Good evening. Good evening. Welcome to May CC's 20 calendar meeting. We are here tonight at PS I know. 6 Arts of Third. Which is overseen by principal Mr. Proudfoot. Thank you so much for hosting
us. Kevin King, please take roll call attendance. John Ricotta Here. When Ming Chen Nalin Steven Mahon He's online. Yeah, here. Erin
And Ken Lee He's right there. Alina Lewis Here. Louis Chan Here. May Fung Chan Fabiola She's online. And Kevin Zhao
Uh he's here. Yeah, he's All right. Tonight we have interpretation in Arabic, Mandarin, and Spanish. You should see these interpreters' names in our participant list. And they will post their information in the chat. They will now share directions for anyone who needs interpretation for the meeting.
Could our Arabic interpreter please introduce yourself? Yes, this is the Arabic interpretation services. This is the announcements. Good evening. >> Arabic announcement completed. Thank you. Thank you so much. Good afternoon, Mandarin interpreter. Please introduce yourself.
Yes, sir. The following message will be in Mandarin. Okay, thank you. Thank you so much. Good afternoon, Spanish interpreter. Please introduce yourself. Hi, this announcement will be in Spanish. Spanish announcement complete.
Thank you so much. As a reminder to the speakers, please try to speak slower than usual to allow interpreters to keep up. As of right now, I'd like to introduce the principal, Mr. Proudfoot. Good evening, everyone. Thank you very much for turning this on for our next guest. Uh my name is Frank Proudfoot.
I'm the principal here at MS 936. And uh it is my great pleasure to welcome you. If you don't know our school, uh we are District 20's only audition-based middle school. And so, our students audition to get here. They have a major, uh whether it be
theater or uh uh music, visual arts, STEAM, uh dance, and they take those classes all week long right along with their core academic classes. And here, when we talk about our students, we talk about scholarly artists. These are students who are well-rounded both in the arts as
well as their academics. And we believe those two things work hand in hand. Uh we think that the the skills that you learn in the arts, things like creativity and collaboration and time management, those are equally as important in math and science and
history uh and your academic classes. And so, uh the scholar artist is the important idea of our building. It's uh the prototypical student in our building, and I have the perfect example to present to you today. And so, this is a really special treat. She's going to lead us in the Pledge of Allegiance, and
then she's got a great number from Hadestown. She's going to sing for you. And so, uh a wonderful scholar artist, I'd like to introduce you uh to Sabrina Wu. Come on, Sabrina. I pledge allegiance to the flag of the United States of America, and to the
republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Hi everyone. I'm Sabrina Wu I am a seventh-grade theater major here at MS 255, and I'll be performing Flowers from the musical Hadestown. And
I also wanted to say happy Asian American Pacific Islander Heritage Month. What I wanted was to fall asleep. Close on [singing] my eyes, you see me. Like cattle on a street.
I'll stand around [clears throat] and wait. We want 10 poppy red. I trampled where he laid me out. You won't feel [singing]
a thing, he said, when you go down. Nothing going to wake you Dreams are silly until [singing] they're not. They're kind until they aren't. Flowers bloom until they rot and fall
apart. His head listening? I open my mouth AND NOTHING COMES OUT. NOTHING. Nothing
going to wake me now. I remember fields of ice beneath my feet. Walking in the snow. >> [singing]
>> I remember someone, someone by my side. Turned his face and then I turned away into the shade. Behind >> [singing] >> if you are lost
come find me dying in the bed I made. >> Now we will share the agenda for tonight's calendar meeting. Kevin, can you please share the agenda on the screen? Nobody signed up. Oh, no.
Public speaking. Nobody signed up. >> Nobody signed up. I guess we skip it. Yeah, you can skip it. Nobody signed up for the public speaking session, so we're going to skip it. Is Marisol on? Uh Uh yes, um John, I'm here.
Okay. Next up is going to be Marisol Negron Pescetto, certified connector of District 20. She's going to have a presentation for us. Uh good evening everyone. Um as John said, my name is Marisol Negron Pescetto. Um the family connector for
District 20 with the Office of Family Community Empowerment. And I'm here to share um what family connectors do and uh see if there's any families, parents here interested in joining and becoming a family connector. Um so just to share some background, the
Office of Family and Community Empowerment is is committed to strengthening the relationships between New York City public schools and the communities for student success. The vision for fat for the Office of Family Community Empowerment they're
also known as FACE. Their vision is to create a future where students achieve their full potential through the power of family school partnerships. We believe that when family expertise and school expertise intersect, students thrive academically, socially, and
emotionally. Together we're shaping a brighter future. Um Family Connectors invites parents, caregivers, and community members to become certified Family Connectors, part of our citywide New York City public schools effort to help families access the resources they need to thrive.
Family Connectors are trusted community members who support their school communities by helping families connect to essential services. This work happens through partner-led presentations and trainings with city agencies, cultural institutions, and
community-based organizations, including Sesame Place, the Office of Safety and Youth Development, the Mayor's Office of Immigrant Affairs, the New York City Public Library, the Brooklyn Public Library, the Queens Public Library, and the Department of Youth and Community
Development. To date, the program has featured 60-plus partner organizations across 39 training sessions, offering families a wide range of supports. Through these sessions, Family Connectors learn about programs and services that support families,
including housing assistance, food access, legal support, and public benefits. Family Connectors gain practical tools and confidence to share information and help families take next steps. The Chancellor's Circle recognizes Family Connectors who attend 100% of all
those training sessions. These trainings take place every Wednesday at 12:00 p.m. and at 6:00 p.m. Signing up takes about a minute and is a meaningful way to give back and support families, and interested community members can sign up using the interest form or by
scanning the QR code. Um and just also want to share that as a Family Connector, you will be a trusted resource for families in your community. You'll learn about important programs and services for the New York City public schools, the city, and the state,
and you'll help families find tools and opportunities they need to thrive. Um I'm going to go ahead and add the form for anyone who's interested in becoming a family connector. You can go ahead and fill out that form, and if you have any
questions, I'm here to answer any questions you may have. Thank you so much, Marisol. You got it. Can you put your information in the chat as well? Sure. What um what information would you like me to share? Um your email or any way to
contact you. Okay. Thank you. I would now like to recognize several guests here with us tonight, Superintendent Dr. David Proto. Family coordinator Chen. Family support coordinator Sylvia Tsiski.
