and and looking at this particular slide deck, these are the results from what parents in the community said in terms of which ones they've identified as um being the most their the favorite slogan amongst the
ones that were shared. It looks like a clear winner. So we have um empowering minds, embracing wellness, and fostering kindness was 19 folks. Healthy minds, stronger communities, brighter futures. 18. Rooted in strength, guided by kindness, committed
to doing right. 15. Strong roots, kind hearts, right actions. Hey, is that you? That's her. Of course, I'm here. Well, you weren't originally, so I thought because it's not technically this is a separate meeting. Oh, was you? strong roots, strong
schools, strong spirits, stronger families, stronger schools, healthier during communities was the highest of the of the group. And then wellness begins at home thrives in our school uh in our schools. So we can just take a moment reflect on that that graph as
well as if we can just take the next five minutes just to give a a once over. It is backtoback around the things that you see parents uh and community members say uh in terms of why they chose that other things that they believe in terms of what resonated with them and how they
defined wellness. I think it will go a long way in terms of us saying even though we have this we don't necessarily have to just say we're going with the one that had the highest amount of selections but we take it into account and then make a decision as a selected group and we come to consensus. Okay. So, just take the next I'm going to put
my timer on um just to keep us together. I'm going to put five minutes on the clock for us to just quickly review. While we're doing that, I know Grace is not on right now, but I know she had mentioned she felt that it still wasn't enough for her spots. So, I think it's a
good sample size. Um I think 100 is a decent number. It's a good sample size and then we can take the one that we select and then send it out more widely again to get additional feedback before we say this is the way we go. Great. Yeah. Pass it
out. Hopefully No idea. I don't have it. That's not right. Right. Turn your name off. Is Another 30 seconds. my car. It's have revolving doors on it.
You have three, right? I mean, I only have two and and it's it's a lot. The third broke my brain. My uh my brother has four. my my younger sister has four and my older sister has
three. So, we're the only ones in the family that uh in my family that have two and I grew up with four. So, that's my just what I was used to. So, but certainly now as a dad and you seeming like oh my god just with two it's it's crazy, right? You know, um so I can't
even imagine how my parents did what they did without parents now that have more than just a few kids. Once you're outnumbered, I feel like too I feel like everything is so much more like organized now. Now it's always like an organized sport or an organized activity or an or I think like then like we were doing a little more like in the
community kind of like going on the bikes and seeing around the park. There's like a little bit less of we were outside, you know, like organized stuff versus just going to play with your friends. So there's more on us now than
there was. Just don't go farther than your dad can whistle. That was basically what we had. Yeah. blow the horn and then that was about it. And you had parents that cared. Yeah.
Well, they should have told us somebody different. So, you knew you went to the park. You find a kid like your friends that were down in the park and like Yeah. bad. So, uh just some some quick little meeting norms and we can we can agree on
these. These are typically what I use in every meeting that uh that we have. Uh just to make sure that everyone has an opportunity to use their voice. Um so, one person speaks at a time. We'll do this conversation rounds of turn taking. Uh let's try to avoid any repetition. So, if someone else shared something
that you were going to share, we don't have to reiterate. Uh unless of course there's something you want to emphasize. Uh pass if there's nothing new to add. Uh, let's just try to make sure that we have some equal air time. Uh, phones, I know it's hard to keep on vibrate because we have to make sure that our kids get picked up. Um,
we're gonna try to we're going to try to remain present and uh we'll try to follow the protocols and if we we're having a hard time with it, then we'll uh we'll we'll come back together and organize about that. But today, things that I want to try to get accomplished, one to gain an understanding of what the feedback said from some of our families.
Uh I do agree with Grace that you know even more of a sample size would be great uh which we can work on even after today's meeting. Uh utilize community feedback to adopt a slogan. That's what I'd like to do today or at the very least come close to one. And then I want us to start defining what our
expectations of this work is going to mean moving forward. Um meaning identifying an area to focus on rather than all of wellness because it's that's a huge thing to chew. um but maybe saying we're going to focus our
attention on either mental, physical or social emotional going into next year and then from one of those categories, what is it that we want to do with it? Um will ultimately become part of the CC district collaboration because what I know to be true is that more that we try
to focus on the less winds up getting accomplished. So we try to keep it very small so that we can get big is really what I usually do with with our building leaders in our district. get small to get big. So identifying an area that we can agree on that we'll focus on that
will help impact work inside of our schools. Um so having said that if we can go through really quickly uh just that space of what does the written pieces and what do the slogan favorites make you think um
individually? Catherine we can start with you and we'll go around uh and I will take some notes. Okay. So, and our two front runner, the two that got the highest votes were empowering minds, embracing wellness, fostering kindness,
and then also um stronger families, stronger schools, and healthier communities. Um I think the one that had healthier communities scored a little bit higher, right? That was a little um but but for
me I think that underlying all the like underlying what is a healthy community yes all the physical activity and and and all of that but I'm leaning towards the one that has fostering kindness in there because I think that that's really
the thing we are needing the most of right the physical activity you get a little bit of that like pent up you know angst out and it and and and and and it makes you a little more calm, a little more uh able to to to focus and and
connect with other people. So So to me, I think that um including the fostering kindness, and we did have a couple slogans in there that had kindness with them that ranked Tai, I think, also. So, if we were going to choose out of the top two um that were pulled, I would I
would go with the the one that had fostering kindness because I think that that is kind of uh what we what we all need a little bit more of. The first one is too long. Second one is what I would go with
um the healthy mind, stronger communities. Yes, because the first one is too long. It's It's not going to stick. I I can't even remember it. I have to go back. The second one is short and slow and to the point. Um my preference was I
believe the fifth one. We can go back to the slide. I can't believe this paper. Oh yeah. The strong roots, strong school, strong spirits. No, the the one with 22. Oh, that stronger family, stronger school, stronger community. do what we discussed in the last wellness speaking
plan that may end up creating some upset families. If I was to pick, I would go with the second. I think it defines everything and based on the parent notes, it aligns with what I would want
to see as a parent. Um, for me, the one that actually has the highest is the one that has stood out to me from the beginning. Um, I know the five. Yeah, I know that there was like Well, no, it's the sixth one that had 22 votes.
Yeah, the five. Yeah, it's number six here. Um, but I just I feel like it just mirrors a little bit of everything. I know there was some concern about controversy, things like that, but I just feel like it really is
capturing a little bit of everything that we're trying to do all into one. So like getting the family stronger, getting the schools to be stronger and then making the community as a whole healthy from that community. So the only thing that I would say just really quickly is just keep in mind our
overarching vision for the district. It's leadin is growing together as one community. So we do have a leadin where we're talking about this idea of togetherness already inside of the vision statement. The way that I look at this is almost like these are going to be some of the branches that come off of
our tree. this idea of wellness and then we this slogan kind of links into that in some way shape or form and we're going to redesign the whole vision document after all this that is said and done. Um I think that's why yeah I I I
agree with uh with what Katherine had mentioned about this idea of being connected to kindness in some way shape or form. Um I feel like uh and just is not a a general statement because it's it's not true everywhere, but I do think that there are some
spaces where the idea of being um being respectful um and valuing one another is not always at its highest in its highest space and it and it should be um and that connects to social emotional
learning quite a bit as well. So I I agree with that part of it. You know, maybe perhaps we can come to an agreement around where we can move that some way, shape or form, too. But Robert, anything? Um yeah, I apologize. Yeah, I will defer to my colleagues.
How many uh it wasn't me and I I myself personally at the last meeting I I did really like healthy mind, strong communities and brighter futures, simple, direct, to the point. Um, I know that wellness can envelop a lot of
things, but I I think I find out that the second choice straight to the point. So, I think the big question is what do we really want to say to the community? What what do we really want to say to our kids, to our
schools about this idea of of wellness? um is an important thing for us to kind of consider when adopting this um help us kind of guide the work moving forward. But uh I I know that you've kind of been paying attention to what's been coming in out of of this survey.
Anyway, is there anything in particular that that the results have made you think? Yes, I got a few um our parents that I would like to bring to the conversation because I feel
that feedback that they write that they can say what additional thoughts. So for example, I I noticed that for them uh fish and model
kindness is crucial. Uh also wellness begins at home for most of them. Uh mental health is the foundation of overall wellbe and healthy mind lead to better
decision making. Also physical, mental and emotional health are all essential. So uh at last for these 100 people that
answer these are like the most uh uh often comments about what should be in this law. So I think we should take him in consideration for the final
result. So I think we have to kind of try to blend in some way, shape or form. Um we have this first one here and it's interesting. It's happens to be the the highest rated of of all of them are this
empowering minds embracing wellness and fostering kindness. We heard um you know this committee talk about that being in the area that kind of embodies what we were looking at this healthy minds stronger communities brighter futures. And then this last one which is stronger families, stronger schools, healthier
communities. How can we based on looking at those three particular elements? Maybe let me blow this up a little bit. It's a little bit small. Um these three elements, the one with 22 votes, 18 and 19. How can we kind of merge those so
that we have a really solid statement that embeds that last um those parts around we we did talk about family. I know that family came up a number of times. Um this idea of of connecting to the
district vision around strong has come up quite a bit and the space around around kindness has come up you know quite a bit um too even in some of the the parent statements that you see written that was that was included a number of times as well. So from these
three, is there a way that we think we can merge them so that we can come up to some kind of consensus or you know I can try to merge them and then we can come back together. But I'd like to as much as we possibly can try to land on something today um so that moving
forward into and even if there's a you know if you have special meeting for the for the um budget conversation that maybe we can add that as a as an agenda item so that we can get this ready for the start of next year. um so that it becomes an ongoing process. Yeah, I
think a merge of them might be a good bit. Like even if we do a merge of like the first one and the one that has like both like some kind of put together but not make it too long, keep it still short and sweet, but
like combine them in some way. You mean taking elements of the two highest ones and kind of making a new slogan out of them? Is that what you're It could remove family stronger families from our school replaced with stronger
community because it could be like stronger families, stronger schools kind. No, I'm saying stronger instead of having stronger families and stronger schools, the stronger communities would
represent both families and that already makes it shorter, right? And then you have your healthier communities and you can add the kindness in there so that it doesn't become too long. Um, and it's not you're not receiving the same thing.
But I I feel that families are always because we also don't want to lose families because of the avoiding upset would be yeah there's been you
know some conversation I happened at the DT where there was this idea that some might look at that as that you know that's my that's my time and space to do that with my servant that necessarily shouldn't even though we're all you know it's all embedded in part but it's something that did come up at the uh at
the PLC but taking that into account if you replace it with stronger communities it basically your family school district all of that comes in that one word maybe it's not communities it could be another word
but it avoid you having three lines what makes our community, fostering kindness, brighter futures, like a mix of like getting the strong family, strong schools into the stronger community part and healthier fostering
the kindness and then a brighter future for everyone as from that. Just an idea. Can we just use the word like friendship like is friendship can we is that does that somehow incorporate community and kindness and
um What would the other one I mean combines combines community and kindness to say friendship right now the family? I mean yes and no I guess
I feel that this was like the opportunity to have say uh main works. So if we add additional works to I don't know. So I I I feel that we could uh address the words that we have
here and if we need to add stick to what's on the screen like okay norally yes because they've already seen these words that's why I was kind of pulling pieces of it. start
see I mean we can keep it just simple wellness kindness community because words instead of yeah because the stronger the stronger is already embedded in the overarching vision it's already already in the statement strong schools strong stronger strong schools
and then you know from that we're talking about these core these core beliefs around wellness then wellness has to be defined right you got to pick apart what wellness kindness, what is that going to mean in terms of kindness? And then community, what do we really mean by by that as
well? Uh so that it's becomes it's just those kind of key points that when we're talking about us here in district 25, we're talking about this idea of wellness. We're talking about this idea of kindness. We're talking about this idea of community within the overarching vision.
