egregious acts of of Whatever by the student interventions administered by the school and all of those things right and there's always the consideration to ask the parent to simp simply volunteer volunteer to have your child you know transferred to another school for a new start and I'm
talking about the aggressor not the victim right and so all of those are the measures that are taken before consideration is given to an involuntary transfer process there's a question in the chat we received why are students with IEPs excluded from the transfer
process I don't I don't I don't have all of the factual answers but it has a lot to do with the students mandated Services being provided the involuntary the school to be transferred to has to have those systems in place this is a state thing not a New York City public
school thing um I will get the response to that um um Steve and I'll get it to your office as to the Why students with I APS have been excluded from this process but I know that it's got a lot to do with their respective disabilities okay and um just quick I I
do want to wrap up here because we taken enough of your time and our time on the data you know you know just to be you know perfectly candid with you you know it would be nice to see I know some measures of sort of analysis of what's being done and you've answered I've
asked the question a couple different ways and I don't think we've got a sort of a super clear answer but I understand you can say what you can say um you know there's concern that the the move away from suspensions in recent years has led to um an increase in some of these
incidents and you know we talk a lot about the systems in place in schools making sure people teachers and other staff are engaged schools are huge places stuff is happening all the time there's there's no way that the the good
hardworking staff of our schools can be everywhere at all times in every place and also as you say with the prevalence of social media on the weekends it's just it's too much for the staff you know it's we can't have an ISP for every
poal kid and have someone an adult walking behind every kid at all times there's there's you know in general in in public policy sometimes you have to set the penalty at a sufficiently high level so that it discourages you know
it's not unlike Fair dodging on the subway you know if this if the penalty for dodging is not high enough then people are going to do it um do you feel how do you respond to people who feel like the penalties in the New York City School System right now that the move away from suspensions and other um
traditional disciplinary measures has led to an increase in bullying so I would say that I respect everybody's opinion as it relates to what they believe will solve the problem or address the problem of of um student
actions I can tell you on a personal level based on what I see in some of the data especially when it relates relates to our students who are recidivist um one thing is that a suspension doesn't address the
action right a suspension doesn't re address the action addressing the action will will address the action right get to the why get to the what you can suspend the student all you want that doesn't that doesn't correct the action
we have to get to the root of what transpired right and just as a point of clarity if you review the discipline code you will see that what was added to the discipline code is more
interventions before suspension and that does not mean that you are required to take these respective interventions these in interventions were offered to schools right to to consider before suspending there is no school that
doesn't have the right to suspend just I want correct the record we suspend students for upwards of one academic school year and we've done it several times this year right and so that notion that schools can't discipline that is in
fact not correct that are people who are not reviewing the discipline code there have been some changes in the discipline code and one of the things have been added to the code is more interventions and more guidance approach
to addressing student Behavior because what we saw is we're suspending suspending suspending and what's interesting Steve it's the same students that are being suspended right at some point when you deal with the fair EV evaders who are jumping the Turn Style
and you give them a fine and you give them another fine and you give them another fine what you're G to find is they are not paying the fines so you can continue to give them fines all you want and eventually those fines will turn into something different but what I am saying is suspension suspension
suspension without addressing is not going to make the difference I'm sorry I I don't know who that was but I apologize but um Steve I gotta jump yeah yeah no thank you so much for your time uh Chief rerent we appreciate the conversation the dialogue
and um thank you for reading our resolution in depth by the way and and responding to it directly we appre thank you very much and good night to everybody we appreciate your input and we we appreciate you being a thought partner in space Steve we're not done here we owe you some correction in the data what um my chief of staff did share
that there was a mistake on the data on our part we will send you the corrected numbers and corrected information um just so that we are clear but I am one who stands in front of my mistakes I apologize for the uh data um mixup have
a great night and talk soon thanks so much have a good one thank you um next we'll have our superintendence report um which will be the fair student funding the annual required Fair student funding update
so prto screen hey good evening cc20 uh welcome to the annual School budgets engagement session I'm uh David prto superintendent district 20 and I'm happy to be here with Ira kper who is our District budget
representative representing Brooklyn uh South high schools and District 20 tonight uh he's and he support our schools directly with all matters related to budgets and will support us this evening with any budget related uh questions and concerns um Every Spring the panel for educational policy votes
on the New York City Public Schools school budget allocation formula for the following school year which is known as the fair student funding formula in preparation for this event superintendents and burough based support staff present the New York City Public Schools proposed Fair student
funding budget allocations for fiscal year 25 to all community and Citywide education councils the purpose of today's presentation is to review the New York City public school budget and allocation formula review Fair student funding and the weights for fiscal year 2026 which
aligns with the 2025 2026 school year this presentation reflects our continued approach in how New York City Public Schools is conducting Community engagement around our school budgets as it relates to the fair student funding formula our goal is to increase our
transparency insur ing that you as critical Community stakeholders are made aware of how schools are funded and made aware of the resources available to you to better understand your school budgets I appreciate you joining the meeting today and we'll dive into this
presentation so today I'm going to be discussing three main topics first an overview of this year's overall New York City Public Schools budget and the specific budget for our district a detailed explanation of the fair student funding formula and a walk through of the new web pages created to increase
budget transparency if you have questions during the presentation please direct them to the chat if in person uh request I just request to hold all the questions to the end uh we'll have team members ready to respond to these questions questions that we're not able
to answer during the presentation will be collected and shared with the New York City Public Schools team who will then respond and I'll share back with the group Additionally the intention of this session is to collect public comments on the formula for the upcoming school year
I ask it if you have specific feedback on the weights for the fair student funding formula that you PR please feel free to share that feedback feedback with the following website budget public comments at schools.nyc.gov and I'll post that at the end of the presentation
the New York City Public Schools team will take public comments received at this email address into consideration in the coming weeks I'm going to provide an overview of the overall New York City Public Schools budget where the funding comes from how our budget is spent a review of our
District's budget and directions for where you can find school specific budget information I'm now going to provide an overview of our overall budget and where the funding comes from this data is based on the most recent budget included in the mayor's January plan our total
budget for the 2024 2025 school year is 41.2 billion or about $ 32,234 per student in our system New York City provides most of our funding for the 2025 2026 school year the city will contribute 24 billion
or 59% of our total budget most of our city funding comes from what we call city tax levy dollarss city tax levy funds are drawn from local taxes which include property taxes sales taxes and personal income taxes every year the mayor proposes the amount of city tax
levy funding we get and the city council must pass the budget into law before the new fiscal year begins on July 1st $15 billion or 36% comes from New York State funding New York state is our second largest source of funding every
year the governor proposes the amount of State funding that we will get mainly based on the number and types of students enrolled in our schools and then the state legislature must pass the budget into law before the new fiscal year begins on May 1st funding generally comes from income and corporate taxes as
well as property and sales tax federal funding comprises a total of $2 billion or 5% of our funding for this school year the federal government is our third largest source of funding every year Congress proposes a budget and the president must sign the budget