And now we are off to Dr. David Proto's report for superintendent. Good evening, uh council, uh school leaders, uh teachers here, parents, students. So I want to thank Principal Caulfield again for welcoming us and
Principal Miss Rolis as well. Uh so this is my superintendent report. Uh just first, a just brief summary of the upcoming events that are happening in the district. So on Tuesday, May 19th, we're going to have a teacher hiring fair uh from 3:00 to 5:00 p.m. at Dyker Beach Golf Course, which is right
after the principal conference. Uh on Wednesday, May 20th, we have our third annual science showdown, which is the District 20 version of uh the Science Olympiad. Uh so we're really excited to have that. That was one initiative that was definitely uh uh instigated, I guess is one way to put
it, by uh council members several years ago. Uh on May 28th, we have the District 20 Civics Fair. This is a our fourth year doing this as part of a as being a a Civics for All Partner District. Uh, and then Friday, May 29th,
uh, another parent leader uh, idea, I guess the the idea came from parent leaders. Um, we're going to have District 20 Fun Day, we're calling it, which is basically a uh, a kind of ramped-up version of our arts exhibition exhibition that we've done historically in District 20 over
the last several years with visual and performing arts being uh, represented for all students. This year, we're going to uh, have it on a much larger scale at Maimonides Park, uh, and it will be open to uh, students and families from across all our schools. We're going to be welcoming all the uh, student artwork
like we do in previous years, but instead of hanging it in the district office or in a uh, in a school for folks to uh, be able to see it, we're going to be able to display it on the Jumbotron at Maimonides Park, and we'll have that scrolling through as uh, as the day goes on, as well as having uh, multiple
performances. So, historically, we've always had performances in, you know, dance, music, musical theater, uh, some of the traditional arts, uh, but we also have a lot of other students who engage in uh, different activities that need an audience, like cheerleading and uh, a lot of other different uh, so, this is
going to provide a great opportunity for all of our students across the district to be able to kind of uh, celebrate and perform for uh, an audience. We're really excited for it and really appreciate our parent leadership uh, for, you know, coming up with the idea and kind of pushing us to do it. And then finally, we have our our math games, which is the District 20 version
of the Math Olympiad, uh, Wednesday, June 3rd. Again, you know, some of these uh, great opportunities for our kids uh, culminating at the end of the year, a combination of competitions uh, and and celebrations and showcases. Uh, just a couple of uh, student celebrations. This one's a a a quick one, but a really important one. We as
the STEAM initiative has been a really strong piece in District 20 for many, many years, and uh, I'm really happy to celebrate one of our steam teachers. So, Cindy Scognamillo, I know her as Cindy. I've I've known Cindy as a first name for a long time. Uh but, Cindy Scognamillo is the steam
teacher at MS 407 under the leadership of Steven Lombardo, the principal. And, uh really excited to say that this past month uh Ms. Scognamillo and her and her steam team, or the green team actually, installed a pollinator garden in John Cardi Park
down in uh Bay Ridge. Uh it was really exciting. It was a partnership that she organized between the Department of Ed's Office of Sustainability, uh who granted them some funds, and the Parks Department, who allowed them to utilize the space in the park to install and maintain uh a pollinator garden.
It's really exciting, and the students engaged in a year-long project around not just advocating for getting the space and being able to put this in, but also all the science and the and some of the civics and politics behind not just the importance of having a pollinator garden in the area, but like how you actually get something like
that done. Uh and so, it was a really exciting experience, and really want to shout out Principal Lombardo and Ms. Scognamillo. I I'm used to calling her Cindy, so like saying her last name is I'm being formal, but I I really appreciate her leadership. It's a great great job by one of our, you know, one of our great teachers in
in in the district. So, this is just a lead-up to our second celebration of our students. So, this past month we also had our middle school bilingual fair. So, as you know, District 20 is one of our kind of one of our priorities has been establishing sustaining and expanding bilingual
programs. The language diversity in the district is a celebration and something that we really believe as a at a core as leaders, and definitely something that I strongly believe as a superintendent, as an educator, is that bilingualism and multilingualism is a really important skill.
It's something that not just celebrates culture and and and, you know, is a a forefront of identity. So, one of the first places that somebody kind of identifies themself uh culturally is through language. Uh so, something that we really see as a as a celebration of
identity and culture, but also rigor in academics. Uh students who are bilingual uh really have a leg up on their monolingual peers. It's something that we really celebrate and really love to uh you know, not just provide opportunities, but also, you know, recognize students for their accomplishments and and encourage them to do that in a in a place where it's
not necessarily always pushed in regular life. We don't need to necessarily be bilingual, many of us, in order to operate in life. Uh whereas in many other countries, it's not just something that is uh an expectation, but also necessity in order to be bilingual to to maintain all those things. So, something
that we really value in this district and really excited to celebrate two youngsters today, but I wanted to just highlight the the bilingual fair that we uh just had. So, we have been expanding the bilingual uh dual language program specifically in District 20 since I've come on as a superintendent. We have uh
added four programs: Arabic, uh Italian, uh Mandarin, and Spanish uh across uh four schools. And uh this we had the bilingual fair for the first time, it's the first of its kind in the city, to
specifically promote uh opportunities for students uh in dual language. So, just wanted to uh highlight that and, you know, celebrate that. And and leading up to our celebration here, we have many uh we have many folks here from uh PS 170
who all many of them were here last month uh celebrating uh Principal Holly Siying's being appointed. Uh I love how PS 170 rolls deep. Uh so, but Uh but, you know, today we really wanted to celebrate two students. So, we're
celebrating Sophina Quachac Chin and and and Amara Chen. So, for those of you who don't know, and definitely from the council, so uh Sofina and Amara placed first and second
in the 2026 Chinese Bridge Competition for the for the Eastern United States region. So, it's an annual international competition that brings together some of the top dual language and immersion programs across the entire Eastern United States to showcase their Mandarin proficiency, specifically for non-native
speakers. Uh and this was PS 170's first time participating, uh and had two students place first and second. And I didn't put this on the slide, but everybody who's approached me so far about this competition said that this was the only public school that was at this
competition. And and and and really like really awesome and impressive and uh really So, we're we're going to we're going to invite these two youngsters up for it in a second. Uh and uh Sofina came in first, uh Amara came in second. Both
like you beat everybody else, so like everybody's winning already, so great job. Sofina will also be representing the United States at this international competition, so Sofina will now go to China and represent the United States in the in the global finals. So,
nobody else here is representing anybody in the global finals, so good job by you. All right? Uh and uh before I I I really want to uh thank some people here, and I want to start with uh Sofina and Amara's parents for just like lifting this up and, you know, kind of celebrating them.