What do we think about that? I like that. Yeah. Right. because then it's less wordy. We don't have to worry about anyone getting confused about well what does this mean that mean the other thing means yeah I don't remember right wellness right it's
simple and yeah we can use these words when we're doing something with wellness we're breaking it down into what is it yeah I like that wellness kindness community that's yeah wellness kindness and
community kind of like our district values vales that we I have to we'll play with that that part of it, but district 25 values. I like that simple and and maybe we've come up with a cool little uh cool little slogan that the
kids can hold on to as well um that maybe they even become responsible for creating across the district. What is that? What is that what is that going to be like? you know, how do we design and craft? And then it becomes part of, you know, who we are, an extension of the stronger strong schools uh theme um that
the kids can then hold on to and create and take ownership and take ownership of. I think it's so you're keeping a strong school. Yeah, that whole that whole Yeah, that whole theme is remains. Um I do think there's a lot of value in
keeping things consistent. Yeah. Um, but I think that also needs to be revisited a little bit too, right? So, this will be like one of the first parts of revisiting the overarching vision, but we're starting with the space of wellness just because we identified that as being a really important starting
place for the CC collaboration. That make sense everyone? Yes, we're good with that. So, we'll go with wellness, kindness, community. Yes. And that kind of encompasses each of those elements in its own way. Um and then we will work together to define what we want to do
within that. Uh what I mentioned before u before everyone got here is that identifying one of those areas whether it's wellness, kindness, and or community that we're going to focus our attention on first rather than all of them at the same time. Because what I
say to people all the time, too much brings too little in return. Um because we're trying too many things and then before you know it, did you do that? Did you? and then no one did anything other than say wellness, kindness, community and all we know is the three words instead of having an action to go along
with it. Um so that we can define during our next meeting whenever that's going to be to do like the u the special for the budget which I know I'm sure you're going to talk about at some point today. Um but I think that's a good starting place from you know we managed to come to a nice
consensus right? Yeah. Okay. um the the little bit of of homework if I could could give it um to you guys. I hate to give homework Simons CC parents with all the things that you do. Um but if we can begin
thinking about even this idea of wellness, kindness, community, where would you see as a good starting place for us to work together on? Um and I want you to think about that through two goals that I'm going to share with you guys later today. Um, one is around
relationship building that we're going to be putting out there inside of our goals again inside of um, one of our DCP goals to promote this mutual rapport with our kids. Um, part of that's around use of mindup tools that I think we have
to use more of. There are connections connection cards uh that just bring the kids together to have discussions with with their peers that are not h related that are not math related that are not science or social studies related that are just about connecting with the kid
uh that is one of your peers on something that is just about what they think what's your favorite this what's your favorite that uh just to promote that opportunity to engage in discourse. Um, so those are some things that we want to build in to create that that
idea of that mutual respect. So you'll see that a little bit later, but it might be something you we want to connect into our work here. You know, how do we connect our work from here into one of the district goals and it might even change one of our goals because of it. And the other side of that is parents. Um, so right now I'm a
little bit stuck with where I want to go with our parent engagement goal going into next year. Uh, and it could be embedded in this space too. So, I I create that as an offer and opportunity for you guys to share. Um, where do we want to go with those goals? Part of me thinks um that, you know, making sure
that we understand the progress of our kids is still an important one. I think we always have to get better at. Um, but it can also be a space of of working on creating a committee that's connected maybe to one of these things that every school works on creating a committee that's either connected to wellness, kindness, or community. Um, and they
work towards that end. So those things I just ask you to think about um so that the next time that we meet we come up with some ideas around where we might want to go next. I don't when so when is the next time we're going to meet we're going to make a special meeting. We're gonna so we're going to have to have a special meeting for budget because it
got delayed that like end of year but like we did last year. So when we find out when that's going to be that's when we'll probably have the wellness meeting right before at the same time. Okay. Oh, I'm sorry. Um, okay. I can I just share one great
idea that 193 no great ideas. I really thought that we started the year off right at 193 with a opening the
year. Yeah. Like it was a barbecue slashpicnic slate DJ. It was just they opened the party in the courtyard and it just got everybody together. You're finding out who's in whose classes. If
your kid wasn't in the same class with their best friend from last year, they were still able to have a great time at this picnic together. I thought it was just the best way to start the year. So maybe the district should have like a giant district 25 pep rally like So what
it's interesting. So part of my my feedback to all of our schools is to create an opportunity like that. It was great. So first year we actually did it whether it was from 193. We had another school did popsicles in the park. Um some did there had a carnival. I know that they did a carnival. We talked
about that carnival 189 has been doing this every year every beginning of the year. So there are schools that are doing it. But what we can decide upon as a collective group within this is in order to to promote this idea of community. here's something we're asking that all schools
do to do at the beginning of the year, right? And then it becomes a recommendation for all and that's how we wind up building something that's a sustainable set of guidelines that also makes the parents aware if this becomes a norm. A new parent is sending their
child somewhere knows, oh, you know what, I'm going to Well, they also know where in the world is that is that about opening. I thought we were supposed to be having an orientation like that. Yeah, of course. you know, they start asking. It creates a culture a culture of expectation. Yeah. Oh, I don't know. Jesse, did you have
anything to add because I know they have to we have to start the meeting in like 30 seconds. I have a message from Jesse. Okay, there you go. Sorry. So, he said that he's um he's listening actively listening. However, he's in transit, so he cannot unmute. So he did want to share he wants to thank everyone for your work this collaboration and he just
wants um to also share for reflection for all at the following meeting regarding your collaboration together. What are the lessons you are learning and how does your collaborative relationship work? Some examples, the process of negotiating and consens.
So yeah, that concludes this guys. Thank you for this. I think it's I think we're off to a good start. Think we're off to a good start. So seeing that it's 7 o'clock, we're going to jump right in. Oh, good. Thanks. Uh we're going to call the meeting to order.
No either. Do you want your roll? I'll say here. Joseph. Grace. Yes. Alvin here. Catherine here. Eden here.
John present. Awesome. Thank you. So, if everyone could take a minute to look at the Okay, everyone could just take a look at the minutes from last month and see if there's anything you
guys stand out. Otherwise, we can look to stop the minutes. Anybody standing out something? It's here in the business. Yeah, in the business we talked about it. It's on a separate page.
I mean, firstly, did you say that? No. I'm sorry. Okay. Okay, we're just gonna as everyone's in agreement, we will adopt minutes as they are. Oh, okay. Um, okay. So, originally next we did
have the middle school leadership group that was going to come up and speak, but that changed. So, I know that Beth Ethan is on to talk about the math curriculum in place of that. So, we're gonna let Beth take it over from here. Thanks everybody. Okay, let me Am I
sharing screen? How does that work? Do you guys I can I can share Okay, that's me. And it's still me. Why is that happening? Someone's got to try it out. Nope.
Is that It's not you. It's me. Oh, good. We're good. It was me.
John's like, "Whatever, dude. I got He's like, I'm off. Look at yourself." Momentarily, okay, Beth, take it away. All right. Thanks, everybody. Thank you also for letting me go first. I appreciate that.
Um so just wanted to come on and talk a little bit about um our choice for the high quality instructional materials for mathematics. Um big thank you to the parents on the CC that were part of this committee and helped us um in making
this decision. So, thank you Katherine, thank you Joe and um thank you Wendy who I know is is no longer a part of the CC but definitely appreciate her as well. So I'm going to talk us through just a little about um the process that
we went through. would start with um why we needed a new uh curriculum. Part of it was be um came from the initiative of New York City solves. Um so similar to New York City reads, New York City um
public schools has been thinking about how we can best support students um especially uh so that we can create students who are successful in the 21st century job market. Um and so they had the goal of really thinking about um how
we can help every student um ensure every student graduates on a pathway to that re rewarding career and long-term economic security um and the importance of math um in their ability to do such things. Right? We know that math lives
everywhere and really just watched a great um documentary around uh mathematics and how mathematics is needed to solve all the problems in the world. And if we want our kids to be problem solvers, then we need to support them in being
um um problem thinkers, right? So, the idea behind New York City Solves is that we would support our students in in being able to um really be problem solvers. And in order to do that, we also needed to choose a curriculum that
um aligns to the type of work that we want to see inside our classrooms, which are those um discussions, making math discoverable, um having kids make connections between big ideas. So it started with New York City solves which
then you could go to the next slide. um stem from that, excuse me, these math shifts. Um and the math shifts, we've seen them before, right? I've talked through them. I've been doing a a series for parents around the math shifts, but really um having kids start with that
beginning with sensemaking. And in order for that to happen, all of our kids need to engage be engaged in those shared low floor high ceiling tasks, having really deep conversations around mathematics. um feel that sense of belonging in the classroom with the teachers thinking
really about using what the students strengths are to drive the instruction. Um and again that shift five around the shared highquality instructional materials is supposed to be the driver and helping us to get to those things. So for shift five, we're moving away
from our teachers having a mix of um self-made uh curriculum materials or pulling curriculum materials from here, curriculum materials from there because it's led to a lot of inconsistencies in what's happening in our math classrooms. Um and just helped to keep those gaps
growing. So we're moving towards the shared high quality instructional materials, right? And the the real big excitement for me is that our teachers with this shared um curriculum will be able to support one another and really
think about ways that they can improve their own practice to really deepen their understandings about math to really think about how they can best support the students. And um because we have that shared curriculum, we can use
the math tasks in there to to really have these conversations. And from this, students then will experience that consistent and equitable instruction. And then aligned to all of this, right, we came up with our D25
vision for mathematics, which was a part of the work of the district-wide math team. Um so really thinking about what do we as a district believe in um about mathematics and what do we want for our students. We've seen this before really
the big takeaways are um we want our students to have um deep mathematical thinking to really regularly engage in those real world problem solvings and have rich mathematical discussions with each other. um and our schools really
should be using data um decision- making to help drive the choices that they're making with their students, right? And as a result, that will lead to that 21st century our students being um proficient for 21st century career in college. So, I'm going to go through just a little
bit of the selection process. This was a 2-year process. It started um in the 2023 24 school year. Um the district created a district, we called it the district math leadership