into law in advance of the new fiscal year which begins on October 1st every the every student succeeds act or Essa provides the rules for allocating most of the federal funding we receive in the previous slide I covered an overview of where New York City
Public Schools receives its funding from and now will shift into how the funding is spent in our schools and across our system within our budget we have mandated costs that must be covered annually including employee benefits pension and debts at as well as state
mandated payments to Charter Schools non-public and contract schools this pie chart resents uh uh represents the major costs I will provide a brief explanation of each section and I'll begin with Early Childhood which is located on the
bottom right hand side of the pie chart so for employee benefits pension and debt this overall 12.1 ion pays for healthcare and other employee benefits pension payments for staff and then debt payments on loans for school construction and
upgrades for Charter Schools we allocate 8% or $3.4 billion do for Charter Schools as mandated by state law for non-public and contract schools these are schools these payments cover schools and programs that educate New York City students but are not directly
run by the New York City Department of Education this .3 billion includes students with disabilities that attend specialized schools and supplemental services to students who attend non-public schools the superintendent and field
offices and Central offices combined comprise approximately 1% of the overall budget the school operations section pays for non-instructional services that students receive the $5.2 billion is used to pay for costs including free breakfast and lunch available to all
students bus routes loan payments on buildings this is both new construction and Renovations and this is similar to a mortgage payment we allocate $1.9 billion to support Early Childhood this is uh all birth to five instruction across the
city and then lastly the largest proportion of our budget is allocated toward K12 schools and instruction we allocate $15.8 billion or 38% of our overall budget annually to support our schools which includes general education teach teers guidance counselors Deans
health and school climate initiatives such as gym teachers respect for all week like this week climate action days special education after school activities summer school and other operating expenses this also includes funding for textbooks computers materials and
supplies and now transitioning from the Citywide view we'll take a look at the budget and funding source breakdown for District 20 so as you can see in District 20 we have an $862 million overall budget across 48 elementary and middle schools
that serve 43,7 49 students this does not include District 75 since those programs are not funded through Fair student funding School budgets are comprised of a mix of fair student funding and other funding sources and I'm going to ask uh
I'm going to ask to have the directions for how uh parents and community members can search the new budget website to search specific individual schools in the district on how to access the listing for their school budgets I'm
going to drop that into the chat so we've reviewed the overall uh New York City Public Schools budget and the district's overall budget during the presentation I won't be reviewing individual School budgets those are available on the public website this slide shows you the steps
to find the school budgets from the homepage I'll give everybody a minute to use this information to be able to load your school specific budget if you're interested and we'll also drop the directions to this page into the chat one note specifically uh around pre- centers and Charter Schools pre-
centers and Charter Schools do not have budget reports on the doe website these will only be for the community schools in the district so who decides how the money is spent once this funding is in place within School budgets principles are responsible for the funds allocated to schools and have a great deal of
flexibility in how they spend the funding these choices are made in partnership with school leadership teams or slts as principles and slts create the school's comprehensive educational plan or c they identify school specific instructional needs and priorities and
align the school budget with to this plan principles work with their slts to create the school's budget in alignment to the goals and instructional priorities outlined in the CP superintendant like myself supervise all principles in our district through
this process and must approve all School budgets and their alignment with the school C I'll now go into a little bit more depth around what Fair student funding is how it works and the proposed formula for the upcoming 2025 2026 school
year so fair student funding or FSF is the largest funding stream that we provide to schools in fact it accounts for nearly two-thirds of most K12 New York City public school budgets the allocation of fair student funding provided to schools is based on the number of students enrolled at each
school and the specific needs of those students we make these calculations based on our Fair student funding formula which calculates how we distribute this overall pot of money to schools within the formula students with needs that require more support receive
more funding in alignment with those needs in many cases schools also receive funding from other funding streams including Federal funding streams like Title 1 title 3 idea which is funding focused specifically on special education or other targeted allocations
for specific initiatives these pots make up the remaining funding within the overall School budgets as a note Charter Schools 3K prek and d75 programs are funded outside of the fair student funding formula additionally mandated IEP
related services including speech teachers occupational therapists and physical therapists as well as on toone pair professionals are also funded outside of the fair student funding formula the money provided to schools from the fair student funding allocation provides principles with significant
flexibility working in partnership with their slts to utilize the funding to design instructional programs tailored to the needs of their students within their school Community funding from the FSF allocation provides for each school's basic instructional program and
classroom services this funding can be used to pay for classroom teachers including the arts gym and cluster teachers at the Elementary level as well as school leadership guidance counselors social workers and administrative and and pupil support staff Additionally the fair student
funding allocation can pay for after school programs tutoring and intervention programs as well as teacher absence coverages and classroom resources and materials now I'm going to take this opportunity to uh further clarify some of what we have already discussed
so throughout the presentation I've been talking about the fair student funding and the fair student funding formula when we say fair student funding I'm talking about the money that is allocated to K12 schools from this large pot not including prek centers or District 75 programs this year Fair
student funding is approximately $7.4 billion the fair student funding formula is the method by which we decide how to allocate that funding to schools this slide outlin the formula and how we utilize the formula to calculate the total amount of fair student funding
that each School receives I'm going to walk through how we utilize the formula to determine how much fair student funding each School receives and how we determine that specific dollar amount so if you see the graphic on the top we're going to move uh from kind of from the left to the
right a little bit of an order of operations exercise here so first every School receives a foundational amount uh which is provided to every school regardless of the number of students that the school serves this covers per School overhead costs such as the principal and school secretary but can
be used for any purpose we then fully fund the cost of the collectively bargained salary increases for staff and other Personnel costs we then add funding to the formula for collectively bargained contractual pay rate increases for school staff
given the new set of collective bargaining agreements we are looking at ways to update the formula for collective bargaining then we we calculate the remainder of the fair student funding by allocating a base amount for each student this is the per capita and then allocating additional funding based on
each student's identified educational needs and instructional programs it is in this part of the formula that we take into account the weights that we have been referring to throughout the presentation on the next slide I'll dive more deeply into the weights that are
utilized to determine the specific dollar amount that we allocate uh per student so they have a clear understanding of what goes into this part of the formula I also want to pause here to reiterate that within this formula we take the time to examine the individual needs of each student to determine
funding allocations we make these individualized calculations for each student aligned to their individual and specific needs an education program to determine how much funding would be provided to that school for each student so this chart shows the proposed
weights for next school year that means if prop propo if approved by the panel for educational policy or the pep in April these weights will be used to calculate the school's FSF allocation for the upcoming 2025 2026 school year this slide displays the FSF weights
for the current school year 2024 202 which are proposed to be maintained for the 2025 2026 school year here you can see the different types of Weights that students can be eligible to receive based on their instructional needs or academic programs to more deeply understand the
weights that we use to calculate that last part of the formula from the previous Slide the number of students per FSF category and their FSF weighted needs each student's weighted need is determined by the FSF formula I'll explain the different