You know, being the child, you know, being the parent of a child in a dual language program is it's a lot of work, uh especially for uh when you are the uh English speaker learning a new language after not having learned that language up until, you know, age five or six. So,
it's it's very taxing on both sides and, you know, we want to recognize that and and and appreciate that as as parents who not just put their kids in dual language and support their individual children, but also like really support uh the the programs in the school. So, we really want to thank the parent and
cuz it's a it's it's a lot of work. We know. And then we also want to give some special thanks to their teachers. Like, we have a lot of dual language teachers from PS 170 here. So, it's an amazing program uh ever since I've been supervising the district uh
under leadership of uh former principal Tony Woo. You know, he was a big proponent of dual language programs and really, you know, kind of cultivated the program and I got to visit many of you classrooms, you know, multiple times and uh it's it's great work that's being done over there and, you know, seeing an outcome like this is just like a
testament to that. But, uh we want to highlight some some individual teachers who have done a lot of work to support Safina and Amara in their preparation for Chinese Bridge. So, first we want to just uh thank Ms. Abby Zhao, who's a second grade teacher. Uh Mr. June Zhao.
I know Mr. June Zhao because of the the cultural festival every year. He's the one who's like one of the primary coordinators of it. It's an amazing show uh with the biggest screen in District 20. But, Well, Yeah, well, I'll see you Well, we'll see you on the fun day. Uh and then also Mr.
Houcheng Kong. Want to thank I want to thank the whole department, but we want to celebrate these uh three teachers specifically cuz they they helped these two youngsters, you know, get ready for the the competition and, you know, put a lot of time and effort to supporting them. So, we really appreciate you all uh for doing this great work. And obviously, we
want to thank Principal Holly Saints. Bernie, year that the school was in the competition, so Yeah, I know. Yeah, yeah. Totally. But You're you're you're already like you're already like a step ahead, so you're good. But but we wanted to be able to invite
um Sophina Marr up really quick just to talk a little bit about their experience in the Chinese Bridge competition and let everybody give everyone a little bit more insight on on what they did. So, come on up. You want to go on stage? Should we have them go up there or should we What do you think is better? Yeah,
all right, yeah, yeah. That's that's good. Let's just make sure you got the mic low. Yeah, okay. You know what we're going to do? We're going to give you the microphone. Is that better? Is that Yeah, so then Hello. Hi. My name is Sophina Chin and I'm a
third grade student in PS 170. The Chinese Bridge competition was really fun for me. I've been working really hard on my speech, learning Chinese, and practicing my fan dance. >> [laughter]
>> One of my favorite parts was meeting students. One of my favorite parts was meeting students and also love learning Chinese and Chinese culture. I'm also very excited to go to the
global final in China. Thank you. Hello everyone. My name is Amara. I'm from third grade class PS 107. I I think that the global competition was
very fair because it was only for not native English speakers. My favorite part was when I did my dance.
Because I like Chinese culture and I like to do talent shows. Another part of my favorite is that I got to see kids from all of the Eastern part.
Thank you everybody. Guys rock. Here. All right, good. Okay. That's fun. Good job. Thank you. Woo! All right. So, once again, thanks so much and once again, congratulations to
Sophia and Amaris. It's a really amazing accomplishment. Really excited to be able to share your story here today. So, thank you so much and thank you to all the teachers and principal and everyone for coming out for, you know, celebrating these two youngsters and, you know, and and multilingualism. It's really great. Um with that in mind, uh you know, as I
said, uh dual language programs and bilingual programs are really important part of the work that we do in the district and, you know, along with uh special education students, uh English language learners, and this work is is uh you know, a really a priority for us and we're always looking at
programming to make sure that we're able to match needs as well as uh the priorities of the district in order to support the establishment of programs. So, we're uh we're going to be establishing two new programs in the upcoming year. One is related directly to dual language. So, we currently have
24 uh dual language and bilingual programs operating in the district and then three in the pre-K centers, uh which makes for 27. Next year, we're going to be adding in another uh dual language program, this time at PS 186. We're going to be adding a Spanish dual language program. So, really excited about that to add to
our the growing portfolio uh and very excited to announce that next year, we will be joining a very small pilot in New York City public schools to uh integrate District 75 uh kindergarten classes into community
schools. Uh so we will open two kindergarten 12:1:1 learning community classes that are planned and designed for students who would have been previously referred to a 12:1:1 D75 class. Uh this program we hope is going to be able
to allow these students to attend school closer to home uh and and be able to have greater access to community school resources and and their and non-disabled peers. Uh this will be happening at PS 164 under the leadership of Principal Erica Steinberg and PS 971 under the under the leadership of Principal Stacy
Butsicarris. Uh we have already almost filled both of these classes uh and we're really excited about the prospect of uh being able to bring our special education students uh in the D75 programs closer to schools. This has been a regular issue that has happened
in this New York City public schools and definitely in the district uh since before I came on as superintendent and you know, we feel like this is an opportunity. Uh we're thankful to the dial office and and uh and the chancellor for kind of being innovative and thinking about a program like this. So we're we're we're really excited to
be a part of the pilot and definitely something that we'll be following up following up on uh with updates and hopefully something that we would be able to expand in the future. So uh really excited to to announce this program. And then uh the with the new chancellor we've had
some new priorities uh for CEPs and DCPs uh and so moving forward in a lot of our work especially starting at the district level, you know, talking about goals and priorities, action plans, and progress monitoring. We have uh five new priorities uh that we'll be forming our goals and
action plans and by extension all schools in the district and in the city will be doing as well. So this uh priority one is not changed much. It's still uh literacy and NYC Reads. Uh this year uh Chancellor Samuel has identified a specific math goal whereas in previous years we did
not have a a goal specific to math. So, priority two will be math and for NYC Solves districts, which we are not one, but will be NYC Solves. Priority three is going to be safe and inclusive schools. Priority four will be college and career readiness and down at the bottom there's a bullet about NY New
York Inspires, which is the portrait of a graduate work that is being done at the state level, which is the the new framework that the state has released around pathways to graduating with high school diplomas. Uh which extends all the way down, starts at pre-K. So, there are there is work that we will be doing
in District 20 around NY Inspires and the portrait of the graduate including continuing a lot of the work that we've been doing for Safer College the Safer College program and just putting a plug out there to everyone who's listening. We have set a goal in the district and at the city
level for fourth grade families who are in the Safer College program. We are looking to get 80% of our families to get to benchmark one. We're currently like 56%. Uh and we're looking to get that up to 80% by the end of the year in the in the
fourth grade. And the reason for that is by fifth grade the funds expire. And if they they go unclaimed, then they just go back and they don't get to be claimed. Uh and there's, you know, almost $200,000 left on the table currently and we really want to kind of
close that gap by, you know, getting into the fourth graders. Uh who next year, if they don't take it on, then they'll graduate out cuz it's an elementary program. And then finally, priority five, which is going to be on attendance and changing the nomenclature from