team. It was comprised of district leaders, school-based leaders, teachers, and parents both from elementary and um from middle school. And our goal was to ensure that on this team, we wanted to make sure all voices were heard and
needs were represented. So that's why we had that um mix of people there. We first started off analyzing data to think about what the strengths um and needs are of our students. Um we realized that there were while the majority we have many students who do
really well in mathematics, there is a large gap in student performance especially amongst our black and brown brown students, our multilingual learners and our students with disabilities. Um, and as we delved a little bit deeper into classrooms and schools, what was happening, um, we
noticed that, um, many would have, uh, would make modifications or revisions to their curriculum that didn't necessarily align with those math instructional shifts. Um, and the other piece that we really wanted to think about, um, was
the the greater reliance as we move towards that greater reliance on technology, right? We know that state exams, whether we like it or not, are going to be taken on the computer. Um, we needed our students to be engaged in doing some math um on the computer. So,
we needed a curriculum that would incorporate that greater use of those digital tools. After looking at the data, um, you're going so fast. I can't talk that fast. I always get made fun of at home here that I talk too fast during this
meeting. So we then created that vision for mathematics. Um we made a definition of what algebra readiness looked like because that was a that's a big focus of our district. Um and then created some look fors that could be used as we um
went into classroom visits to see the curriculum in action. Um and then we during the first year also spent some time just within the team looking at the different choices um that would be available. Okay. So this current year we spent a
really um considerable amount of time delving into the curriculums looking to see what what um how our students would engage with them, how our teachers engaged with them. So we first identified some pilot schools for each curriculum. Um we had three for
amplified Desmos uh 164 169 and MS 379. We had a couple that were already using illustrative mathematics. PS32 and 214 were already using it. But then we also had PS24 and um junior high school 185 that jumped on board. Uh and then we had
one school that was piloting I Ready Math um and that was PSMS 200 and the Amplifi and the I Ready um schools received coaching in school coaching from the vendors in addition um to um
work that they were doing back at their school level. So those schools received coaching. Um then from our pilot schools, the team itself delved a little bit deeper into the units, the lessons and the activities. We had each curriculum come
in and actually model a lesson for us uh a seventh grade lesson from each curriculum um around ratios and proportions um so we could see the similarities across the curriculum with that same lesson or the differences. Then I also wanted to engage even more
teachers that were then were coming to my um to our district math team. So I engaged all the teachers that were attending PL in portions of lessons with the curriculums. We had um each of the curriculum vendors come and actually co-f facilitate a professional learning
session with us where we did one of their routines from their curriculum. Teachers experienced it. They saw it in a classroom um with students that either myself or the vendors uh facilitated and then the teachers actually had a chance to um teach that routine with small
groups of students and gave us some feedback around their thoughts on the curriculum. Um and a similar type approach was done with um our other our other group that we had. We also conducted walkthroughs then um to all
the pilot schools. We had um Katherine joined us on walkthroughs, Joe joined us on walkthroughs, Wendy joined us on walkthroughs to those pilot schools. Um we went on some in the fall and we then we visited again in the winter um using that look for tool that we had created
and then um in February March the principles all our D25 principles had an opportunity to also visit each of the pilot schools um or excuse me a pilot school from each of the curriculums and think about some feedback that they
wanted to share as well. Additionally, our teach our um our vendors also participated in each of the math nights just so that all of our families, we could have more families engage with the curriculum, spend some time um exploring
some of the activities and also walked around, got some feedback from families that way as well. So, now for the reveal. you don't know, we've chosen the Amplified Desmos mathematics curriculum. Um there's a
short little video that I pulled from the Amplified Desmos um uh website that kind of talk um will help us see really how kids feel as they're engaging in the curriculum. And I know while the students might be from other places, I
have to tell you that as we were walking around uh engaging in the walkthroughs, as I'm talking with students, even now as I hear some of the teachers trying out some of the lessons, um the comments and the feelings shared by both the
teachers and the students are very similar to what's being shared here. They just happen to um have better people to put their video together than I than I could do. So, we'll just share a little video so you can see a little bit about the curriculum. students were so particularly engaged in
a lesson they wish it would know that we believe in not that motivated [Music] [Music] every like really good ideas I really want to share See those
moments share their Yeah. I use math for every day for the rest of my life. then I need to get very good at it. I feel like it's just like fun because then like you can talk about like math. It's kind of fun to see which one's right. Yeah. I like I like sharing
my ideas math class cuz sometimes they come up with like really good ideas that I really want to share. Seeing those aha moments, seeing kids share their strategies with each other and then coming back and then not being afraid to
share out. Add the seven to the 10, it will equal 17. I think when they find out that we're going to do amplified Desmos math, they're very motivated. They're eager. They're excited to do it. It sounds like very loud because
everybody's talking with each other and helping each other to get the answer. What I've noticed is a huge shift of engagement because there's so much interaction and so there's so much buy in to continue on. Math can be really hard sometimes and when I like get a
problem right and I fix something it makes me feel really good about myself. The students are grappling together. There's noise, there's laughter. I think the talking has been um one of the biggest changes. So a notice something you see or a wonder something you're
thinking about or you want to know more about. I am seeing the effect uh with how kids just feel in school. So I think there's just more of a confidence that the students are carrying themselves with. It's been beautiful to watch from the outside to see everybody grow
together and to see that it really ends up benefiting the students in the end. Oh, this might help us. Our mission is for your students to learn math and to love learning math with Amplify Desmos Math. So for real, for real, every
single day I come to school, my favorite subject is school is always math because I get better at math. Okay. And so I just even modeled a lesson the other day at one of our schools. And honestly the kids, the teachers who were observing, they were a
little bit hesitant about it and they were like, "Oh, our kids were so engaged and having so much conversations and were really excited about it." And while I know we saw on um in the video quite a few students engaged on the um the computer, not every lesson is
computer-based because I know sometimes that could be um a concern that some of us have. But um they they enjoy the hands-on manipulatives. They enjoy having those conversations. They enjoy thinking really deeply about the math. And for the teachers um they found that
it's really helped to deepen their own understanding, their own content knowledge of mathematics and provides lots of supports. So just a little bit more about um the curriculum. It does provide that structured approach to problem based learning. So if we want our kids to really develop that deep
conceptual understanding um it's going to start with that uh students will use manipulatives and um again explore different topics and then as the lessons progress through through the unit continue to build that procedural fluency. So it will it will kind of move
away from some of that um heavy concepts to being more um application and um they kind of have explored the rules and they're applying those rules. So that's how that's pretty much the design of the curriculum. Um you can move on. And then
another reason for us choosing this um curriculum over some of the others is that it really did have lots of math resources. It had the opportunity for kids to work um on lessons um via PE via paper and then there were also um
opportunities for kids to explore lessons digitally. Um and we found that even in our middle schools that are using it that the engagement level has been been much um higher as kids are engaged in the digitalbased lessons. There's practice problems. There's a
bunch of different differentiation um diff excuse me a bunch of different lessons that teachers can use to differentiate learning. Also for students, we do have those um uh diagnostic formative, we're not going to use the diagnostic, excuse me, the formative and the assummitive
assessments um that come along with it that um teachers can use to check for understanding. And there is a whole um website designated to just resources for families at home. Um then we have one of the nice things is that all of our kids will be
engaged in grade level math. So with the amplified Desmos, similar to the other curriculums we looked at, all of our kids are going to be engaged in those grade level math, the same task at the same time. Um so teacher kids can all feel that sense of belonging. Um but
within the curriculum, you'll see that there's different supports um for teachers to use to help uh students engage in these um grade level tasks because we know even some of our students who are struggling, they still need additional support. So they have
those um those different resources built in. I think you can click I think this might be animated. Right. So we have differentiated tables. There's also a personalized you can go to the next slide. The next one there's a personalized boost learning which is similar to the I Ready um um uh what do
they call that that my path um lesson that they have that they've been designing with that. And then there's also mini lessons there that teachers can use with students that still need even more additional support. Um and then within the Amplify Desmos curriculum, I just wanted to
share with you here the resource hub um for families. So the link is in the slides. If you wanted to take a look at it, you can um take a look at that curriculum, the some of the resources for families there. and just wanted to share finally
just a few um of our steps for roll out. So this spring all middle school um teachers that uh of mathematics will engage in a two-day PL um focused around unpacking the curriculum. Um
additionally, while elementary school has not been mandated for all of our schools, um we do have schools that are already opting in in those departmentalized grades. So I think we have about 11 schools that will be using um in some capacity for grades 3 through
5. They will also engage in those two days of PL. Um principles will engage in a uh in-person professional learning to help them unpack the curriculum a bit. There'll be a two-day session on the New York City math shifts um that uh we're
asking school leaders and a teacher from all middle schools to attend. Um we would like in June for our teachers that are using to um excuse me to pilot the curriculum some lessons from the curriculum in June so that they can feel
more prepared um at the start of September. Then the school the district math team which would be pretty much me will go around and observe um the lessons in June right uh maybe I'll grab somebody from the literacy team to come join me as well. And then we're also
going to participate in a um research grant um that will help us gather data from uh teachers in regards to implementation and um some data around from students to help us understand better how they um are internalizing the
math and how they feel about the curriculum and think about some next steps. And then during the summer uh we have a oneweek training um in July for all job embedded support providers. All of our middle schools will receive um a
coach at the school. So that's what that oneweek training is for, to support the coaches that will be supporting our middle schools in implementation. Our elementary schools will also receive um a coach, but just not as a part of that New York City solves initiative.
Um then we have a three-day summer planning series that's going to be open to our teachers in grades 6 through 8 algebra to come and um plan some lessons. Um, we'll also spend some time in the summer creating a look for tool that can be used to help us monitor success as we're going into classrooms.
Uh, and then also would like to um have a virtual planning session in August for teachers in grades three through eight to continue planning for the summer. Some resources there for you if you wanted to review the the plan that we had created. That's the first link.