weights on this slide so for 2024 2025 the base weight of one was equal to approximately $4,255 per capita or per student this per capita is adjusted annually to reflect changes to the Citywide average
teacher salary the basic grade weight is allocated to schools for all students on their audited register the register that's taken on October 31st and this is calculated by considering instructional programming
requirements by student grade level with the distinct weights for K through five 6 through 8 and 9 through 12 funding for academic intervention or AIS is determined by student academic performance when a student enters a
school using test scores from their prior year for students where for schools where students do not have incoming test scores in the lower grades such as before students begin taking tests or if they do not have prior test scores we provide funding based on a students poverty
level funding for special education is determined by the percentage of time students spend receiving special education services for example we have one weight for students receiving services for less than 20% of their week funding low intensity of services
another weight funding students receiving part-time services for up to 59% of their week or moderate intensity of services and then a final wait for students receiving more than 60% of their time receiving special education services distinguished by the majority service time a less
inclusive special class or more inclusive integrated Cod teing or ICT these special education weights are then also Broken Out by student grade level with the specific waiting value again determined based on the cost of
providing the instructional program we also provide supplemental funding that supports students who have been Declassified as special education students this funding supports students in their first year transitioning out of special education services through the
postep transitional support weight funding for English language Learners is allocated based on student grade level reflecting mandated instructional services including bilingual and enl instructional programming additionally we have weights
for former L's who have achieved proficiency within the last two years which is in uh which is indicated using the state designated term commanding we also provide funding for L's with students with interrupted formal education or cythe status students with this classification
receive their respective L weight in addition to the cythe weight we also have another category of weights for portfolio high schools these weights are provided to schools based on the number of students who are involved in these academic programs within each High School Career and Technical weights
have different tiers based on the type of career preparation program programs that require more resources such as nursing Agricultural and Veterinary Aviation Technology Automotive culinary Etc require industry specific equipment higher level of consumable supplies of
materials student internship requirements that are in integral to the program of study and highly specialized and ongoing industry training for teachers these have higher weights to support that instructional programming there are also separate weights for students in specialized
academic or specialized audition schools and for students attending transfer schools the transfer School weight is broken out into two tiers based on students age and credit accumulation transfer school students who are further behind in credits at the time of admission receive a higher
weight only students attending high schools are eligible for these portfolio weights funding for students in temporary housing provides additional support to schools enrolling students in temporary housing this has an impact on our Asylum seeking families who are living in temporary housing providing
additional resources to the schools enrolling uh the St population funding for the concentration of needs weight provides additional funding to schools with high populations of students with significant needs research shows that schools that serve higher concentrations of students with
high needs require additional resources to provide robust educ ation and appropriate resources and supports to their students the concentration weight includes factors for proportion of students who are in poverty students with disabilities students who are in temporary housing students residing in
foster care English language Learners and students with low performance as key indicators of concentrations of need in summary the 2025 2026 proposed Fair student funding weights are unchanged from this current school year
so we just took a look at all of the weights that students could be eligible to receive within the fair student funding formula allocation I also shared that as we were calculating that formula for each school we take into account the instructional needs of each individual student within the school as we determine the school's
overall budget allocations in this slide we will take a look at how each student's calculation is determined the different types of Weights are indicated by color on the right side of the slide in order to determine the weight
for each school student we evaluate their eligibility for the weight Based on data in the New York City public school systems that store Key information about students I'm going to walk I'm going to walk through the process for how fair student funding would be allocated for two students Ava and Miles Through the
Fair student funding formula Ava and miles are two students who attend a school in District Ava is a second grader and miles is a sixth grader the orange section shows the grade weight that they first receive because Ava is a second grade
student she's entitled to the K to5 grade weight of one again shown on the left side in Orange since miles is a sixth grader he's entitled to the grade weight of 1.08 if they were a high school student they would receive a grade weight of
1.03 the navy blue section shows the special education weight so both students are students with disabilities requiring special education classroom instructional Services uh either sets or special education teach Support Services they
could uh need to receive special class uh or integrated co- teing Ava's individual individualized education program or IEP states that more than 60% of Ava's instructional program is spent in an IC setting so Ava
is entitled to the full-time or more inclusive special education weight of 1.74 shown in navy blue on the left miles's IEP requires less than 20% of miles's instructional program to be in an IEP setting therefore uh miles is
entitled to less than 20% or the low intensity special education weight of 0.56 which is shown in Blue on the right both Ava and miles are classified as English language Learners or El's and this is shown in yellow Ava is an
elementary school former multilingual learner who tested out of L status within the last two years because New York State requires two additional years of English as a new language service for former L's uh Ava is entitled to the K5 enl weight of
0.13 miles is also a multilingual learner miles is enrolled at a bilingual program at his middle School the school has appropriately coded miles as enrolled in a bilingual program in the New York City public school scheduling system known as stars and as such miles is entitled to the 68 bilingual weight
of 0.55 both Ava and miles are entitled to academic intervention services or AIS and this comes with its own category weight and this is shown in red Ava is a student in poverty and therefore uh Ava is entitled to the FSF academic intervention weight of .12 which is
shown in red on the left miles is a student who entered the school in sixth grade with fifth grade test scores that were below proficiency as a result he is entitled to the AIS weight of. 35 which is shown in red on the right both Ava and miles are students in
temporary housing and this is shown in green as such they both received the St weight of 0.12 Ava attends a school with high concentrations of student needs since shown in pink Ava attends a tier three School the highest concentration of need
and is entitled to a weight of 0.12 miles attends a school with lower concentrations of needs which does not receive the weight the concentration of needs is shown in the pink bar at the top for Ava when you add all these pieces
together Ava's individual allocation through the FSF formula would total of weight of 3.23 miles's allocation would total 2. 70 using the example of these same two students Ava and Miles with the same student needs from the previous slide we
now look at a more realistic example where the weight of 1.0 is equal to around $4,400 Ava's weight of 3.23 is equal to $3,742 while miles's weight of 2.66 is
equal to approximately $1,317 under this FSF formula you can find the following online on New York City Public Schools uh infohub under reports uh slf financial data and reports so you can find detailed
information about each and every school budget allocation in the form of a school allocation memorandum or Sam you can find a summary of each school's total and fair student funding budget along with student and staff counts you can find a programmatic guide
to Fair student funding as well as how the fair student funding allocation is calculated for each school and you can find all these things online for each individual School web page under reports SL budget and finances you can also find detailed
information of the school's budget based on the different types of funding schools receive and you can find detailed information as to how the principal has budgeted for the current year including the number of Staff positions and other plan spending there is a new look and feel to
the FSF School web pages there's a more streamlined look and feel uh dollars up top and then the register and ass assciated dollars down below and then beginning of the year midyear change and final amounts for the
school year all on one page in addition to the current web pages detailing each school's Galaxy allocations and budget summary a new school budget at a glance brings School uh brings together data on student enrollment demographics budget alloc