chronically absent to chronically present. Uh and then finally, a priority on high-quality, inclusive, and accessible learning for students with disabilities is something that's always been a priority in our district and will continue to continue to be so. And we see our D75 pilot being another
opportunity to be to be more inclusive. And all of this is relevant also because of the work that we did last month with all of our parent leaders at the principal conference. This is the picture we got we got everybody in it who was there, but last month at the
District 20 principal conference, we invited PTA presidents and title one pack chairs to the to the meeting and we engaged in discussions around school governance. So most importantly, PTA presidents and next year title one pack chairs will be required members on
school leadership teams. And so we and the school leadership team is the school governance structure that you know, provides the input into the goals and the action plans, the progress monitoring aligned to every single CEP goal, which
are these priorities that I just went through. So we had discussions. I communicated some expectations as well as some structural pieces around SLTs and gave opportunities for principals and parent leaders to have discussions about how those structures are currently happening at the school and be able to
set some goals for next year in order to strengthen and improve those structures if that's a possibility. And we also had an opportunity to engage in the Chancellor's and New York City public schools AI guidance within the reporting period. There was a 45-day feedback period that happened and that closed on
May 8th. So we really wanted to you know, kind of get every opportunity for our leadership, principals, parents to be able to review that, discuss it, but then definitely get feedback. So I appreciate that and and I appreciate the
the leadership of the parents. We were able to celebrate our four outgoing presidents council leaders who are all going to be no longer presidents council leaders next year. So we were able to kind of recognize their leadership and thank them for the great work that they've done including
um I'm forget Miriam's last name off the top of my head, but Miriam, who is the PTA president at Sorry? Miriam Polanco, who has been a PTA member for 25 years in the district. So, it's like it's definitely like a special celebration to her cuz that's
that's that's a lot of years, you know, that's a lot of years of being a parent leader. So, I want to thank them all again, and that is my report for the evening. And one more time, I just want to, you know, kind of congratulate Sofina Amara for not just sitting through their first CEC
20 meeting, but but also for, you know, their accomplishments in the Chinese Bridge program. So, congratulations, guys. That's my report. Thank you very much, Superintendent. Any of our council members have any questions for the Superintendent? Amara.
Um to to to the staff of PS 173, the adults. Good night, question. >> [laughter] >> I don't know. I I couldn't teach you that. >> [laughter] >> Um my my second um question is like I
really want to learn how to do that. >> [laughter] >> Um is like I want to say thank you for for adding these because I know as our special education students leave 87, and they go to high school. The graduation rate for our students at
the winning age drops considerably. I think we're there. The goal. And we want to make sure that we're giving them the tools that they need in order to get to high school so they can get to college. If not college, then at least a career. Whether it be like in the military,
whether it be like a trade, whether just so they can be able to take care of themselves. And that's been an amazing concern for us, you know, because like I do have a student in with disabilities, so I do know that my attitude has always been like, if
something happens to me, if my child can take care of themselves. So, like I'm I just say thank you for that because I feel like that a lot of people don't realize that it's not just the general education kids. They They, you know, you always want to
talk about the celebrating learning that they they completely leave our children with disabilities always have to be on the wayside and like they don't matter. They do matter, you know, all right? Because they're part of our society and we need to do better for them in order for them to That's what we want
to see them do that so they they're able to to take care of themselves and make a living as well. So, I want to commend you for that and I hope you continue to do that. So, any of our council people or any of our elected officials on the call, please make sure that you're filing lawsuits with disabilities
because a lot of times you don't see them. You don't see them in those conversations or you don't hear anything, but we hear you loud and clear when you speak about accelerating learning. You're very loud and very solid with that and I would like you to be the same proud and loud when it comes to students
with disabilities that I actually mean students with learning and the funding that we need for them to continue to support them in this district. I just wanted to say that. Can you also give the date for the special education parent meeting? Oh,
our sub-committee meeting will be virtual. It will be June 17th. We will be having um direct instruction on summarizing because that's also an issue for our students with disabilities when it comes to summarizing. There's not There's no programs for our students with disabilities and then our busing only
goes to so low. So, a lot of our students with disabilities can't stay till like 5:30 6:30 depending on when it comes to the non-academic functions of that. And what is it that you do to kind of go along with it? It's like really
really used to you know, you're getting the money so you're getting the the dollars and the face-to-face funding, then it needs to be treated accordingly. So, please be hopeful. It's virtual. That is your virtual. You know, you have any questions anybody online or in
person, please make sure you email ICC email. And we're going to give them the questions that hopefully need answers. Hopefully they need to go back to us. Thank you very much. Any other members? I have a quick follow-up question to um you mentioned the literacy objective.
There was recent reporting by Jessica Gould saying that WNYC that all middle schools are going to have to adopt either EL or Written Wisdom by fall of 2027. So, I was wondering uh what the plan is
for District 20 regarding that. Uh I I don't know uh Jessica Gould. Um but >> she is? I know who she is, but uh when that hasn't, you know, kind of gotten down to me uh from NYC public schools. So, uh you know, but if that does come
down, you know, that's something that we would, you know, just like anything else. Any other members? Helen. There was also a Gothamist article I guess in December that was saying the same thing that middle schools would have to phase out each year. And I'm curious about
if that happens, you know, and one of the things that when I was thinking about this, I was thinking about early as on schools and the fact that that's going to be another massive transition. And so I'm just wondering if that'll be a conversation that happens in conjunction with the CEC so that we can
be part of that decision-making process as well. Um Yeah, no, I'll have to get back to you on that on that. Um I also was curious um I have I have two other two other things that were related to a couple of the things you brought up. One is that
I appreciate that you mentioned giving families a chance to interface around the Chancellor's AI guidance. I just wanted to bring to the attention of everybody sitting here that one of the things that we did in the past month was hold a special session on AI guidance to hear concerns
from the community and it was over 60 parents attended both in person and online and there was not a single parent there out of the 60 parents who attended who did not express extreme levels of
frustration and anxiety with the way that AI is being rolled out with the fact that they can't get information about what AI their students have access to and the fact there isn't a central database of what technology their students have access to and so I just wanted to bring those
voices to uh to our meetings to say that like there is a tremendous amount of parental anxiety around the fact that the Chancellor's guidelines really do nothing except codify that any AI can be
used in any classroom for you K through 12 for any reason and then you know one of the things that the parents were talking about was that the comptroller's report really showed that there are no privacy protections that the DOE does not have a privacy scheme that protects
students data privacy in any real way and there's a lot of parental concern about that and there one parent was there who said you know in the medical field everything the DOE is doing would be illegal in terms of the way that student data is being presented and so I just wanted to bring those conversations