If you wanted to review the pan, if you wanted to review the feedback that the members of the team and all of our teachers gave, you can click that second link. It links to all the feedback about all from all the different curriculums. Um to learn more about the mass shifts, there's a link there to the New York
City solves page. There's a link um for the Amplified Desmos info page and their home page. So, I think that's it for me. Any questions? I saw somebody put something in the chat. The new curriculum for all middle schools would
be the amplified Desmos mathematics um curriculum uh to be starting in the next school year 2526 school year and also uh about 11 of our middle schools I'm sorry elementary schools will be using um in
some in some capacity most like all in grade five those 11 would all be using in grade five and some also in grades three and four if they departmentalize Um, hi Beth. How are you? It's Katherine. Hey, how you doing? Doing
good. Um, I just really want to say how much work Beth put into this. She really put an enormous amount of time into and care into all the research that she did
in trying to really figure out what was going to be the best thing for our kids. She really really is a superstar and we are to have her. Thank you. Um but I have a question. Sorry. Okay. you said that there was a a
a West Ed grant um collecting data on the kids. Um is that something that the parents need to give approval for? And is that like is that going to track our kids? Like how what's what are going to be the student identifiers? Um it's just
really going to be it's going to be surveys. It's only going to be for middle school students. They do have to opt into it. So they do need um to get permission from families. And it's really just like how do you feel in math class? How often do you feel like you have discussions? How do you feel you participate in math class? So, it's
really more about their feelings um to to uncover their identities and see how the curriculum and um the teachers uh implementation of the curriculum is impacting how students feel about themselves in in mathematics. Yeah. The
idea of just the the student part and the the the teacher part is for us to gather feedback and we we get to benefit through that through that space of research uh by learning more about perspective from and honestly the the greatest part about connecting with kids
is what they say. You know they're going to give you the goods. If they don't feel like they're engaged they're going to tell you. Um, and you know, so anytime we can embed some of that opportunity is great, but at the same time, if it's going to be a parent's choice, if you don't feel like having your kid participate, then there will be
documentation that goes out to all families about that when the time comes. But just so I understand, so it is more a collection on their opinion of the new program than it is about their performance. No, it's not about their performance at all. Okay. Okay. Yeah. I know this is more about um as Beth said, you know, the the talk opportunities
they have a greater understanding of the math now by engaging in this work in this way. Uh so it's all more qualitative than it is anything where they're looking at quantitative performance of kids. Okay, now um so since this is going into effect
for next year, how does that tie into the status? Is there collaboration to make sure that what the kids see in the state test and what they've been doing is in line with this new program because uh yeah so um
this program very much like and and Beth certainly add more if you you feel necessary but this program very much like illustrative mathematics uh which is a program that is being used with New York City sol many schools. Um, but what we liked about Amplify were the the
additional resources that were present for for both teacher and family. All align with standard expectations that are a part of what a kid would see on a New Europe state assessment. It's all standards aligned. It's all aligned with the expectations that our children would
by the end of the year. The difference really more than anything else for us, the reason why we're going into this space is unlike what we now see in H.M.H where every school can communicate about unit one. It's much more difficult to do that right now because school A is not
using a similar program to school B. So engaging in that collaborative approach is not necessarily as feasible. This is district 25. District 25. So 19 does. Yeah. Every every um uh district has an
opportunity to engage in in this type of conversation amongst the programs that are accessible. um Amplify being one of them, IM being the other, and I Ready uh the third. Uh which is why we went through that process of uh of engagement
across the district. Um this was truly a a collaborative effort. There was none of me saying this is the stamp and this is what we're going to do was based on hearing what folks had to say. Um and the opportunities and I echo what what Beth just said, what uh Katherine just
said about Beth. I I mean she really, you know, went the extra mile for all of this, making sure as many people as possible were able to see the program, give their feedback on the program, and then help make a choice around what's best for the kids here in District 25.
And um seeing the seeing it implemented, you can see the benefits of it. And like most programs, it's not just about the program, right? It's about always about how we implement whatever it is that's in front of us. um whether that be amplify, whether that be I Ready or
illustrative mathematics, it's all about how we prepare folks to teach using those tools. Uh which is why inside of that layout, you see the training opportunities are going to be available between now and the end of the year. My goal was let's have that selection done
by as soon as we possibly can and then get folks opportunity to receive training from the developers themselves. Here's the actual work here. Let's unpack our units of study. so that when we hit the road in September, it's not going to be new to anyone. Um, and that
to me is why we're in the space that we're at where we can have these discussions about training that are going to work every day, beginning to execute lessons in June so that by the time we're in September, we're in a much better place largely in our middle schools. This is not going to be everywhere in our elementary. It's all
based on elementary programming and what it is that um our schools intend to do there. The schools that are adopting it, they're adopting it because they can because they have grade five that's already in the departmental life space. We are still going into year three of
H.M.H implementation. And for me, I want to make sure that we get really good at that implementation and then we can start layering in another program once we feel like we're really good in that space. Departmentalized grades, their focus is mathematics. It's much different for them. They're not having
to unpack and deliver HMA at the same time as amplify. So that was decision why that decision was made like that. But that's both both good questions. Any other council member have a question? There will be coaching right coaches that come from amplified to the school
that like they'll be like giving providing more support to the teachers. Yeah. Yeah. I think Venus had a question in the chat. Beth, I don't know if you see Venus's questions that were in the chat if you
want to address any of that. Yes. So I was just actually putting in the chat a link to the document that I shared in the slides where she can get some of the feedback uh or see the feedback um that we kind of captured um from our um all
the work that we did. It compiles feedback from teachers, from the team, from our admin. Um so you can take a look at that. Uh, and as far as um, New York City solves a deep dive.
So, we will I will have a session at the end of this month on May 28th that's going to be on high quality instructional materials and I'm really going to kind of walk parents through um the curriculum a little bit more. So, if you'd like to um join that session, you're more than welcome to join that.
That will be virtual uh May 28th at 7 o'clock. Um, and let me see if there's any other questions. I see you also have your hand up for something else. Go ahead. No, I was raising my hand to ask to see see if I could ask my question
verbally instead of typing in the chat. Is that okay, Madam President? Okay. So, I'm a I'm a parent and community leader, so I'm not asking for myself. My son proudly graduated from high from Bayside High School last June. He is 17. Well, he's 18 now, and he attended his first semester of college. I'm asking for the
general public and for parent empowerment to get a deep dive into what math looks like in district 25 and specifically this is a new assessment tool that you're sharing. So I don't I've missed many meetings so I don't know if you've discussed like when this was brainstormed with the CEC and that
they decided that this would be um supplemental or replacing I ready at the middle school level. I understand mostly at the middle school level, but are are you continuing with also all schools, but specifically elementary schools are continuing with the Envisions curriculum
textbooks and then the middle schools use in Envisions as well or go math and then this is like a assessment tool or um supplemental supportive remediation tool. So I'm trying to understand like how it ties in with New York solves and
what districts choose for their math curriculum because I heard in district 27 about shifting from envisions I believe. So I'm I'm asking for clarity not for myself but for parents especially elementary school parents so that they can support their students success in math and that it's you know
extremely transparent in the entire district and all stakeholders understanding what math looks like and how it's going to impact the numbers and the growth in math data as a district. And I know I spoke so fast. Thank you. No, you're good. Um, just really quick, just so you're aware, um, we had members
of Disney that were on the team with Beth going to do the site visits, um, and helping give feedback on those lessons. So, just from the CC perspective, we did have collaboration there. Um, I think that Yeah. So, so just just to make sure because you might have you might have joined right in the
the middle of of that presentation. So, Amplify is a curriculum. It's not it's not it has assessments embedded in it, but it's not overtaking or overshadowing the diagnostic assessment tools that we use already. Um, so it's not a replacement for I Ready. It's it's
something that's going to now become the curriculum of choice for mathematics here in district 25, particularly starting in grades 6 through 8. the schools that have departmentalized elementary school grades also have the option to work
through that program. But for us, the primary focus is grades six through eight mathematics. I can't really speak to what what um what other districts did in terms of how they organized around this. Uh but Beth created a district-wide team connected
with classroom visits, outreach, surveys, you name it, Beth organized it so that we can get a great deal of clarity and feedback uh which resulted in then all building leaders engaging in conversation to eventually land on this program of choice. Thank you so much,
Dr. Ray. Was this to improve math scores or to what was what was the inspiration behind the shift from I'm guessing envisioned right to this because it has better results or your district needed something more or certain points there were certain gaps that needed to be
addressed any other curriculums weren't doing it like what made you so there are many reasons Venus you know one of them is that we didn't necessarily have a shared math curriculum across all of our schools um particularly in the middle school elementary tool more was more um
more evident with envisions in the vast majority of our elementary but our middle schools were using a varied approach which limited collaboration across schools um to make really good choices for our kids. So this is always about how do we help support teachers but also how do we through that support
make sure that we're we're improving outcomes. So there's always multiple reasons for for decisions uh but that's that's in general what the purpose of it is. Perfect. Thank you. You know, I love you. Happy New Year.
Okay. Um, there's no questions from anyone here. Um, so we can Thank you, Beth. Um, we will move on to Dr. Mike's report for this week. Thank you, Beth. Thanks. Have a good night, everybody. Hey Beth. Yeah, Beth has really done an amazing
job and um you know it's it's something that is um a ton of work and the amount of sessions that she's put in are are just you know incredible and there's no you know Beth can you it's all right here let me show you what I've already organized so that we can help our
schools and that's like an ongoing process that's like every day and I'm blessed because that's not only just what happens in math that's what happens in pretty much every area that we work with I just I'm blessed to have an amazing team. Uh but just to go through my report, this is AAPI month. Uh
celebrating our uh AsianPacific uh Islanders. Uh this is an opportunity for for all of our schools to engage in uh some culture work to make sure that uh we are celebrating this particular community during this time. It is also
uh Jewish American Heritage Month uh time to celebrate um contributions and experiences of Jewish Americans throughout our nation's history. Uh one that we didn't mention last month was Arab American Heritage Month as well. Um was not included in our last month's uh
session, but I did want to mention it at this time too. Um enrollment timelines these guys you guys know next week uh Tuesday May 3rd prek offers will be released and Tuesday May 20th prek offers will be released. Diagnostic and
state assessment window we've come and gone through the ELA testing period. We are now in New York State math testing period from May 6th through the 16th grades four, five, six, and eight. Computer-based testing between those
between that window. uh May 7th and 8th uh locally based decisions around paperbased for grades three and seven. NISLAT speaking assessment is ongoing from April 14th. Oh I didn't put in the May I'm sorry from May 23rd and then
listening reading and writing uh May 12th through the 23rd. Uh science computer based testing May 13th through the 16th grades five and eight. And then endyear reading and mathematics diagnostics whether that's through I Ready or Acadians is happening now
through June 13th. Uh our schools are spacing this out as much as they can. Uh so that you know we know that there's a lot going on this time of the year just in general. Um but needless to say our kids are going to be engaging in these assessments. I will depending on what
time we're able to do that additional meeting time uh if possible I will have an update on where we are according to our goals with endear diagnostic assessments. Um this I shared at DT I shared it at um president's council I
shared it at uh the DPAC meeting um but I think it's so important just to kind of emphasize here. I didn't get a chance to share share this here last month, but we did have our opening uh for our botchi uh botchi league. We have six middle schools in district 25 uh that participate in this this general
education population with our non-neurotypical students uh as well where they engage in sport promoting this idea of of kindness as we mentioned earlier and inclusivity. These are some of the some of the the the best events that uh that we have and and offer. you
just see kids getting together and those relationships just blossoming. It's really, really a lot of fun. Um, so the schools 25, 250, 185, 194, 219, and the newest member this year is 379. We're looking to continuing to expand that across our district schools uh to
support that space of inclusivity. We had our cheer expo in uh in April. Um, schools from across our district engaged in this work. Really great day. Big thanks to our schools, coaches, district team members. Uh this is the next few slides are all Diana and
the work that she has has done to promote athletics here in district 25. Uh which um I I think is just amazing work. I think we're trying to create an opportunity for all of our kids to to experience a variety of different things. Um and this is just one example
of it. We had our elementary all-star game on the 9th and the 11th of April. Um, they did do a halftime show and I wish I could say that I was proud of myself. After one minute of shooting, I could not breathe. I tried to hide the fact that I could not breathe after one
minute. Um, but it was not working all that well. But I did hit a couple of three-pointers. I hit all I hit the most almost all of my layups and I hit a couple of free throws. Very excited to be out there. And just to put this on on the record, I did beat the coach at pres
at at PS79 in my round. Just throwing it out. Just throwing it out there. I did win that my share. Um yeah, thank you, Venus. Yes, it was my height. Um maybe a little bit of pretend basketball skills because it's not really. Um we had also the first
ever middle school girls basketball league as well. uh which we piloted this year with 1942 255 and and 185. Again, big thanks to the coaches and Diana for for this work. It's really just amazing.