ations and use of funds the new look also Compares School demographic information to Citywide averages under K12 funding for this school you can see the school budget allocations rolled up into major funding categories you can also see how each of
these is a share of the school's budget for this school Fair student funding makes up 74% of the budget and under under K12 spending for the school you can see the budget summary rolled up into spending categories so classroom
teachers other salaries employee benefits and non-s salaries also known as otps uh or other than Personnel spending so these are supplies materials books Etc all public comments will be reviewed by the New York City Public Schools
teams public questions and comments related to the FSF formula will be posted on the panel for educational policy website analysis and response of each relevant question and comment will be available for review on the FSF website
in advance of the April 23rd vote questions and comments may be directed to the following email address or phone number by April 22nd 2025 and if we could drop this email and phone number in the chat that would be
great so we're going to want to send the public comments to budget public comments at schools.nyc.gov or by phone uh you can call 212 374
6754 either one of these uh places to make comments we'll have uh community members have their uh public comments about this Fair student funding formula presentation uh be noted and analyzed prior to the April 23rd vote I thank
everybody for your time and attention today uh and in advance thank you for sharing any questions uh we will gather any unanswered questions and share back responses within a few days and we can proceed with any questions that folks may have yeah David
there there's one in the chat that was asked um chat is not letting me for some reason if a student needs CH a change during the year requiring the example is requiring
a perah for health reasons um or an IEP implementation of additional services but these Services have not been included in the previously approved annual budget where would that money come from this is I'm sorry this is IA herper this is our budget representative who's
representing do you mind because someone online asked that question would you mind just answering it at the podium there and Kevin can unmute you one second just one second hi I'm so the answer for that is if there's a new parah request that's not part of
fair student funding they need to request it it's a a separate funding that comes it's it's called IEP power funding and the principal will request it from their budget liaison and what about just more generally
if anything Rel new Services required during the year forget about just a par is any new Services is it a case-by case basis or is there what's the process it would it depends on what it is but they would probably go to their budget person
at centr at their budget liaison and uh every every school in the in uh New York City public schools has a budget director who they work directly with to support uh you know ongoing funding needs planning you know for these types of things as well as like working with
their you know annual review for the budget for the upcoming year and that money if there was a midyear request that money that's coming from presumably there at the beginning of the year there's sort of a pot of money set aside in the budget that's you know depending on how
money is reconciled every year so it's a new pot of money every year new kids kids leave so every year we do a Reconciliation sure kids that any children that need new new a new par they the principal request it probably
with the a but but part of the process which was referenced in the presentation there are uh two adjustment periods that are made uh for uh audited register that's the October 31st and then also for uh special need students so students with
disabilities English language Learners that is an additional um adjustment that's made midy year so uh some of the maybe midyear needs uh are are caught up in some of the adjustments whether there are less students requiring that funding or if there are more students requiring
that funding and then beyond that they would be taken on a case-by casee basis depending on what the what the specific need would be and just so I understand right the ability to obtain additional funding mid the source of that funding that will be like a
Citywide um you know pool of funding or do does each school have a sort of a reserve some cushion built into the budget we go to Central to get it so for par money will go to the central and say you know this school needs two additional IEP Health Paras okay and
then we'll request the money for that okay okay um and then I just wanted there was another question here what is really hard to
scroll down it keeps jumping around um you can't mine yeah what was the there was another question in the chat I believe sorry we're just trying to get to the questions in the chat and the um
the touchpad is very sensitive and we got that question and then does Title One S WP increased spending for all students and is this weight implementation still
used so the title one first the title One S swp as as well as uh Title One Target assistance either uh decision that the school makes for using Title One funding is is part of that Federal funding so that's that uh two part of
that $2 billion overall that's provided to the city it's not part of fair student funding okay um and I'm just looking here um there's I'm gonna hit see if there's
any questions on funding um and then I'm gonna there's a couple other questions and then we can I can pose those to you as well David just working specifically on funding on Fair student funding questions
um there's there's a couple questions and and we'll take we take questions from the chat at our discretion but are you okay with answering a couple other questions yeah there a couple questions in the chat if I can yeah will the doe provides student Omni cards to District 75 children who receive bus service so
they can attend after school and extracurricular activities that's something that we can I mean that we can we can definitely submit that to the city and get a response uh what I do know is that District 75 students who are mandated for uh busing are you know are provided with that Transportation
but we can escalate that question and that's a and that's in District 75 you mentioned at the beginning is not part of fair student funding but that's just a that's that is a separate allocation and then um I'm just looking at um um I mean there's a question in the chat
about IEP how is IEP non-compliance still so rampant when students disabilities come with funding for their related Services ICT Etc where does their funding go if not to their needs um I I mean I don't know how that would be it's I don't think that's
related directly to this presentation but uh I will say that you know we work with schools we work directly with principles in the district around supporting uh students with special needs uh having all of their mandated Services uh served uh and that is that
is ongoing work uh any parent who is encountering uh challenges or problems working with their school having their IEPs uh in compliance we work directly with the schools and the principles so uh with that type of issue I would definitely obviously uh encourage a
parent to reach out directly to their principal and in the case where that's uh some where they're encountering challenges they can reach out directly to the district office to uh to Bill Chin or Sylvia jinsky and we work with schools on a regular basis uh I have a
couple of people on my staff who we uh support schools and parents with uh ensuring that uh mandated services are provided to students it's a it's a it's a huge priority of the district and of the city yeah yeah um and I there's another question here which which I like
is um what kind of oversight do you provide for principles in terms of the budget so the comprehensive educational plan is uh that whole process uh having principles consult with slts and make decisions around how budgets are
allocated in alignment with those CS the process for uh evaluating principles by me uh starts with evaluating those goals and ensuring that the budget that schools have is aligned to those goals and action plans that's the first step
of that how about the subsequent throughout the year what's the it's part I mean it's part of the process yeah so I always consider goal goals that schools have set the action plans that they've made and how they've you know allocated uh and aligned those dollars to those goals and to what extent uh the
allocation of those resources have supported the school in meeting the goals and uh to what extent uh you know other things could be considered and that's that's part of it is there a scheduled do you have a schedule throughout the year when you check in specifically on budget related issues
that's part of the process uh we have scheduled evaluations for all the principles acoss broadly speaking Yeah but I mean specifically on the budget or is it part of the the budget is part of those scheduled evaluation okay and what what would be the remedies if let's say
the budget someone's way over budget um what would be the remedies or the conversation and that kind of situation it depends you know there's no hard and fast answer for what that would be broadly but um it would depend
yeah um okay let's superintendent report um John did you want to any questions any questions by the way CC members for superintendent not just about Fair student funding but we good all right
cool um yeah no apologies needed funding for public school and notched School U I guess it's like for some kind of contract schools yes um how do we fund it is it like a student voucher or just no funding directly go
to them it it I mean the short answer is depends we could get the specifics depending on what the school is we could escalate for the specific uh this you're asking about like the method of payment typically those schools are for
students with special needs uh whose special needs aren't being served in uh the public schools and the New York City school system is paying that student's tuition at that school okay and there's a big uh Notch