into this into into the way that the district is thinking about uh and tech speeds moving forward. Um and then I wanted to bring up a final question for you, Dr. Ferrer, that people have uh brought up What's that? No. in um
in relationship to I think there's a lot of concern about the pending i-Ready lawsuit, uh the fact that there's a federal lawsuit and they're asking for a nationwide injunction against i-Ready um because of again violations of
student privacy as well as abusive practices towards students. And so since all of the schools in the district use i-Ready in order to set CEP goals, a lot of parents have been asking what SLTs can do uh
in the case that there is a nationwide injunction of about i-Ready. And so I wonder if that's something that there's district planning around to give other ways to measure student progress besides this corporation that steals kids' data. And
now there's a nationwide lawsuit against So, that's my Those are my two cents for the day. That's true. So, you know, just a couple things in response. You know, first I've been, you know, very clear about uh my my views and my uh messaging to principals regarding AI. You know, it
has been one of caution as I've stated many times uh to at principal conferences, uh to individuals, as well as uh at council meetings and with parent leaders. You know, I have my own, you know, concerns, uh but it's also a complicated topic and I don't want to
treat it as something that is, you know, anything but complicated and make sure that we take a, you know, a very cautious approach with this, which the schools in this district have. Uh and, you know, we were really excited to be able to gather a lot of feedback from uh parents across all SLTs in the district and, you know, it's some data
that I shared uh with the district at the principal conference last month and it really showed like some some mixed feelings about uh AI across the entire spectrum. Definitely uh wanted a lot more restrictions and you know, really didn't feel like AI had
a student facing AI had really much of any if any kind of part in elementary education. You know, the younger the children got the more hesitant both the leadership and parents got and you know, I feel like we're all kind of in uh in agreement on that one. As the
children get older, there seem to be a little bit less a little bit less concern but concerned nonetheless. Something that we not just heard loud and clear but we also feel the same way. So, we've been really cautious in our approach with AI on this especially on
the student facing side and something that will continue to do so as the guidance lays out and as we look at these tools and learn more about them ourselves. You know, I don't believe one thing I don't believe just personally in is trying to kind of
utilize something with children that we don't really know well ourselves and and I know that a lot of I know that the principals and teachers feel the same way and and that's something that we really take to heart. So, that's just one thing. That has been the message that has been going through the district
and you know, will continue to do so. Any concerns about privacy? I really urge you if you haven't already done so to email student privacy@schools.nyc.gov and share those concerns. I'm sure you have but I just want to also kind of share that with all families.
That is the place where all of these concerns are are to be lifted up and you know, and that's something that New York City public schools is not just cataloging but also from what I understand using that to inform the
eventual playbook that will be released. And then finally regarding the lawsuit, you know, we comply with court orders like in in all different aspects and nothing is different in any court order or decision that comes down in
those lawsuits or any lawsuit. So, if there are, you know, kind of court orders or decisions, you know, we'll you know, we'll comply as as directed. I'll just say that we when you email student privacy, they tell you to to submit a FOIL request. And so,
they are not forthcoming with any information. That is useful. So, and which is one of the reasons why parents come to members of this council and ask us to bring questions to you because I think that when parents in good faith do try to pursue those channels,
they're about Like I even sent you an email where I just asked you the basic questions and they said you have to FOIL that. Parents aren't privy to information. You have And so, it, you know, it is much more difficult, I think, than many people believe to actually get
information. And um which is why parents are frustrated. Got you. The only thing I would know on that end is the FOIL stands for Freedom of Information Law. So, I would I only assume that that that applies in that case and I appreciate the feedback. I can
definitely take that back for you. 15 months to 2 years. So, by the time like the information you're asking for is relevant now. And so, I think that like I think that there is a expectation of transparency about what kids are doing
in the classroom on a day-to-day basis. And there's a lot of worry about the fact there were over 100 data breaches that the district didn't know about. And then when you try to get information about it, every single channel you're told to go to is closed. And so, I mean, I think that there there
is not really a way to get that information that I know of except to ask you. And as schools and teachers and that's something that we've also been very clear about. I mean, one thing that parents should definitely know and be able to do is to speak directly with their teacher about the tools that are
in use in the classroom. That's not an unrealistic expectation and you know, our teachers and schools have tools on hand to be able to communicate with families and be able to answer those types of questions. And that's not an unrealistic expectation and you know, the SLT is also a place open meeting
just like CEC meeting where you know, parents can come and ask questions like that. And we not just expect them but we encourage them because just like on any topic, you know, when people are concerned, you want to feel like you can get answers to those questions. Now, in a district of 31,000 students, you know,
I can speak broadly about, you know, classroom use and different tools, but ultimately, you know, the individual classroom experience, you know, going from classroom to classroom and school to school, you know, you're going to get the best, you know, most accurate, up-to-date information you know, by asking the teacher. Like what are the
tools that are in use? And it's totally reasonable expectation for, you know, teachers and schools to be able to share that type of information. And that's something that, you know, I've communicated before and will continue to and but especially we we do understand the the the the the
heightened change that AI brings. I know I know it's a lot of concerns and all of a sudden like and I've said this many times, all of a sudden on all of our phones they just just showed up one day. All of a sudden I did a Google search and one day I didn't have AI, you know, giving me a summary and the next day I did and I didn't ask for it. And and neither did
any of you. So, you know, it's it's a change that an abrupt change that we all experienced and we're trying to kind of navigate our way through it in a way that is obviously best for kids and you know, it's not been an easy
process. I'll say that but it's something that we definitely take very seriously and we we've heard the concerns and those concerns have been communicated across the entire district and you know, we're going to make sure that you know, we continue on our uh
pathway of caution, especially when it comes to student-facing AI. Makes me want to think about non-student facing AI. There's also uh a plurality of parents that were at of those 60 parents were at that meeting
have talked about how their teachers are using unregulated uh grade AI grading software that they asked them not to use AI AI software to grade their kids and their teachers have nothing to say. But parents in there were talking about how their kids were
coming home with hallucinated uh material that didn't make any sense cuz it was generated by ChatGPT. So, I think that when the assumption is that Well, so first of all, I know Well, so even putting aside the the student-facing AI, I think that we are
making a big mistake assuming that teacher-facing AI is not going to fundamentally damage the learning situation. The learning environment for our kids. Thanks for that feedback. Any other members? That concludes the superintendent's
report. We're going to go into the CEC president's report. So, um each member has five liaison schools that we have to visit. Um I'd like to call uh first vice president Elizabeth Chan. Uh
my liaison schools were PS 111 3, PS 508. Uh PS 204 and 185. And I also visited uh uh pre-K. Um most of them say general consensus, you know, the districts uh our schools in
the district are doing very doing very well and a lot of them are ranked uh top 30%. So, it's pretty good, but um That's 1.5 miles. I'm just seeing what's what my vision is.