Uh did I say B and B? Oh, and B. Yeah. And 294, excuse me. Um so this is really really awesome. Awesome work. Youth leadership team. Uh this is just an update on their work. So, every month I've mentioned to you that the youth leadership team gets together and they talk about uh district-wide
improvements. They've also connected around this idea of relationship building and and wellness and creating this respectful environment. So, as part of their work, they really wanted to push for uh student councils from all from across our district schools to be able to get together and engage in an
assembly, but with some motivational speakers around what does that look like? How do we promote this idea of team, this idea of respect, this idea of wellness um so between Melinda uh Wing our social worker uh Diana um connected
with Adelfi University so kids from across the district about 120 or so uh will be taking coach buses from here to Adelfi where they're going to meet with a former Boston Red Sox, a Boston New England a New England Patriot, former
New England Patriot. um basketball players, volleyball players from Adelfi University, their dance and theater program members will be coming to speak to them all to talk about this space of seal respect building out what is this
going to mean for them. So the goal is after they go to this they're going to be charged with as a student council how do we do about that? What do we do with that information to promote this idea across our schools? So, um, it is I'm really really excited about this. You
know, this came from the kids. Initially, it was going to be a specific group that was going to come in and do an assembly, and this is what it became. It became something a lot bigger and and larger than what um what I would have even anticipated. But, I'm really excited for the kids. I'm really excited for the team that put this together um
because it's going to be a really great experience for our kids. My whole goal for all of these things is that we promote student voice and that they start taking ownership over the schools that within within which they are uh are going. Um and in order to do that, we have to give them opportunity
to see what's possible. And you don't get any better around how to deal with the space of a team than hearing from those that did it at the highest levels um to share their perspectives and what it takes to do things well as collective community. So really excited about this.
You'll hear more about that um coming soon. And if anyone wants to go as a chaperon to go and and land as part of a CC member, if you want to tag along, just let me know and we can probably find some space on one of the buses for you to join um and listen in on what the kids are going to experience. So, just
give me a shout and we will add you as part of the process. District arts funding. Um we were given a little bit of money at the district um to do some arts work which I'm really excited about. Uh, with this money I was able to collaborate with
Studio in the School, Arts Connection, Plushing Town Hall, and a couple of Broadway show vendors. Um, what I did try to do is make connection as much as possible with um, AAPI month um, within the context of what these particular
organizations offered. So, we do have Studio in the School doing a community arts day um, at uh, at PS20. Uh we have Chinese dance and musical uh assemblies that are happening in a variety of schools. Uh 214, 154,
um oh my goodness, I'm leaving. 22 um 21 there are a number of schools uh 29 that are all going to be receiving these types of opportunities. 2011, excuse me, I left one out. uh they're going to be getting back either Mexican dance assemblies, Colombian dance,
Chinese juggling, uh West African dance and drumming, uh a China China uh patterns dance assembly, and then we have multiple Broadway shows. Uh so we have Betty Poop, Operation Minsme, and Buenov Vista Social Club. All um really great shows as I understand it. I
personally have not seen any of them. Um but students from across our district schools have been given an opportunity uh to let me know that they're interested. We've got buses for all of the the the kids in in these buildings. Um, and we did have Lewis go right on on
the Zoom. We put all of the schools into a little spinny wheel and then we had six schools that got five schools that got identified for each of the shows. Um, and then lastly, I was able to purchase 150 tickets for Aladdin. Um,
and I tied this into an attendance uh type of process with kids that are in that 90 to 100% attendance. um rates in identified schools will be able to go to the show with one of their parents. Awesome. So student and a parent will be able to go and along with uh a couple of
district members just to show some district representation and a couple of members from each school to to have some school representation uh with the amount of money that I had to spend which was around $75,000. I don't mind
that. Absolutely. Like tell them again. So what I will say is you might want to touch base with Dr. Bradley because he is one of the schools that is was selected for one of the other shows. Not 11 but was selected for one of the other shows. I'm not sure which one though. I can't remember off the top of my head. I should have probably just written it
down. Um but at any rate we we were able to do a number of really positive things. Should these dollars come available again next year um and I have a longer turnaround time. that's something that I will be able to engage with you guys in. The turnaround time for this was rather quick. Um so I
needed to be able to get the the orders out there and get as many things as possible for our kids um as I could and I'm pretty happy that we I was able to spend pretty much every dollar of that $75,000 uh for our students and district. So really excited about this.
This does lead to other questions that I'm going to you guys in as we close this year but move into next is around the arts. Um, I think you do a lot of great things in our schools, but we don't celebrate it the way that we should. Um, and I want to be in build more time and opportunity into that as a
district community. We have Disney, Disney Junior, all these types of things. Kids do amazing things in our schools. Uh, but then it just stays there. We don't necessarily celebrate outside of those spaces. So, more to come on that uh with all of you guys. Teacher recruitment fair. Uh, this
connects to the class size conversation we had last month. We had hundreds of folks, hundreds of candidates come to uh 169 and Bel Academy uh for a recruitment fair. Every school that needs staff
going into next year was present. They were able to gather resumes. they were able to start connecting in small ways with some of these candidates, set up demo lessons and be so that we're prepared and ready to go come September uh with the number of hieres that we
need to make. I thank all of our building leaders, our volunteers. We had folks from across the district that just said, you know what, I'll be here to make sure that we can support crowd control. Uh we had our uft partners there. Thank you to Lamar. I know he's on. We had, you know, folks from from
payroll and and benefits all there just so that anyone who wasn't sure what it meant for them. It was a kind of a one-stop shop for them. And also Allison Padoni from from our from our district team. Uh she supports HR. Big thanks to her because she helped us get this all
underway. And always our district team. Uh every every one of our district team members uh managed to take part in this in some way, shape, or form. So I thank them for that. and it's going to most definitely help us with uh being prepared for September.
Okay, setting the stage for uh C. I talked to you about this last time. Timeline is here. Just to re reiterate it with you guys, all schools should be engaging this. So as SLT members, uh part of your conversation right now should be around goal setting for uh for
next school year, winding down the year, progress monitoring as uh kids are taking these final assessments, how we perform, what does it mean in terms of goal setting for next year. We are also in the process of that at the district level, awaiting what our endyear data
looks like so that we can make even more adjustments to what we've already established. talked to you last month about reasons why our English language learners will be of importance. We have 6,700 L's in the district. It is a group that we do need to continue to work on and build through. We're not going to be
fraying too far from where we were this year in terms of growth. Um my expectation is that we deepen the work, not necessarily add another layer to it. We have to get better at what we're doing with HMH and delivering explicit instruction with the resources that we have present. So that is going to be my
intentional focus with our schools. Uh as well as standalone instructional time. Um groups that wind up getting uh English language English language support are any children that are entering, emerging, transitioning or
expanding. They receive an X number of periods of service. Expanding receive four. Transitioning receive four. Entering emerging reach receive eight periods each. when you are entering and emerging within those eight periods you get four periods of what they call standalone instruction so that kids are
receiving language development support during those periods what what I notice and recognize is that those are periods that we have to become even more strategic in so that we're accelerating opportunities for our L's especially those when they get beyond kindergarten
first second grade we do a really good job of testing children out in those early childhood grades, but when they when they start getting older, I mentioned this to you before, it gets harder and harder to build the English language. So, my goal is to use that time really really strategically so that
we help kids accelerate as much as we possibly can so that they're ready to go by the time they get into high school. Um, so that that's what our our first first priority is. Priority two, really getting strategic around mindup. They have
spaces in terms of mind mind up moments and conversation starters that um have not necessarily been as used as much as they need to to promote student student relationships. This is what I mentioned to you guys earlier and perhaps we can add in that space around that
collaboration around kindness what that can mean for us as a community embedded in this goal. So I asked you to think about that was the homework that I kind of gave you guys earlier to lean in and think about this particular this particular goal. How might we want to integrate that? Um so that if it's not
in the goal, it can become part of the action plan. Uh one or the other. Um priority three is around mathematics implementation of uh our curriculum, but specifically around the instructional
shifts in math, i.e. what it is that you just saw Beth uh speak about. um particularly around sensemaking that we're really promoting this idea of sensemaking for our kids and that they're as ready as possible uh for the mathematics that's in front of them. Uh
goal always to reduce uh reduce gaps that we have inside of our performance across subgroups. This goal I'm excited about. Um, and I think for you guys, I I think you've seen some of that excitement as we've had kids come here and share their
soap box speeches, but I wanted to add this into one of our goals so that we're really promoting this space of action for our kids. I'm not sure if you guys are aware of this, but if we get our kids through delivering a soapbox speech and an action project, they will earn
one point to the seal for civic readiness from New York State, which puts them with in a leg up going into high schools that allow them to receive that certificate of civic readiness by the time they leave high school. So for me, if we're going to really promote student voice, let's base it on what the
expectations are from uh from the state to promote this idea of earning a seal of civic readiness as a as a student. So the goal by for all of our eighth graders to engage in this work where um they're engaging in soapbox speech and
an action project. That's what the ultimate goal is by the eighth grade. Kids grades three, three and up will also be participating, but they earn that seal when they get into the eighth grade. Okay. I also have a question here for you guys and love to go around the table if we could at some point. Um,
perspectives on adding a goal around Safe for College. Save for college, as you guys know, puts it puts $100 in every student sa in a savings account for every student in kindergarten through third grade for those that haven't activated their account. Right
now in district, I think we have less than 30% of families take advantage of that. And to me, it's it's money. It's money that's free that continues to acrue uh over time. And that's not to say that there's going to be thousands upon thousands upon thousands of dollars, but by the time they reach um
their high school age getting ready for college or or or career, there'll be funds in there that they can tap into as as kids. So, um we do often talk about this. We do often have the safer college folks at our events to share and talk
about it with families. Uh but we do not have a great turnout. So, the wondering for you guys is do we want to add this as a goal for our district community to really bolster that and have more people take advantage? Might be that some just don't really know um and they're not aware. Um I know some do have
reservations just in general about those things and and that's certainly fine. But I think it's available. It's it's it's offered for our folks to try to do better than than just 30% I think would be um you know a good thing for some of our families that that maybe perhaps not
taking advantage of. Yeah. So after $100 or whatever that they put it is it expected that like parents are contributing more towards its or is it going to grow like what what happens with that? So if PTA wanted to actually do a fundraiser and say that fundraiser
proceeds go into accounts from across they could do you could do that legitimately as as parents and you can help children's accounts acrew just by the fundraisers that you wind up doing anyway and you can set aside and say this is where that's going to go that we
can invite if you want the safer college uh folks to come here uh to one of your meetings if you like so they can explain the whole thing. I know to like some of our events to the events. Yeah, I think the events more. Yes, I think we should definitely add
this whatever we can because this is one of those things where people that uh probably need it less user, right? Because they are ready and they know the importance of it, right? Um, and I think we need these to
be 78 as many people as they can. Again, have it in small groups so that somebody can explain to everybody what it is, what it is, but also the logistics of it, how you could do it. is you you know I guess but like you know how to just
how to do it you know kind of set it up how to what would like walk them through step by step almost like I mean like like we do already but I mean like just literally it's a one time thing right and it will continue it will it will
continue to approve to do something just once yeah yeah yeah but I think the more people that the more wid they can be disseminated the better. Yeah. Because I I mean millions of dollars across the city have already been allocated in
these accounts for kids across New York City. Um and you know, listen, it's it's a nice starter, you know. Um but anyone have any any thoughts? Do you think that this is a good idea to include as a goal? This is the first time I'm hearing about this. So yeah, it should
definitely be out there. Crazy. Well, you probably not in the age group for it, so you wouldn't have gotten Yeah, it only started a few years ago here in district. Um I want to say it's four years now. So, but it started it
started with kindergarten. It started with kindergarten. So So it's it's kindergarten through what? Through three. But it's just once, but it's not. Yeah. Right. But it's basically to set up the account so then the parents can contribute and whatever
compounds it's a start I known it I would have done it way earlier but I didn't know it was there it just pushes people to actually save yeah so I I'll just put consider for goal uh something I'll craft and bring
to the DLC I'll show you yeah I I don't think that there there's a differentiator there. Um Venus, I think any any of our kids in our public schools have access to. Um so it's yeah it's for all of our families. It's it's
an opportunity that and maybe perhaps sometime Venus is what prevents people from from sharing out of concern about that. But uh it's available for our district families here in kids kindergarten through third grade. Um and so I'll put a note. This will be something I'll bring back to the DT uh
for conversation uh about uh goal setting and creating another goal. Say again. We'll chat Monday. Yes, we'll chat. We'll chat fun. Um, and this one was our parent engagement call. This one, you know, we've we've we've kind of talked about this year. Our schools are doing a great job with parent chats.