portion I think 38% from the K to 12 uh instructions yeah is that including the Stu uh teachers salary yes yep that's it thanks um um talk about that one thing sure
okay moving along it's not necessarily A District thing it's a David is there someone at the division school facility the department of school facilities not the sca you know the sca and then DS school facilities and different entities yeah we have this one school that we're
trying to help with their their project and it's it's being batted back and forth and the money is just sitting there who who do we talk to at division of school facilities is there a particular liaison for the district I mean you could start with me I mean I could help figure out what's going on there between SCA and DSF yeah the sca
says it's now it's DSF is responsible but that's not what the the school doesn't know what's going on all right we'll we'll check in offline we can just talk after yeah it's it's probably not it doesn't need meeting time I don't think but the super District John's been really active in
trying to get to the bottom of it okay so um okay tenant report I think we're on to our second public speaking session um do we have any anyone signed
up for public speaking okay um and Steve is in person so we can get him um prioritize him Steve did you want to speak You're signed up so
yeah right here it's gonna ask you to unmute and then you can just press unmute when you're ready can you unmute it you're muted can you unmute it Steve it's asking right now
maybe how you doing my name is Steve Mahoney I'm a parent of a child in a district 75 School here in District 20 and I'm also an uncle to uh two nieces and a nephew also within our district um I signed up there for freedom of speech
and it kind of ties in with that bullying it just seems that sometimes as adults if we have a minority opinion we also are subjected to some bullying I've seen other CC's throughout our city if there's some with a minority opinion and
um it's about listening to each other and presenting something I guess in a respectful manner as a retired uh city worker I remember going through a physical exam and the men and women standards were different and they still are also in our
military and it just seems interesting we during the epidemic of covid we were told to trust the science and then when it comes to physical abilities it seems that is it really fair to that 5-year-old girl is she is in sports and
now she's at the college level and someone may have transitioned and competes against her and it just s like a sense of fanis it really kind of makes you wonder but not withstanding that our children should not be harassed or bullied that goes without saying this is
like some of the things that we all learn Juvenile Justice Governor hok repealed a lot of Juvenile Justice laws that UK carry signed into law um as a result of a gentleman called Willie bosin and part of the rationale with
that is because our children are impulsive that they shouldn't be held to say adult standards um and then it makes me wonder but if they're going to do a life altering change how is it they have the mental acuum to make that decision but when it comes to holding them
accountable for criminal Behavior they get a mulligan so to speak like they're not held up to that same standard they just seems to be an imbalance in that and uh that's like two things that I noticed the chancell was speaking about money I went to a uh a city council
meeting and there were like four parents but there was a lot of people addressing the um special education aspect of the funding and it's a really a daunting task a lot of money
goes to parents that have to get services in private schools because the city doesn't meet their obligation and then the city seems to have a hard time paying them for Services they had to laid out a pocket and this is families that have the means to lay that money
out whether it's 20 30 40,000 a year many of our parents don't have that means and that just is something that there's some inequity there and that's pretty much it Steve and I want to commend you remember last year you defended someone's right to speak that didn't have a popular opinion and that's
what we're supposed to do if we as adults can't do it how are our children going to learn how to have these conversations thank you anyone else signed up to speak more okay some I think they're on okay we've
got two others do you remember who was first anyway to tell okay it's okay we'll just go to both of them yeah Joyce was yeah okay so next speaker up is Joyce um she Joyce you
there can you hear us yes hello hi Steve hi Dr poo our old friend and new friend this is Joyce my name is Joyce I'm presenting city council Susan Susan John's office tonight we just need to get update and also it's night today is
last day we usually celebrate the Nuna New Year celebration so also happy Nuna new year for everyone also next month we also have bre history bre three months and I think this we many school doing the respect for all my kids get have fun
for this hallway they I prefer the kids when they learning have fun they will enjoying the learning so the need update is for our city council's budgeting too City council's uh Capital funding if we
apply I just want remind that every pent or have principal online if the pent online do you mind remind your principal just reminding our city council's capital funding ending if you name reply city council and B prison the day night
is February 25 p.m. if only city cil's capital funding is March 20 also Thursday 5:00 p.m. so this is just an update because now February 20 is coming soon so budget is every schools I think
it's keyboarding I think Dr also talking about budgeting tonight okay thank you thank you joyon and with a cameo from uh from my buddy
um next speaker up is Tam just all I see is the name is Tam Tam are you there and I'm here hi hi um I had a sort thank you for um the taking the questions in the chat by the way um Dr prto and um and
council member Stow for for doing that to appreciate it I just had kind of an ask I guess I'm curious about the oversight um seeing experiencing as a parent of a student with multiple disabilities with an IEP since you know two years old going through the process
he's an eighth grader now um not all slts are alike I'll start there I think that that's where a lot of the over site comes from we get to see the budget and we're privy to that but we're not always privy to that we don't always get to see it um I've been
serving on an SLT for a few years I still have not seen the budget and that's a very opposite experience from the previous school where I was on the SLT so I'm wondering if there's a broader training more deep training that the doe can offer um for SLT training
for schools I've seen some really empowered slts that get stuff done that care about the C which you reference that actually look at it how is it funded how is it in alignment how are the goals how is the C protect not protected but how is the
budget in alignment with the c how is it supporting the C that's what we're supposed to be doing as slts so there's a discrepancy and there's just a difference across the board with how slts are operating and I feel like there is very little accountability sometimes with the administration with the
principles especially when it comes to sped when it comes to related Services when it comes to sets when it comes to ICT having two teachers in the room the money is there if you look on the paper it's supposed to be um but if you're not getting those services and it's not just
one student but it's it's a lot of students who are getting Miss Services who don't have two teachers in the room for quite a lot of periods where did their money go if you're looking at first student funding but also just student funding in general if you have those things you you're coming in with
the money to cover it so it it just feels fraudulent it's a systemic problem which is you know the system's fra with challenges but I'm wondering if maybe that can be the first step is looking at how slts are empowered just so they know
their rights and they know what they can do to look at the budget and say hey this isn't right or this looks great or can we ask for more money here we need it thank you thank thank you speaker and we have the next speaker is Stephanie Stephanie are you there yes
I'm here can you hear me yes hi um I'm calling as both a parent of a sixth grader and a teacher in District 20 and I'm really calling to speak in regards to the uh resolution for putting geometry in two middle schools um in my
opinion we really Focus the focus in has always been really to teach for understanding and we want our students and our children to genuinely understand Concepts being taught where we're sent to meetings where we're trying to streamline it to be consistent from
elementary school through middle school so that these students are prepared in high school to genuinely understand Concepts and not just take exams to move forward by putting an advanced as
geometry in Middle School we're really putting students that in a situation that they're actually at a disadvantage because teachers will be teaching to answer questions rather than genuinely understand the concepts because the fundamentals that are being taught in
sixth and seventh grade will be lost to a regent which in the end you need 31 out of 87 credits to pass which by no means is 38% competency reason to
skip a grade so by really putting things too early in for our students we're putting them in a disadvantage in the long run that they will not have the opportunity to genuinely understand an own Concepts
which in District 20 I think we pride ourself on pushing our kids to not just be able to solve a problem but actually understand Concepts that they could take their skills and apply them future learning so I'm not sure where you know
if there's how that really is going to be addressed that students will be able to get that same quality education if they're taking these courses in seventh grade when genuine understanding is needed for them to own and really
problem solve all of those Concepts thank you may may I see hi it's Maya can I Maya we don't know we don't typically as you know go back and forth we let public speakers speak and but Maya when it comes time for the resolution's coming right up so you can share your opinions then but thank you