When I talked to Principal Candela, uh they need brand new floors and old bathroom. It's not wheelchair accessible. We uh but they do have something good. It has a dedicated PTA room.
But the auditorium still needs the replacement chairs they've been asking for for years. The NIA is paid by the parents. Which which is staffed by working parents to trust in the after school program.
That is uh free for the students and parents. But they also do have an endowment for an after school adventure adventure program. An AI in that school is used only for third, fourth, fifth graders. And
technology is mainly used for testing purposes and group work. Uh not everyone has a lot The visit was PS 204 uh with Principal Cruzan Sonata. And she has
uh weekly Monday team meeting. They do a debriefing every day end of the day. It's very good. And they have a dedicated PTA office. So, they have a very strong PTA with staff help with many volunteers in the school.
But some of the things that they don't have is no power in the gym cuz sometimes the AC doesn't work. But they have she did a type of grant to handle the electricity situation and water bottle station. They have a great dual language program.
And their staff that I talked to Janet the secretary, Soto in HR, Selina, the parent coordinator, and Camilla, the purchasing secretary, all of them were here. But, there are some things that are very hard, like
finding the good subs when um that was trained me to do good work and for education. And HR field staff is forgotten sometimes, like during the snow days, cuz they are parents as well. They were
granted for childhood uh child care as well. And Selina was also talking about who's the parent coordinator said parents should read the notifications that are sent out to them. Lots of parents say they never got notification, but the school sends
email, text, and paper notices. And Camilla said the school needs good laptops to keep up. And physical textbooks. But, AI in the school is minimal we use. And
another good thing is they have um parent uh teacher conferences. Two are in person and two are remote. Um model for most other schools to follow that at least one is remote and one is
in person. And the general consensus in this school is no major complaints. I wasn't able to do the other two schools yet, uh 112 and 506 only because I got
T-boned on um Monday this uh on May 4th. So, that also brings me into what I'm saying about public safety uh driving, like road craziness because in May 8th Friday
of last week, a kid 13-year-old in near our area, 38th Street and 15th Avenue got hit by a car after 8:00 a.m. So, I just want to highlight the safer roads. And police need a
Please don't need a ticket park cars. They need to be there in the morning and afternoon watching the roads for our student safety. And I also want to thank Kelly and Alina for always voicing the parents AI concerns. And Tamara John Steve for standing up
for our students with disabilities. And uh Superintendent Proto for hearing District 20 parents. But uh I also want to acknowledge Happy AAPI Month and Memorial Day. And I've done the family connector program.
Uh they're very good on Wednesdays. Only Zoom meetings and they have two Zoom meetings every uh every Wednesday. So, you guys you know, go in and look at it yourself. Thank you. Does any other members want to speak
about your liaison schools? Anybody online? Steven? Yeah, John. Just real quick. Um I did make visits to >> Steven is on. I can barely hear him. Hold on, Steven. Yeah, he's on that.
Want me to try again? Go ahead. Any better? Yes. Okay. So, I did make visits to all 11 sites except the the one that my son attends that you'll be visiting.
All right. And when it comes to the administrative staff, the teachers, I'm very, very happy to report that they're in it. They're doing the right thing by the kids. Um and sometimes without the proper resources.
I mentioned the other day and I'm going to mention it again. When we build a new school building that's going to be co-located, we know we're going to have a District 75 census of perhaps 50 people and general education of 300.
And that with two most newest buildings where they knew they would have District 75 in there, in one school, general ed, they have their own exclusive art room that is not shared. Um our children get art
when the teacher pushes a cart, almost like a medicine cart in the hospital. They pushes it into the classrooms. Her supplies are in a closet. And at another school, general ed has a beautiful music classroom
and music. And especially with the 75 children, this is how they can express themselves with music. Um so it's definitely, in my opinion, inadequate. They're failing in the obligation to
provide comparable resources and education opportunities to our District 75 children when they're in the same building. Um they knew it going in and they failed to do so. Um and that's just something, to me it's kind of
heartbreaking, you know, when you see it. We go to these schools, we make visits. I wasn't looking for these things, but I start to see it. You know, and there were a lot of good things, especially the staff, the teachers. Their their hearts are in it. In an older school building, our
children's classroom in a 6:1 setting is uh like 12 by 8 ft. That's their gym. They do not share it with that the general education students. And why not? Inclusivity, right? Collaboration. I'm not seeing it. And now with this 675
principles, sometimes they're allowed to speak up because it seems the only way to solve that problem is to escalate it up to the superintendent's level, um which it shouldn't be. Um a great example of collaboration is right on Avenue P. Um it's uh PS 370 is the 75 and I think
686 is the uh general ed part. That's a a template. That should be a template if you're going to collocate schools. They share the space. The kids eat lunch together in the same cafeteria. They take gym. It's it's divided, but they do
a lot of activities together. And uh just like the superintendent mentioned in this new 12:1 setting moving forward next year, that should be the goal in all of our schools that are collocated. Um and that's pretty much it, John. Thank you. Thank you so much.
Helen. Um Oh, I just wanted to say I visited one location, which was the D20 preschool location, and it was amazing. I just wanted really say that the principal is doing a great job. The kids are really happy. There's a fantastic music
program. There's this incredible block room that would be the envy of like every small child who's ever built with blocks. There are no screens. There it's like a not it's a non-screen based school. And it was just a a delight to be there. And my my
daughter went there many years ago, and so it was very fun to go back and see it from the other side. And so, you know, if you have a preschooler that's in District 20, you should be really proud of the of the education and the care that they're getting. It was a really nice liaison visit. And they want to buy more blocks, and they want to buy little
teddy bears for all of the kids who have a hard time. And I think we should give them money for that because every kid deserves those things. Thank you. If I'm if I can say a little bit about that cuz I'm glad you saw the block work. So, the pre-K centers principal Daniel Bennett and principal Lauren Towner are the two principals of
the 11 sites and they also work with the 10 schools that have a pre-K or pre-K class in the community school. So, the professional learning focus that they've had this year was blocks and art centers. And I was able to to go in and see it in action and also kind of
see the the brain science and the the early literacy development that's as well as like the problem-solving skills that are kind of tucked underneath in in the design of those of the blocks and art centers. We actually have begun We've been doing a pre-K to K bridge
kind of work over the last 2 years with the pre-K principals and some pre-K teachers and our some of our kindergarten principals. And last year it was the focus was really on like the transition to kindergarten first couple months, routines, things that pre-K
children are used to to kind of like ease that transition and kind of support move to some more like, you know, you know, developmentally appropriate balance in in kindergarten classes. This year we're really excited to bring our pre-K principals in to meet with our
kindergarten teacher leads who support in the refinement of the curriculum across the school and across the district and they are going to be engaging in some inter-visitations at the pre-K centers and doing some more, you know, this upcoming year really looking at weaving
in more center-based work and some more of that those opportunities for kindergarten kids across the district. So, really excited about that. It's going to and that's going to be definitely some multi-year work we're doing and kind of kind of improving that bridge between pre-K and kindergarten
and I'm excited about the the work that's going to be upcoming in the year. So, I'm glad you got to see the block work cuz And kindergarteners still need to play. They shouldn't just be doing workbooks all day. So, I think that that is crazy. And first graders and second graders need to Kids need to play.