They're happening in our buildings. Our our schools are um doing way more family engagement events with First Fridays, welcoming Wednesdays, open houses. Those are happening pretty much in every single one of our schools here in uh in the district.
Um the the question is do we want to really make this goal something that we're organizing around this this wellness theme that we're we're talking about and I ask you guys if you could reflect on that. This was the other goal that I mentioned prior to our meeting started that I'd love for you guys to to
reflect on and give you some feedback uh around you know I kept this one kind of the same as where we were knowing that it was going to change uh with with everyone's thoughts um because I would love to do something where we're where it's all connected rather than having all these other buckets of stuff that
we're trying uh to to keep them all all aligned. So um wherever we wind up landing whether it's in the space of growing community, if it's around that space of grow of of kindness or wellness, which one do we want to land on and how do we grow
through it? So it's right in our goals. Once it's in our goals, schools then start thinking about it. That's what the great part about our district goals is that our schools then really look at them as a um uh kind of a lighthouse for what they're going to be doing in their
own buildings. Um, so at any rate, feedback on this would be terrific. And then lastly, our our age-old chronic absenteeism goal. We are still among the highest attendance rates in New York City. We're the second highest attendance rate in
New York City. Um, we are the third lowest chronic absenteeism rate in the city. Um, by 0.1, which is driving me crazy, the 0.1, but 0.1 nonetheless. Um, you know, and I think you guys know this
a little bit about me at this point. I don't love it to be other numbers. I just don't. It bothers me to be any other number. Um, but we do have a lot more work to do when it comes to chronic absenteeism. 18% is still incredibly
high. Our early childhood grades are still the ones that are the most significantly high in kindergarten. PreK is always a problem and we know the reasons why some of those things happen. You know, our little ones tend to wind up getting sick more. Um, you know, the
the germ things always happen. Uh, we know that, but we want to continue to emphasize it. So, our buildings will at the beginning of the year have outreach, direct outreach to all families for kids that are chronically out. What supports do you need? Is there anything that's been happening? Has your child been
getting getting sick over time that we need that we can help you with? Um, and we'll do the the best that we can to support and and put our best foot foot forward because what I do see is that there becomes a pattern for some where when that attendance rate starts in kindergarten, it does wind up
translating for many of them over time. And for some kids, it becomes a year's worth of absences over the course of their K to8 career. Um, and that we have to try to minimize as much as we possibly can. So, this will be another goal we're going to continue to work on.
It's like skipping almost um school and the teachers have a note, a doctor's note, an explanation from the parent. Did that do they still have to get that
that letter that said that you know your child has been absent this many days and academic this and that is it going to happen like I think it's a good a good thing for uh for each school team to really talk
about what that's going to look like and get feedback. I think there are times that um that it's truly unaware like oh my god how many days has my child been out that that happens a lot. So there's
a balance between folks that are like, "Listen, I know Mike had the flu back toback weeks. What do you want me to do?" Right. Right. So there are both like aggravating to get the letter like, "What do you want me to do?" And I think those are the types of things that um as
parent leaders, you know, we bring and engage in those conversations at school levels, okay? So that we can have a discussion around what can that look like? Uh because the schools want to make sure that they're engaging in the outreach to everyone. they don't want anyone to be missed uh in that space.
So, I think it it's important that um that folks are part of that conversation so that they know it's a layer of support, not a layer of how dare you, right? That's really what the goal my goal is. It's through a layer of support. Um I can't tell you how many folks like I didn't realize that my
child was out eight, nine days come November. Why? because it was one Monday and then a Wednesday and then a couple weeks later it was another Monday and a Friday and then before you know it those days but there hasn't been this this
clock going off in one's mind you didn't realize it and then you go through the entire year and you've missed an extremely amount of time. So, so I got one of those letters. Five days said my daughter's at risk.
Five days over the whole school year. She's at risk. I mean, she had I would expect to get it. Yeah. I think I I think that that is a great
space for conversation at the SLT. Certainly a great space for us even at the DT to have that discussion around what does that look like, you know, for for families and it's also about your families, right? You know, knowing what it is that is going on within a a
household. I'm going to share this with you. I just want you to know it's part of what we're sharing. Is everything okay? Is there anything that you need? Um was it just that she had the flu? And those are the parts of of the conversation that are most important. Um, but I also know that the the the
letters can be a little bit right. How do we craft them? What's a better way to craft them so the parent knows that I'm doing this just to make sure that there is this layer of awareness um for everyone to go by? Because when we lose that, what we also tend to do is see
those numbers continue to creep up because someone it wasn't well, you didn't tell me. That's the other side of it that we then received, right? Well, you didn't tell me I was out that many days. Why didn't you tell me? Right. So, it's finding a balance between that
sharing of it when we know that, you know, and those that maybe perhaps do not. But I do think that the communication of that is important. It's perhaps how we communicate that that might need to shift. It's not so much the communication. Follow what I mean by
by that because I I hear you and and I get it. Uh but at the same time, what can that look like to make it something where um it's not like one of those what are you doing to me? I know my my kids got the flu over the course
of the whole school year missing five days like do I wish she could have been all those little yes but it's five she's not risk of failing. So I think I think at times what what it is is also when that happens. So if youth missed five
days in the first 15 of the school year, the awareness that if the trend continues, technically speaking, child is at risk to be chronically out for the remainder of the year. If a child is out two days a month throughout the year,
they would be deemed a student that is chronically out. Two days a month equates to 18 days, 10% of the school year. So if a child is out that many days in the beginning of the year even though it is the flu uh or it is perhaps
it was COVID or perhaps it was something else. Um if it happens that early it does become the well that child will remain in that at risk zone until three or four months passes where they are no longer a child that's chronically out.
If they're out five and then another another couple and then another couple before you know it, child's missed so many days that you know catching up becomes hard. That's ultimately what we're trying to prevent is kids from catching up from losing out on catching up. So kind of it was weird. It's like
the letter came home. I didn't see it at first but I went through and then she's like I got some letter and then I opened it. I saw what it was and obviously my kids are out but they're legit needing to me. So of course she panicked the little one and I'm at risk. What does that mean? What does that mean? I literally had to like bring her to the
teacher and say, "Can you explain to her she's okay? Like her grades are okay." And the principal even said, "You're fine. Don't worry." Because we have to send the letter because you've been you have had but we know that you've had legit accident. But it was more that she was even more worried than I was. Yeah. And a child to see that they like forgot
to address the letter. Like I don't want to like not tell them, hey, like absence is like coming up. Like we have to make sure we're careful about that. Like I have that conversation with them, but it's like more worried about I think it could be about re how do we revisit the
the language of the communication I know that our schools have have tried to do a really good job of of messaging but if in the message it's still not hitting home the way that we want then we work on adjusting the messages um I do think that the messaging is important keep
everyone aware um you know I think the hard becomes when you know that you're trying your best as a as a parent and there are things that you just can't help. We can't help when a child gets sick. And you'll always hear me say I I don't think anyone should send their child when they're not well enough to be
there. Um, and I think more more than than anything else in regards to this is when kids are able, we need to make sure that they're a lot of times unfortunately when kids are taking days when they shouldn't be
home, you know. So finding that space of layers of support with what do we do when we know that a child has been ill for x number of days. Did you could you say that Aladdin was for 90% attendance rate for kids who have 90 90 to 100? I mean that's a great Yeah, that's great.
90. So um it was to to one celebrate children that have done a really great job being in school. Uh but also recognize kids that were just falling outside of that space that they have a chance to hustle themselves back up over the last month of the of the school year
to get a chance to go. So those will also be put in the spinning wheel. Yeah. And then um we will we will pull them out of the hat. But yeah, that's that was kind of the goal. You know, you get the the the number of tickets we able to get like how do we make sure that we how do you even choose amongst people? want
to give that chance to everyone, but the number of tickets you have is just so limited that it's only so many you can do it for. So, uh, but yeah, that was the goal. And, you know, it wasn't to incentivize kids that have been out uh 70% of the school year, you know, it was to to kind of connect with children that
have really done a great job of being in school every day. It's good. It's aspirational. Yeah. Um, but that concludes my uh report unless there are other other questions that you guys have. But I think this one was a good important conversation to have in terms of connecting with with our schools
about messaging. Anybody else questions? Thank you guys. So before I go into president's report, I'm gonna actually go to public speaking. Was there anyone in the chat that wanted to speak? I put the message and then the questions appeared as
Oh, Venus has her hand up. Go ahead, Venus. Oh, I love this new adjustment. I think I've shared that district 25 was the first district that I visited outside of my district where I live. So, I live in district 28. My name is Venus.
Good evening, everyone. I'm a parent leader and education activist here in New York City and in Queens, born and raised in district 25. And I didn't realize that until years after I had been already attending CEC's in district
25 because growing up things weren't divided by district. You just knew the neighborhood you grew up in. You didn't know, oh well, 26 is good and 20. I didn't know at least 26 was good and 20, you know, 30 is bad or we didn't use that language, I guess, in the 80s and the ' 90s or get at least the children
didn't. But I grew up in district 25. I worked in district 26 for 11 years. I work in district 30 now. I live in district 28 and I live directly across the street from district 29. And down the block from my job is district 24. So, I have a connection to all clean
school districts and I am so excited to be back. This is my first meeting in a couple of months. It's been a busy um winter for me with my first masters class that happens to meet on a Wednesday. So, I wanted to discuss things like as usual the math curriculum that we Dr. Dantona shared about the
black studies curriculum. I am still in utter shock that district 25 only has I think 3.4 4 or 3.9% students that identify as black. And that was really shocking to me being a black woman who grew up in district 25. I'm very still very curious about
how we are ensuring that that small percentage of students feel a strong sense of belonging in the district. And I also wanted to ask about the district 75 rep on the CEC and discussing at future meetings what schools have district 75 programs in district 25 and
what programs like P811, P255, P9 the district the different district 75 programs and how they partner with schools in district 25. Um as well as summer rising. I have become recently very passionate about
summer rising because I work in a 1211 special education bridge class and it is not uh historically you do not recommend students with IEPs for summer school and it's like blowing my mind that there's no space for them in summer school
unless they're in a 12-month program and they're in the e esy program. So, our regular IEP students usually are not ed eligible for this en extra enrichment in the summer. And one last thing I wanted to ask about the end ofear I ready
assessments. I wanted to make sure that families really look at their data of their child. A lot of parents are not looking at the breakdown section by section, phonics, this and that for ELA and math. Um I have students who grew 75 points in their I Ready assessments from
the beginning of the year to the middle of the year just from encouragement. So if parents are very grounded in what you know these assessments can reveal, they can talk to their children at home. They could talk more in depth with their teacher and prepare for the end ofear I
Ready assessments so that their kids can show substantial growth. So again, hello. I know that was a lot. I miss you all. I hope that wasn't too much. And that's it. Thank you so much. I think Lamar has his hand raised as well.