um um thank you anyone else signed up for public speaking no no that's good okay that concludes our second public speaking session um I realized I forgot I had two com uh two um announcements I just wanted to make for my president's report one of them is
that um last week um I just have to look up this individual's name make sure I get it right La last week there was a um a call for cc members everyone and I I know a number of you were on the call um with a
new office a new office within the doe it's called the office of policy and advocacy and the senior executive director Katie jeder linck I think I got her name wrong but um she's newly pointed and
basically the point of the office as she described it is to um try to engage parents more effectively and we all on CC's we know about resolutions we write all the time um um and you know the doe can read
those they can respond to them they obviously don't have to do what we say um and that process has worked and and in some cases has not worked well over the years and so this individual I I'm optimistic about it because I'm just an optimist by Nature
um there were many parents on the call who were less optimistic about it um I think a key point is whether this department actually has the ear of the decision makers the chancellor and the deputy chancellors in the you know
across the board um um and then in they took a lot of questions and my point was um I think the de I love the idea I think think the doe should also not be afraid to number one sometimes just say
no to a resolution and but just explain why instead of um you know kind of half-baked answers or poor answers or answers that are not grounded in um in in sort of the type of policy detail that you would expect from
a um you know an organization like the doe um there was a lot of talk on the call about coming up with some kind of database of C resolutions across the city which I think is a great idea um in in trying to um again just share get
more um exchange of information um across different CC's um the the the office is also they were asking uh all of us exactly how they could um the best way to engage with parents um this is sort of an ongoing
thing as long as doing the CC work um the to be there at 7:30 but was wondering if I can we mute nor uh this has been an ongoing thing you know parent engagement and um the the this office sounds like they're going to be taking a little bit
of the lead on um how to structure those engagement sessions whether there um big events smaller events um targeted to single issues open-ended we we have you know C presidents have meetings with the chancellor every other month um there's
obviously a ton of different we've heard in the past sort of targeted meetings with subject matter experts so anyway it's encouraging and I encourage every person running for CEC to um you know this will be part of the next CEC term more than it will this one and so
hopefully that's a a mechanism that will um that will be effective the woman like I said Katie the executive director she's said all the right things on the call about being very committed to this CC elections are coming up and Kevin is it possible to share that
um there's I just want to share screenshot um this is just from a presentation I've given in a couple different places about the elections and if you could scroll to the one slide with the dates on it that's really all I want to highlight is just remind
everyone of the key dates right here keep going no keep going right there so key dates February 16th is the deadline so there's a few more days to register candidate forums will be held but between February 26th and April
24th and then voting will occur from April 25th to May 13th um in June sometime in June the results will be announced and then the next CEC term begins July 1st 2025 and runs for two years um I think we've heard had what's
the number now s deil and syia 28 28 people so far who have registered in District 20 um so keep those registrations coming in and then Kevin can you also um share my browser the or
do I need to do that I just want to show the my school's account screen on my internet browser account yeah how do I I have it pulled up it's on [Music] Chrome and these tabs it's okay we don't have to do it yeah it's one of the it's
okay everyone just go to your New York City my school's account to um to register um and if you need help setting up the account your first op should be your school parent coordinator um to make sure to get your account set up and once you get on the account everything
is very automatic from that point um it's a pretty easy process so those are my only two comments um let's move on to the resolutions um our first is
resolution three oh yeah here we go you set this up for me and I resolution three it's our um resolution on bullying and harassment um it was really the brains behind it is one of our council members would that council member like
to speak on it introduce it okay you sure all right um I'm going to give full credit to to you know council member John ricatoni um you know he's been really um you know he's very passionate
about the the issue of bullying and harassment and discrimination in New York City public schools and he's wanted to um sort of make a statement on about this for for a while and um so this is kind of this resolution is a you know
his work finally put down to paper and um essentially there's two key things and a lot of this was discussed with Chief rampersant um one is there's this this we've heard over and over again with the safety transfer process um and how it it
it's frustrating for parents of victims who feel like they're the ones being pressured to transfer more more often than the alleged aggressors are and so this asks for a amendment to Chancellor's regulation
um um to Chancellor's regg um a450 to add the Bold line simply that if there's a case of um a transfer having to happen that it's um it's it's the aggressor or the perpetrator uh and not
the victim and then the second key point of this resolution is just about the increase in bullying and and incidents that we've seen um and um and really wanting uh sort of a a high-profile effort to address that and you know I
just heard I'll just share the comments I heard from Chief rampersant tonight um you know it's it's very common to hear back the processes that are in place but it's um sometimes it's difficult to get um you know any kind of guidance or sort
of tangible um Target metrics or or things um that they're shooting for and I can understand that I get it like it's um you don't necessarily want to commit yourself to something when there's so many variables at play um but we're really saying here in this resolution
um you know we think there's uh we think there's a problem um there's a lot of policies a lot of complexity at play here um but um we think there's a problem and we'd like the the doe to to address it um and at least to be more um
transparent about laying out some some quantitative and qualitative data to say what works in schools and what doesn't and um um and I don't think we got there in the conversation with with Chief rampersant um so that's something that I think is still very valid in passing
this resolution so those are my comments on the resolution did anyone else want to share anything uh Steve may may I quick comment um in our district we had exactly I apologize they had exactly
same situation as described when the bullet student who was a victim was forced uh to leave the school because the parents of the child who was the bully um sort of shared the child's
views probably and as I said it's a very diverse District so we have all kinds of people here so we can't just put the faith into parents thinking that they're going to take and do the right thing always unfortunately so I think this is very um
very to the point and I and I think that that will you know kind of close the the Gap um close the loop here I think it's very important thanks Maya anyone else want to yeah I just want to Second statement
made before that we we need some consequences for a person to bully somebody else it's not like will you kind of raising the
I would say punishment but they need to know something going happen to them that to scare them off from doing it rather than just say oh we can in early intervent because if somebody's consistent buing a
a classmate I don't think there are much more early intervent we can do to prevent thanks Kevin anyone else want to speak on this I just think that the victim is being victimized twice when they have to be
transferred out of the classroom or out of the school so that's why the bu resolution I went forward with it thanks John problem one one comment I'll make too is um you know I said this at another meeting but I I do find that in my experience with the
district these are tough situations and almost always and when I've been talking to parents that the district does a good job and I think this issue we're talking about here it's really kind of more macro and what's happening in District 20 is also happening in district 21 in district 15 and across the city and you
see that in the data like our data um actually shows that while it's increasing across the city the proportion of material incidents in District 20 is is actually slightly below where it was in in 2018 it's it's basically in line it's it's been bumping around but so um you know this
resolution is not suggesting that District 20 is you know an outlier here it's we think there's sort of you know something else going on broadly and you know perhaps societally across the country too um so just wanted to make that point
clear okay is there a motion to vote on this resolution what's that we can still vote because we have seven Quorum and there's some people online who will vote but yes I saw that and I think she's coming back uh I motion Steve motion is there a
second second okay thank you so Kevin can you take a roll call vote on the resolution to approve the resolution all right call for for to vote on a resolution of Steve sto president I vote Yes
okay uh John Ricardo okay Elizabeth Chen yes Kevin Z yes CH yes okay y