Thank you so much. Also, I see in the chat um in regards to crossing guards, there is a lack of crossing guards throughout the 62 to 66, the 68, and the 72 precinct. What you need to do is call the executive officer, which is below the commanding officer. He's in charge of traffic
safety. He's also in charge of school crossing guards. Each parent needs to email. They also have a supervisor that's in charge of the schools. So, you need to email and request a school safety agent if there is not one. Sometimes they retire. Sometimes, God forbid, they they do pass
away. They don't replace them. It could take a year, but you need to be on top of it as parents. And as parent leaders, we do the same thing. I've been contacting each executive officer and also traffic safety sergeants throughout the NYPD in our district. Um also, there's certain um councilmen
and assemblymen and Senate that do not want to give funding to public schools. So, there's a situation with that, and it's going to be addressed. And it's, you know, not good for the public school children. So, I'm just letting you know, if you do hear this, we're going to come
and try to get our money that is for our public school children. And it's not a threat, it's a promise. Thank you very much. Don't laugh. Yeah. That concludes our Anybody else want to speak? No? Okay, that concludes our public speak um
our president's uh report. Now is the second public speaking session. Now it's time for our second public speeches uh speaking session. As I said before, if you like to speak, you can sign up on the Google form on our website, and the link has been shared in the chat. If you are in person, you can sign up
using the sign-in sheet. Speakers are limited to 3 minutes. We do have a representative from William Colton's office. If you could unmute yourself, Mrs. Brooklyn. Hi. I'm on Zoom.
Can y'all hear me? Yes. Hi. My name is Brooklyn. I'm representing Assemblymember William Colton's office. I've been taking notes on everything that has been said, and I'm going to give him a very, very, very detailed report after this meeting is
concluded. But, the Assemblyman is up in Albany right now dealing with the budget, and he is really sad that he couldn't make it tonight. Um, but I'm hearing all of your concerns. I do know
education is a big focus on the budget, and something that the Assemblymember is fighting for. And, you guys can reach out to our office if you have any questions or concern. I'll put our information in the
chat. Um, but yeah, thank you so much to all the parents, and to District 20. Uh, the Assemblyman really, really, really enjoys, um, being a part of this community, and listening, and helping, and serving. So, like I said, my name is
Brooklyn. If y'all ever need anything, please reach out. Thank you. Thank you so much, Brooklyn. Anybody else signed up? Kevin? No. Anybody would like to speak? That concludes the second public speaking.
Now, it's going to be the approval of April calendar meeting. Kevin, can you share it? >> Let me change it. Yeah, I'm good. You have to get a vote. I don't know how to vote without making a proof of that vote. You could Say again. Approve without vote? Yeah.
The changes are approved without vote. What was that? If you want to proceed without approving without vote. They just took on Kelly off as attended and they put that she was online. You okay with that without a vote? Yes, I do. Everybody over there?
Everybody in? Mhm. You guys okay with that? Yeah. All right. Yeah. So, it's approved without a vote. What's next? Okay. That concludes our May CEC 20 calendar meeting. Is there a motion to adjourn?
Is there a second? All in favor? The meeting is adjourned. Our next calendar meeting is on June 6th. June 10th meeting, actually it's June 10th, 6:00 p.m. PS 69, Vincent D. Gripp
school, G R I P P school. Thank you everyone for attending. Thank you interpreters. Stand by. You guys want to go to the next building business? All right. We're going to go to the business meeting. I people for resolution 20-6. Yes, so that's on the business meeting.
I guess we could do it. Yeah. Thank you. Thank you. Thank you, superintendent. Good evening. Welcome to May CEC 20 business meeting. Kevin, can you please take roll call attendance? Donald McCauley I am here. Wenmin Chen
Nawlin Steven Maloney Yeah. Amara Stern Yeah. Ken Lee He left. Yeah, he's excused. Alina Lewis Here. Liza Chan Here. May Chan Fabiola I'm here.
You Kevin Zhao Here. And Kevin Clancy Tonight we have interpretation in Arabic, Mandarin, and Spanish. You should see these interpreters' names in the participant list, and they will post that information in the chat. They will now share directions for anyone who needs interpretation for the
meeting. Can our Arabic interpreter please introduce yourself? Yes. Yes, this is the Samira, the Arabic interpreter. Arabic interpretation announcement done. Thank you so much. Mandarin interpreter, please introduce yourself. Okay, the
following message will be in Mandarin. Okay, thank you. Thank you to the Mandarin interpreter. Can our Spanish interpreter please introduce yourself? Hi, the next announcement is going to be in Spanish. Thank you. Announcement done. Thank you so much to the Spanish
interpreter. Thank you. As a reminder to the speakers, please try to speak slower than usual to allow interpreters to keep up. Now, we will share the agenda for tonight's business meeting. Kevin, can you share the agenda, please? Can you share the approval of March business meeting?
I mean April. Right? Are there any changes to the minutes? No changes. The minutes are approved without a vote. We're going to go with new business. Kelly. Elena. Yeah, I can just share that Kelly
and I are chatting. We're not going to talk about it now, but we did want to let people know that there is another Did they pass this one already, Kelly? It'll be passed eminently, like tonight. Okay, so a friend of ours who's on a CEC in another district passed a resolution
about screen time specifically and screen time use. And I'm I'm looking at it right now. It's really comprehensive. Um I think it reflects a lot of what we've heard in the comments here in District 20. Um and and I think luckily, you know, our kids are not excessively
on screens comparatively. Um but and it had some recommendations for amounts. So um we are hoping to push that forward and see if any of you guys would be interested interested in either co-sponsoring it or just um sign you know,
you think it's a good resolution and would be interested in voting yes on it. Um so we don't have it quite together yet, but hopefully hoping to get that to you guys soon. Yeah. Thank you, Elizabeth. Could not agree more. 100%. Yep.