Hi everyone. Can you hear me? Yes, you can. Okay. Evening everybody. Uh Lamar Hughes, uh UFT District 25 representative. I wanted to give an update on um a topic that uh our my predecessor, our prior district rep. Joe
Kesler brought up a couple of months ago regarding the endeavor we have with our power professionals in the district. So, I just wanted to give you an update on what that looks like. Now, if you're not aware, we are working with the city
council currently to pass a bill where our powers would receive a $10,000 bonus check every year. We're calling it a respect check. Uh what we thankfully and fortunately and enthusiastically I'm
happy to report that out of 51 city council members 44 have signed on to the bill including those in our district 25 area so council member Vicky Paladino has signed on council member James Jiro has signed on. Uh council
member Sandra has signed on. So that's great. Uh, and I I just want to make sure that our parents and our CEC understand the the the logic and the intent behind the bill. So, if you have a child who has a PAR professional, we
understand the work that they provide. We understand that they work with our neediest students whether it's district 375 whether it's in an ICT setting whether whether it's in a um self-contained setting their work is I
think it's a it's it's the epitome of being the intangibles of doing things that were not um how do I say you can't describe their value and you can't describe their worth. So in our contract negotiations, we make sure that everyone within our
uft divisions gets the same in terms of a pay increase percentage or gets the same in terms of a retention bonus or any other um any other things that we can work with to make it equal across the board. Unfortunately, with the pay scale, it's a different conversation.
And pattern bargaining is good until it's not. And when you see what the gap is between what our par profofessional makes and what our classroom teachers or school counselors or whomever else in our divisions make, we really have to understand that we've got to close this
gap. So there will come a time, well I don't think so. I shouldn't say there will, but if there's ever a time where we need parent voice to talk about how par professionals are integral in their child's Sorry, I'm driving. I just hit a
pothole. in their child's growth. We would love to have on our parents and our and even our CC folks from district 25 who' be willing to share those experiences. Right now, I think everything is good. I think once it goes to a hearing and it goes to a vote
somewhere towards the end of the year, we should be good to go. But I wanted our CDC to know what that looks like and uh where we stand with it. I think we could all agree um we could all agree unequivocally that paraprofessionals are essential to our work and to the growth and to the work with our children. So, I
just wanted to share that with everyone and um if there are any new developments going into June, I'll definitely be sure to let you all know. I hope you're all having a great evening. Thank you. Thanks. Um, are any of the other elected
officials that are on wanting to speak? Just raise your hand so we know. There's a question in the Q&A. Yeah, we're gonna get that in a second. While you're working on that, um, I don't see any other hands raised. We're
going to address the question that's in the chat in a moment. Um, but I'm going to move over to my president's report real quick. We did have another one of our wellness collaboration meets uh prior to the CDC meeting this evening. We have come up with our slogan and we are going to hopefully have one more
meeting before the end of this year to kind of prepare for going into next year and the right path. So, I just wanted to give an update on that to everybody. And um we will probably be adding a special meeting for budget related
information. Um so just when we do have that special meeting date plans, you'll make sure to share that out to everybody. So that's it for me for right now for president report. Actually, sorry, I do have one other thing. The awards ceremony is Wednesday, June 11th, which is our final meeting of this year
and will be taking place at uh Junior High School 194. So that is collected and we'll be talking more about that during our business meeting. But we are working on the process of getting everything in order and organized for a great uh celebration for our students and
teachers. You have something you want to share from that? Yeah. No, I have to I have to double check on that because um typically there's there schoolbased decisions that come with with the SLT. I have to double check on that before I don't want to give an incorrect answer because we'll have my head in the chat
once we get a response. back on that. I do want to make a couple of quick comments. Um, always huge supporter of power professionals. My mom was a power professional for over 30 years. Um, and I do think that they have um a an enormous impact on on children. So, I
will say that just as a as a a son of a of a par profofessional, they they do serve a really important role. Uh, a couple of other things, Venus, just so that you know, uh, I Ready assessments still going on. We will have an update later on in um hopefully in June um so
that you'll hear a little bit more about that. Certainly talk more about the 75 programs that we have here in district as we do have a number that are aligned with our both at the middle school and elementary school level. Uh as we add more um as we add more schools to the
district, more D75 programs will also be added um to our district community for sure. Um, so you know, there are there are certainly things there in the pipeline in terms of um the black studies program, the AAPI program. Uh,
those are all things that there's an expectation that we're embedding those into our current passport uh to social studies curriculum. Those are all companion pieces to the curriculum already and we'll see our um our schools implementing that um over over time. Um,
but I do want to just double check. I'm just so I'm not sure that I I like this answer, but yeah. So, most of this is that choice is really an SLT driven type of conversation at the school level around uh around that. It's around schools really having the
discretion around uh grades three and seven paper based or computer based testing. So, um there's not necessarily individual choice inside of that. you forgetting, but I'm going to double and triple check that one after after this meeting just to make sure that I'm
not inaccurate. Okay. So, does anybody have any new business break up for our calendar meeting? Go ahead. Yes, I have some business. So, um I'll um posting a resolution. No, there is no not that option. It's not an option. It's a school based
system. Thank you. Um so the resolution um I'll just sort of uh give a brief introduction and then um then I'll just read you the resolution and then you know open up to the floor to uh discuss and Katherine please weigh in uh
as uh as you were part of this as well. So, oh sorry course. Yeah. Um I see you. Um so this is related to um the class size law and
related to you know you had the job fair to get uh teachers to man the classrooms and this is related more towards having the physical classrooms. So the idea or concept is there's already a prek prek
program for all that those programs happen outside the uh department of education schools and that so the systems are already in place and that to the extent there's a prek or prek in a school that if making that classroom
available would allow for the class size wall to be um uh to be adhered to for a step in the right direction that we would encourage that school to uh to to take the 3K and preK out of the school
and move it into a community-based organization. So, that's uh basically the idea. I can't claim credit for the idea because it was Katherine's idea. Um, but I I think it's a great one and I have um in prior life have some familiarity with um oversight of
community based organization that had a prek in it and the other side of it is that it was uh tremendously economically impactful to the community based organization as well. to not only offer
an opportunity to um ensure a first class education, meet all the requirements that the city has for the classrooms, um the condition, the teachers, all that. Uh but then also creating an economic opportunity for
somebody um within within that community. So that's the basic idea uh behind it. Um and it's really in support of lowering the class sizes uh within the schools. is another tool and a step in in in that direction. Um Katherine, I
don't know if you have anything to add. No, not much to add. I think you said it all, Bob. I think that um if we can create more rooms to put our uh elementary school kids and
to to to thin down those rooms, then um I think it's a great way to do it. And I think that we've got a lot of community based organizations that are already create providing excellent prek and prek programs to be able to expand them um I
think would be beneficial to those organizations and and and the benefit of creating the extra space in our elementary schools I think is great too. Um, and so yes, I think so. Great job, Bob
putting this all together. All right, great. Thank you. Um, any sort of comments or things we want to talk about relating to this and then and then I'll before you read it. Um, I was just checking. We have to actually save this
for business. Um, so talk about it and then we would be able to decide. Okay. Okay. So, it's not new business. It is, but it's for the business meeting. Okay. Next month, you would vote on it during
the calendar meeting at the following meeting. New business in the business meeting. Okay. We're going to vote on it. We're going to vote on it at the award ceremony or our special meeting that we have meeting. Okay. You're going to do it at the special meeting. Just make sure that's on the agenda. Okay.
But then that has to be an inerson special meeting. the way that we all have to be here on that. We're gonna have to be when they give me a date. We're gonna have to be anyway. Okay. Okay. Okay. Sorry, guys. Okay, that was a dry run. Testing.
So, we will emphatic next time. So, any other new business for now? What your business is now? Okay, anyone want to make one? Thank you. Okay, so Isma and Charlie.
Okay, we're gonna move right into our business meeting because it's getting late and we do have a lot in our business meeting. So, I'm gonna call the business meeting to order at 8:31. Got it. Roll call.
Here you present. Finally, yes. Here Joe, you're up first with your treasures report. It's in your folder. In your folder. Yes.
because I'm serving on CC25. I've never been to any of the parentage PDA meetings in Paris. All right. So, we have $0 left in equipment. Uh we have uh
well, we we spent $9,300 to do reimbursement. We have $1,700 left. Meaning expenses, we spend $2,681. $5,000 Navy one $5,81 for sure. We're going to spend all
that on the awards. Uh P car still have 500 supplies. We still have $540 left. We have nothing left for repair. So nothing better. Thank you. Thank you. Okay, so just to touch base on the
awards ceremony items for me. So, we do have our items here already. Luckily, thanks to Marbel Egypt and I staying on very late one Friday night, we were able to get that order in right in time and it came pretty quick.
So, we have all the items. The school was decided that it's going to be junior high 184 again. Um, and we are in the process of receiving all the names of the students and teachers. I did have a question for you. Last year we did the the other staff before it's the big
apple. Will those be very careful guys as you guys take a look at how things came out. They look really nice. I can't do it.
I told you in the meeting else don't say names just stand in the front and then one of the awards I love you and then she'll show you the other one and then the medal and the notebooks the one thing we tried
to get the logo to be a little bit bigger unfortunately the couldn't do that. But it's something useful and nice for the teachers to receive. Those are for the teachers for the council members to receive. I think I think they're really great.
It's a practical practical tool. Oh, I love the house. Go ahead. Nice. Very pretty. Very pretty. And that is the other one.