yes yes yep we heard youa y oh Sabrina's not here she had emailed me and said she's not okay feora [Music]
I don't think she's around it okay Maya Maya yes she say yes yes okay she's not attending the meeting tonight she's absent all right we got one two three four five six seven eight
nine years great thanks Kevin the resolution passes so next up is resolution four um I thank you so resolution for the geometry resolution I just want to
quickly introduce this one um it's it's something that I've and I've I've already chatted with the superintendent about it so he knows about it I just really wanted to put this into into writing um I want this to be be made public um this is something that I'm I'm very interested in and I think is
um I think it's it's the right thing to do for a segment of students um I'll I'll sort of you know share my views you know I I very much appreciate the the teacher and parent speaking earlier um you know but by no means um does does this kind of resolution Envision one
being forced on all students regardless of whether it's appropriate for them or not or two uh does this resolution does definitely does not apply not understanding material um I would never um suggest that we need to um um accelerate kids for no purpose um the
the point of of this is just um um there's there's you know it's my strong belief that there's a segment of our students who can handle geometry in eth grade um and and so that's the ask here is that we just consider um um how that
could be done in District 20 um um just to walk through it you know it's it really starts from this this idea that um math in particular is um the most structured academic pathway um compared to some of the humanities and so there's
um when it's it's it lends itself to a conversation about acceleration and and um and sort of ability and grade level and so the typical um definition of acceleration I know some say that you know algebra in eth grade is
acceleration this resolution maintains that um an um acceleration is is geometry in eth grade um because in high school um the most advanced math students um could presumably take
courses Beyond calculus and so the you know the traditional road map for advanced students is is calculus senior year of high school uh this resolution posits that there's um there's even more and and there is there's even more that students can do
differential equations um AP stats multivariant calc um you know theoretical um coursework independent study AP Computer Science all kinds of things that um that that a cohort of of students could um move on to in high
school if they've had um this type of of Education um foundation in in Middle School um the resolution also um um pushes back on the idea that you know we talk about getting Credit in high school some high schools will give you credit
not all do um I don't think that's a bad thing if you um you know you know taking a subject again I don't think is a bad thing at all and some ways it can actually strengthen your um your knowledge and your ability and your confidence um in in that particular
subject um you know there's a clear need within our you know if we talk about the broader societal impact um you know a lot of people say there's a shortage of stem graduates there actually isn't there's a very broad graduate of stem stem grads in this country from from higher education um
but in terms of the most advanced skill set um that's where um it's it's somewhat lacking and you can see that in the the data on doctorate and master's degree programs in stem um um 50% of those graduates year in year out are
from are are non-citizens and a lot of times those citizens will take their degrees and and go seek um employment back home and so um you know I think this you know I'm just talking big picture now you know National and kind of societal I think we need to do a better job of creating a pipeline of of
the most advanced um and capable stem students within um you know US citizens who are um will obviously bring their skills to and and sort of stay in the country um there's a really interesting study I read for this by the Rand Corporation about mathematics education
in midd middle school and high school and they had a chart that we've cited in this resolution showing geometry and it's offered Across the Nation and its prevalence in middle school and nationally 24% of middle schools offer geometry New York state was of the
states they cited in their table New York state was the lowest only 6% of New York middle schools offer geometry um 11% in California do 14% in Texas um Florida has a very focused program on it and almost 70 % of middle schools in
Florida offer geometry but the bigger the bigger picture here says 24% of the country middle schools offer geometry New York State Should as well um um and then I do point out that there's several other middle schools throughout New York City that offer
geometry um as an option in e8th grade including some schools in district 21 our neighbor um is239 is228 including several schools in Queens district 26 and district 28 as well um and then finally you know I I you know
as as a selection for this um this program very much make it student centered what's right for the student and as I said at the outset of this this is not envisioning kind of you know pushing you know thousands of kids into this program this this should be based on on a screen process using a test
using grades using Teacher Assessment of the student um and then sort of a conversation with the parent or Guardian as well so the ask is very simple asking of our superintendent Dr prto um to add geometry as an option for middle school students in District 20 so I've talked
enough anyone else want to say anything on the resolution um hi Steve it's Maya go ahead Maya hi um I just wanted to share a story because I have two children one was in P private school which is uh
bigal Academy in District 20 actually and my other child was in uh Brooklyn School of inquiry which is public school um and my uh older child was offer geometry and uh successfully took it
passed the um uh region for geometry and went to high school uh already these two regions Algebra 1 and geometry and went right into Algebra 2 uh my other child uh you know pass Algebra 1 and went to
um I'm sorry and and went to uh uh High School without and and took geometry in high school so um first of all I the course is the you know the course is very um I don't want to say it's easy
but it's not nuclear science definitely and the previous speaker said you know that we should focus on thinking and children you know all the foundation blah blah blah all the loud words but I think that this course is really doable
for middle school student who is uh fairly Advanced uh District 20 um has historically a lot of population with kids with parents who Focus the kids on stem so we have very
capable student body in District 20 um and parents across different communities are endorsing additional courses like this so just in my case um I want to say that you can see that private schools
are offering geometry and public schools are not what is it telling us it's telling us that geometry in in middle school is sort of privilege of kids in private school which is not right you know it's we should be able to offer
kids from um families who are not you know affording private education same opportunity so I think it's also that in that in mind you know we should we should keep that in mind that when kids come to college kids from District 20
should be just as good as kids from just you know as a in a good level as kids uh from private schools also geometry in middle school affords to be more advanced for sat preparation so if child
did a geometry in Middle School those concepts are are already in PSAT and in sat uh so it I also think it will allow the better scores um so I think I said I think I I
said enough Steve great thank you Maya I I always feel compelled on these kind of things too to say that my kids would not have been a target for this at all my my boys I love them they're very average math students and so um this is truly
something that I just I strongly believe benefits a group of students and I I believe in advocating for um for groups of students that are not my own so um anyone else want to make a comment or Steve I have both a question and and
a comment but y go ahead alinaa so can I ask the question first um yeah the part of the resolution like I'm just confused does it mean that if they take it in the eth grade they get exempt from it the ninth grade or not can you just clarify what was happening there
different schools have different policies Alena I can I can speak up Steve U so Alina uh if your child takes region exam on Geometry and why the child wouldn't if if the child took the
course um and take and gets 85 on the region exam uh shs schools will not uh take will will pass this um the child will take next next Math course um I don't know
about other schools I know because my son went to Brooklyn Tech and another child went to State NCH actually my my younger my older child got I think 83 and state nent Tech still in enrolled her in the next uh Math course so um I
think it's it's like that I don't know with other schools I I would think that they would they would follow the Su suit if the child took geometry in midle school and past um at least 85 probably other schools are more
relaxed yeah it's the discretion of the high school principal so no matter what the score was that they got on the region okay what is that look like in the rest of the district though in practice like do a lot so outside of the sh satat schools do a lot of kids get
exempt then in the district or not in practice in District 20 yeah in 20 it's it's really the discretion of the principal I that's Citywide that's not just in District 20 right but I'm asking how it plays out in the district so in
how like what are the numbers literally it's literally a case-by casee basis we don't have any students to take the geometry we had we don't have any take students who take the geometry regions um we have many students who take uh algebra um the now biology but living
environment before and now we have students taking US history I mean US History you don't find out whether or not they're going to take it or not US history is typically in 11th grade regions uh so we don't have any you know data on that and we're going to have more students taking it this year than