Yep. Yep. And it's the so it's the way that they wrote it and we couldn't and we'll circulate this to get everybody's feedback and see what you think. Um but they wrote it with sort of scaffolded recommendations. So no screen time for younger kids and then more screen time
that's like targeted and developmentally appropriate for older kids. Um recognizing that as you get older there are some important ways that EdTech might come into play. Um but that the the idea is that it shouldn't be used as a crutch or as a babysitter and instead
should just be used for specific instructional purposes. So we should uh do the resolution for human rights. Yep. That's what we're hoping. And most of us should attend and vote on it. Yeah, that's a good point. Yeah. Thank you, Elizabeth. So yeah, if we'd love to I know that there's been conversation
before about making sure that everybody has a chance to weigh in. So Elena and Elizabeth and I will circulate something and we'd love to hear what you think and make sure that it reflects what the community wants so that it has the the votes to pass. We might also John
and I were talking about um adding in some adding having a resolution about protecting student data privacy because of the controller's report. So, maybe we can see if that fits in here or if that's a separate resolution.
>> Yeah, I think they have something in here. I don't know if you want to mix it or do it separate or whatever. >> be a conversation to have. >> can talk about that. But, either way yeah, we can do it as a Google Doc so that you can get it earlier than like the day of so people can put comments. Um
Yeah. And we want to make sure that everybody feels like they're you know, like they're part of this because it's been such like an important topic of conversation this year and so if you um Yeah, so let's make sure this feels like something that
everyone is happy with. What grades do you know um would be cut off for Well, I think we can do whatever we want, right? Because we're not a policy-making body. So, we can recommend whatever we want. I think Elena, do you have it open right now? >> I just was looking at it. In this
resolution, it said nothing in kindergarten, which I completely agree with and I think it said I have to pull it back up. It was extremely limited basically K-2, which I completely agree with. K-2, yeah. Um which I completely
agree with. But, I'd have to look at it more closely. It's kind of long. That was my other concern with the language here. So, we might want to shorten it. I'm not sure. Yeah. Yeah, we could always do resolutions shorter for our district. Yeah, exactly. So, that
they could pass through. Yeah, exactly. Whenever you have a chance, if you just you could just send it over. >> Yep. Yep, absolutely. Thank you. Yeah. Anybody else have anything for business meeting? I mentioned the something meeting. Yeah.
They didn't hear you. I know. So, I that's why I put it in the chat. Thank you. >> Um So, one of the things that we've been doing as um as a committee is we both me and John and the parents came up with a list of goals that we really
wanted to hit this year. And as of our meeting June 2nd, we actually going to check on all the goals that we put on our list this week. Resolution So, What is the goal with parents? Um
getting the resources and the information to to the families that really need it. Um One of the things I think we should really work on is getting the sub-committee meeting more out there to the families that really need it because um they they then
we need more families to sign on and actually attend the meeting, you know, to get the resource. We're making sure that we're going to be putting it on the CC Mhm. um our website with all cuz we want to make sure that like they could just click a link and they get because that's what really one of the issues is
as as a parent with with with a a child with a special disability, it's finding the information. Yeah. You know what I mean? And we know what's out there. It's just like we're going to like 15 sites to find one page. So, we're making sure like all the information that that I refer that I've
used myself or other parents have used themselves, they're sending to us and we're adding it to our resource page. And it's just it's just a click away cuz we want to make sure it's accessible. But one of the main goals that we really had is we wanted them to meet the the special education team
of the district team so they know that if they're not getting the help from this the school that they should be getting, they know how to escalate the situation for them. Because that's the problem because they they don't know who to take it to after. Mhm.
So and the doubt team will help them resolve the issue and they tell them and and just basically knowing what their rights are as parents. Because a lot of them they don't know what it is. They don't know what resources what what the resources and they the school is supposed to provide for them. Because unfortunately our schools don't know the
the information themselves. That's the problem. It's not shared amongst the school. It might be shared with the like the special education teachers that know that capacity information but it's not like the the general education teachers might not know it unless you know somebody. And that's the problem. It
should be common knowledge and it's not common knowledge. And and our kids are not and our kids and our family are not being helped and they're not being served. And we have um uh deficit when it comes to that and just
to the fact that we we have a shortage in related service providers. Like it is in before COVID and it's it's it's increasing and we we we're not doing anything. There there is nothing to do and a lot of kids and parents are taking their kids out of public school and putting them into
private school. A lot of kids a lot of parents to get the resources but the private schools are not providing them either. And only rich parents can do it. And then and If you're not a rich parent you can't do it. Yeah but I I really I I have I have the parent that pulled their kid right back out of private private school and put them back and forth.
Yep. Um You know what I mean? >> Those meetings are once a month. Yeah. So we were trying to like to build up more like momentum. Yeah. It would be great if you had like four parents that were really Yeah.
Because we did in the beginning. So that's why we we've been um going after the presentations. So like our first presentation with early intervention. So they they they gave it was it was so informative that one. And then our second um meeting we had the doubt team all the
all of them were there. And they told them what what department they were doing. Like some of them are like early intervention, some of them might be like um special um specialized you know, programs or stuff like that and and their emails so they know who to contact when it comes to
that. So like and our second our third thing was summarizing because that's the hot topic for a lot of us in the schools when it comes to that to that. Yeah. Kevin, you should share that with the um school in the in our building. With with Stacy. You
should be sending her Yeah, meeting times. Yeah. Yeah, we Cuz she might have parents that need it. Yeah. I have a question, Kevin. When you send out the special education committee meeting, is there any way that you can send it out in the the languages that we have?
Arabic Spanish, Mandarin Yeah. Okay. Yeah, because a lot of our special education families speak multiple >> I think that's what we're going to have to start doing. That's also something that we can bring up tomorrow at the middle school meeting. Even with our CEC, we really
need to get more engagement cuz we're not going to know anything until families come together and tell us. And and that's also the problem is like we want to make sure that the families know that when they're applying to these schools, if the schools are saying that they can't supply you with a certain
program, that's incorrect information. Yes, they can. They just the problem is they don't want to. That's what it is. They don't. But they don't mind taking your kid to get the funding. We should bring this up tomorrow during the middle school
Yeah. Got to get Got to get the middle school. Anybody else here in regards that would like to speak? Um deadline for reimbursement June 18th. Deadline for reimbursement June 18th.
Yeah. Sorry, say Is for the whole year for all the meetings? Yeah, for the whole year. Also, when May, Fabiola, and Steve, do you have anything to say in regards to the business meeting?
Nothing from me, John. Thank you, Fabiola. Okay. This concludes our May CEC20 business meeting. Is there a motion to adjourn? Do I hear a second? All in favor, I. The meeting is adjourned. Our next
business meeting is June 10th at 6302 9th Avenue at PS 69. Thank you, interpreters. You are dismissed. Thank you, everybody, for joining the CEC20. Thank you. Thank you. Thank you. John, I don't think we've ever been out of here this early.