we ever had but um it's you know we can get more hard numbers but the the short answer is is that you know the 85 is not a guarantee that the student is exempt from you know having to go through the algebra going through algebra in high school or geometry or any other regions
okay thank you um so Steve should I make my comment now yeah go ahead Elena okay so I there's a couple things I think that what the teacher said at the upset was is really important and I think that districtwide we have to be super careful to not think that faster is necessarily
better and like I won't get into the details but I think that's a flaw in the superintendence program like taking the US History Regents when you're in eth grade versus 11th grade um so I don't think that I think we do need to be super careful about that faster does not
mean deeper and better um that all being said I think that Steve's point is really really really important like this is not saying that this is for everyone and I think you know that's a really important principle in education practice and research in general is like
everything is highly contextual so I really appreciate that you said that Steve and that it's an opportunity for some kids that may be right right and not for everyone but it's certainly not an imposition um and then the only other thing I would say is that I think Steve
you me alluded to like a robust screening for it that would include qualitative and quantitative data and I just want to um double sign on that um I think it should include both standardized test scores but also other measures outside of that um so I would
hope that whatever screening is used is not simply test scores but includes some qualitative data as well um and those are my comments thank you thank you Steve for putting this forward thanks the uh there's a question in the chat superintendent I'm I do want
to curious to answer is there an age requirement with New York state to take the geometry region an age requirement yeah the only the the requirements is that they're enrolled in uh a course that is on the pathway to take that
geometry regions and that they have already the algebra one regions so they have to take algebra first and then they take geometry here's a question I want we don't have to belor this too much because it's the details are getting into the weeds here but I'm curious about your thoughts on the geometry regions first and seventh grade and then
Al I'm sorry algebra regions first and seventh grade and then geometry in eth grade versus certain students taking geometry class in eth grade and algebra class in eth grade on a path yeah same time I mean my any quick reactions like
quick reactions is that's that's too much for one student because it would give them it would give it would make six the rational sixth and seventh grade it would be a you know more foundational work it would be more of a traditional sixth and seventh grade foundational work if if you want to look
at it that way and then ADV geometry is like a specific course in Geometry only you know the six sth and eth grade curriculum engages students in Geometry units you know going through up into e8th grade the general education geometry curriculum this would be pure
geometry all year and then also pure algebra 1es specifically for the regions at the same time I mean that would be I'm not advocating for one or the other I'm just curious two I was chatting with another kind like along the lines kind of along the lines of what alinaa was alluding to like that sounds like a
different version of like way too fast all at one time yeah just um okay anyone else want to comment on the reso I want to make a the last and selecting students I really think that maybe you shouldn't say
you're selecting students like since you we're putting this program out it should be students own interest selecting them as their own option and I kind of don't like uh saying uh urges the use of a
screen process I feel it's like archaic and uh parent and guardian consent because why can't the students themselves if they show like a specialty they just go in and pick the
course themselves yeah without needing parent consent yeah um yeah that's a fair point Elizabeth what would you like to see here would you like to see student consent as well
oh no students selection themselves like if they have an interest in geometry when they pick it themselves instead of you saying selecting students yeah because that's their choice yeah and and so we're we're trying to make this program for students that are interested
in it for themselves not because their parents are pushing them right or yeah no that's fair um H how do you have I don't know let me let me look at this too I can I think I know what you're trying to say um
um I still think we can keep the I mean when we say selecting it's not like yeah it's we're going and saying the student has you're in and you have no saying it but later on in this the the the the criteria here I think we can incorporate
something of what you're saying um urges the use of I mean does adding the students you know interest students own interests because sometimes like grades might not reflect how well a
person could do in Geometry right right and is the wrong word really well um maybe scened is the wrong word Steve if you just say like a comprehensive process or
something Elizabeth does if I say students demonstrated interest yeah um the I was putting I was putting parent Guardian consent in there to um to
um protect against a situation where a parent might think their child is is too overloaded with stuff not ready for this and the parent says you know what thank you for the offer but I don't want Steve to be taking that
that's what the thinking was in there it wasn't to be like let's get all the tiger moms out there and give them the sign off I'm just this is like a for that we're just putting up is not for everybody it's it should be their own self-interest of what they want
absolutely so that's why I'm just thinking the wording sounds very like like you said tiger mom or pressure pure pressure how does it look to you right now Elizabeth does it look so whereas in selecting students for geometry in middle school this resolution urges the
use of a screen process using a test grades Teacher Assessment student demonstrated interest and parent Guardian consent I just feel like it doesn't sound like it's open to every student that might have an interest it just
sounds very like a you know oh it's the honors goal and only the honor students go in you know that's my actually Elizabeth it is like we don't think we don't think every eighth grader should beel but even some students that they might not do well in a better subject
yeah or in another subject they might actually with their own interest do very well and geometry that's what I'm can I make a suggestion if that's the case would a student have a band withd to do a geometry or if you more focus on
improving their other subject yeah we could say that I didn't Elizabeth I didn't Focus I just focused this one on math I mean there's a whole other conversation about all the other subjects that honestly it's a little it's it's considered more difficult to figure out how accelerating some of humanities it's just it's just a
different ball game than the math program but I want you to comfortable if you're I mean I guess and remember this is like the idea here anyway this is yeah I'll alen want to make suggestion go ahead alen did you
want to make some suggestion no all I was gonna say is try to to get incorporate what Elizabeth is saying maybe just say something about process because what I thought I heard you guys saying is she wants a process for the
kids input to matter and you want a process for some kind of like teacher input SL performance input but you could just say something generic like a process yeah Alina what I added to the I know you're not online here you're on
your phone I think but I added a line that says student demonstrated interest yeah I I think that's fine I mean if you guys want it to be more generic you could say a yeah that's fine um I I think that um anyone else I think
that U we uh you know we don't have to give schools the the the directions of how to pick students I'm sure they will find the effective way and they have their own processes for that and I like yeah and Maya to that point like I I definitely feel strongly about the you
the um the process we've laid out here this gets into conversations with superintendent F and he has you know he has ultimate say over this and you know it's it's like a lot of conversations we've had in the past but this is what we would like to see and um how it goes from here to your point is um you know
that's kind of The Next Step but we just really want to make a statement about this and um I think this I I personally I strongly believe there would be a lot of interest in the district um and I hope you'll take it seriously and I I think you will um and so is there a
motion to vote on this a second Kevin can you take a roll call vote all right um we're taking a rooll for to vote on resolution number four to create geometry course for middle schools um Steve sto president
yes John Ricardo yes Elizabeth Chen yes Kevin Z yes Mayan Chen yes waying Chen yes
y CH yes yes okay thank you um she's not around right no okay um
Maya yes yes okay and is okay we got 1 2 3 4 five six seven seven years in person and two years online great
thank thank you Kevin the resolution is approved so that oh let's approve our minutes from the January meeting so the minutes have been previously sent around to CC members um
are there any changes to the January 2025 calendar meeting minutes okay and I think we've we've all had a chance to review these right so um we can so if there are no changes to the calendar meeting minutes then the
minutes are approved um this concludes the agenda for the C 20 calendar meeting for February um is there a motion to adjourn the calendar meeting second all in
favor anyone opposed um does anyone would anyone like a break before the business meeting or do we want to go right to the business meeting