I love this. So, yeah. So, we're in a good place. Um, Egypt and I will be versing as we get the rest of the school names in to work on the program again like we did last year, get the awards ready and get like kind of the lay of the program for
that night. So, we're in good shape for that. Um, so I just wanted to give an update. I know picked out a lot of these items and then we had to kind of play around with bids for different places. So, thank you Charlie for going in and like taking the book for us to get us started. Um, does anybody any questions about
that? We will have everyone showing up at 6 to start at seven so everyone's aware. That's right. So that was really it the award ceremony. Just if anyone has any questions, let me know. Okay. Um, and then I'm gonna turn
it over to Inva and Alvin next so they can go over the bylaws really quick. Hopefully. I don't know. All right. Uh, game day everyone. Um based from our last month's meeting, you know,
Ismmont and me and John were, you know, selected support. Yes, we were told to update our bylaws and me and Ism have you know gone over the bylaws and we have highlighted some of
the proposed uh details here you see in yellow. uh each one has a copy there. Um, basically we want to tonight is to get a resolution number one
to okay what what we have right now but also to bring up the issue of proposed uh revisions the bylaws as have have informed with me
um CEC's throughout the city they also have by themselves and they also have issues with by laws. Um what you see in yellow are things that we feel that we can you know modify
within our bylaws but we still need the members of the CC to pass a resolution to agree with these things you just those are those are already the the bylaw you highlighted those are what you're adding uh this so there's two
documents there is one that says proposed resolution and there is one that says the bylaws, right? The one that would be okay. So, the one that says the bylaws is the current bylaws with highlights in yellow that we would like to add which is in line with the
oil melt um and the whatever the addendum that was issued with the hybrid meeting. So, this is good. It needs to be reviewed, edited and voted on which is the Bible. this particular jet that says proposed
resolution. We would like to start an initiative to make these changes but because the resolution has there's nothing that's happened. It's not in the uh MLS there's a separate process to go
over that. I say that right. So yeah, I'm just not sure what the um resolution um part is because you want to adopt you want to adopt the new um template. Is that what you want to do? Which is this? And then for instance, maybe I'm not
using the right words. If I want to change the column, I can't do that because I need to go through a different process. It can't go through here because it's part of the education law. Exactly. So these proposed changes is what we would like to discuss to see if
we this member wants to go that started initiative to was a change the education law. So that would be looking to do a resolution to towards the education law. So two separate items. on it's by
the we can approve it and it can go into effect or we can make changes and vote on it next uh meeting and it can go in effect because this matches the exact education law and the template the whole nine yards so including the hybrid
meeting so with this document I know this is also emailed out to everybody as well so did you guys have a chance to look at it prior to tonight or do you need a minute to look at it now I prior it out. Well, I looked at I'll try to make it simple because we're actually
governed by the state's openings law and the state education law. So, every CC already has their own sidewalls set already. Now, this can be from the past two years, the past four years or the
past six years. But what we need to do, you know, moving forward as this current CDC is to pass a resolution that we approve whatever the bylaws that was given to us, but we also would like to
propose. So I think you're kind of taking a step backwards from where we got to just now. So right now we're looking at this packet first. This is the changes you guys want to have us. This is what was given. This No, this is the updated version though.
We're not touching this yet because this has to go in as a resolution that has to be written up. So that's what we were telling you. That's where the disconnect go. So step one is we need to go over this. We need to review this or no vote or change whatever. This is
this is a bigger discussion. Yeah, that's a separate longterm project. Yes. Exactly. Exactly. Or long-term advocacy. So, that's why I was asking, has everyone had a chance to look at the bylaw packet to see if they're comfortable taking a vote tonight on the bylaws? Well, you
would review them um tonight and then you could vote on them next month. Our award ceremonies. We've always our meeting is always the award ceremony. So, by law, the council has to have fun. That's you never did
that the third year that's never happened. I don't know about the past and I could only speak to the law and the law says that every month you have to have a meeting where the superintendent has the opportunity to share the state of the district and you can work on any
business that you need to work on a So this one you have to discuss it. So I guess isma do you want to go over so isma maybe go through the sections where there's changes and just speak to those changes for now.
Starting on page five, I think is the first spot. I was hoping show it up on the screen. Well, we can read it. Well, page five, the the highlighted uh or meeting shall be held in facilities accessible to
disabled. After that, you see that the council is authorized to conduct hyper meeting in accordance with the open meeting law and may allow members to experience an extraordinary circumstance, symptoms of illness, working emergencies, COVID 19, family or
personal emergencies, ineligibility to attend in person due to public policy, other specific individual circumstances that have been approved by the council to attend meetings by video conference. Then it goes here as long as
a quorum of the members attending person at one or more locations open to the public. Two, as long as the member can be seen, heard, and identified while the open portion of the meeting is being conducted. And three, as otherwise permitted under chapter 56 of the laws
of 2022. All right. In section two, I'm sorry, I I I'm not exactly sure where you are, but did you we're right above section. Yeah, you're okay. Yeah, I was reading whatever the question is that whole paragraph is that's all I need.
Yes. Yes. But I didn't make come up with those words. That's exactly what's in the OML. I literally just had to take that and put that in. Okay. Because the resolution was already passed. We had to do the next step to update the violence. I have the right. Yes. Yes. So, I'm just
reviewing these two documents. So, the proposed resolution, I thought the resolution was um a resolution where you are reaching out to New York State to update the form requirements. So, we're not discussing this, but but I'm looking at this resolutions document and it's
showing proposed amendments to the bylaws, which would be here. Like, they're not they're not these are not here, but they should be right. like uh reasons for exclusive absences or unexped on and in effect. Right. At the
same time, there are certain sections on in the bylaws that we strongly believe should change that are not in line with the education law, which is all written here. So, if you open the bylaw, this is in line with education. Yes. But if you open the bylaws, look at
the bylaw section two, which is what she was at, but we were at number five, which is what Elvin absence on page six. that members may request an accident if the request is submitted at least 30 days in advance. You need to give a month's notice of an accident. That's
what we proposed. Yes. We proposed that people can't necessarily know in 30 days. I don't think that's logical. That's an additional absence. That's not like usually it's like but that's that's
another way. The 72 hours is what I've always that's a decision. It could be um you know like this is the discussion you could have. Um you could even say 24 hours if you wanted to. They say 48. Look at the next vote.
Well, that's not too but I'm just saying like is an additional thing. Yeah, I think 30 days is outrageous and unrealistic to ask anybody to give 30 days notice. Okay. I didn't want to continue.
Okay. One thing one thing that we we felt okay is that you know we all have our own personal lives or our business our jobs our families that we tend to And as they did say that this community
education council is a way of trying to connect community but with the strict demands that they impose on its members saying that if you don't give them an advanced notice you know emergencies do happen but what we're trying to say here
is that there needs to be some leeway. So the 30 days is actually where does 30 days give leeway? That's giving like a month in advance. Hey, I have something happening the day before. You have something that was planned earlier before it came up, but you know that
you're not going to be at the next meeting. You should notify the council at least let them have some room to work on. But I think like just knowing like 24 to 48 hours in advance is fine. See, those are what we call emergencies. But
if you do know that like when I knew I couldn't be here because of something, I knew more than a month in advance. I gave like something more than a month's notice, but I don't think it should be like an obligation that somebody has to give that. This is something that we're putting into Bible so that you can't just leave. I think the intent is listen
you can be excused for certain things that for certain things, right? Like a work a work conflict, religious accountability, sickness, something like that. It sounds to me like this 30 day is like something totally different like
I don't know I'm going to dinner or something that that it's not an excuse it's not like it's not a good excuse that I'm giving 30 days right it's not a religious holiday it's not work not something that came up but it's worth this without this 30 days something like that wouldn't be allowed 48 hours but
you can't just say 48 hours ahead but can you I mean people well I We won't go there but it has been done right but there was that
that's right but I'm saying this is this is I mean I agree 30 days is is too much notice for certain things right but but those things you already they already have the ability to excuse so not 30
days notice yeah I mean I don't I'm not Kevin you look like you want to say something No, I I just I don't I I don't I I Why are they gonna make it harder for people when I'm already here? That's the thing. I don't think they And you guys correct me if I'm wrong that you
guys don't I don't think they put this in to make it harder. I think they put this in to provide an extra extra ability to be excused. This is not saying you need to say 30 days 30 days or whatever. We
decide two weeks then it would be deemed as an excuse. We still have to kind of vote to prove the absence anyway when it comes time for the meeting, right? Sorry. We still have to vote to
excuse the absence anyway at that point. Not if it's not if it's on the violence. No, that's not I think that's what they're saying, doesn't it? So, yeah, that's what I'm that's what we're saying. If it's an excuse absence, by law says excuse absence, we want to add so that people don't take
advantage. You give it two weeks, then yeah, every two weeks I'm going to tell you I got to go do the right. So at least this way. If they actually have something and they inform, I'm informing you well ahead of time
that I need to take this religious holiday off on such and such days. an excuse. Okay, it's not a a religious holiday is not an excuse. It wasn't in there. That was one thing that wasn't and we've added that already. Um and the
reason is to document is because there were certain things Albin and I did not want to put in the bylaws with fear that the bylaws will get stuck. So, Marbel has just confirmed that on the proposed resolution, if you go to page the third
page where I have listed the excused absences and what is counted as unexcused absences, that entire paragraph can be part of the bylaw. We do not need to go through the education law or whatever, whatever. So, Marbel has confirmed that, but I we didn't want
to put all of this in the bylaws just for it to be slightly down. So the ones that we know are safe and are accepted, we put them in the violence. The ones that we're unsure whether we have to go to the education door, the whole nine yards are in the proposed resolution.
you definitely need to be like in writing like where like writing the president. Yeah. Go to the president. Egypt I guess Egypt or a president and then Egypt would kind of whoever whether myself or whoever is president on the
line. We are going into a new year before you die. which doesn't I mean there that should be an extra catch which should be like a specific specific excus so I think just
to kind of expedite this a little bit for site take time look at it we're going to obviously have to have another meeting in June which will address that issue separately. Everyone take time making
some notes for yourself and then bring it back when we meet next and we kind of further that discussion and then see if they roll. So what what Marville has just said is she's going she's going over the items on the proposed resolution to confirm which ones can
actually go into the balance without going through passing on a resolution and going through the education loss and the ones that cannot will then be discussed in the next meeting as something that everyone has to take an initiative on on a launch. I think even
though the current like updates we still have to have people take time. Yes. Yes. Well, so we'll come back to it. But I'm saying there will be updates to this because Marbel is confirming what's from
this can already go in here. Then the copy paste and I can email and I'll set up some time with the committees to go over for them. Okay, perfect. So you guys let me know what you're available. So they can review
this. We could set up a time but expect up to use track changes. No it is really seriously I'm sorry. You have words. Actually what do we know how to use? It's in the word document. Yeah. Yeah I do. Can you do that? Make it like that.
Yes. So we see what that was the intent but then Alvin was very busy. All right. Anyway, and then you like little sections of where the changes are. Google doc that's shared like that like it would be no Google. You're going
another way. It's the same. Thought I knew that has that function. Okay. It's the same. It's exactly the same function. Anyway, just on word, not Google. Okay. So there will be another email version at some point coming out. But for now we'll review this. Thank you
guys for the start of this. But we will continue this conversation after that. But Mar will make time to meet with Isma and Alvin to kind of go over and then push out an email to us with additional updates. Alvin will make time to meet with us. Alvin, you will be making
available definitely available. But so what happens if we don't next meeting? What happens? the next committee. Yeah, next committee uh has it could be brought up next year that this is the start of it and then they continue the process. Um so we're going to move on from that
for now. Uh website update just to let everyone know we are in the final final tweaks at this point thanks to Egypt. She's done an amazing job. I thought I was going to be helping her and she did most of it and she's not a web designer.
So once Louis returns from his We will get the last tweaks in and then the old page from the district site will give people, hey, you're being redirected and they will direct them to our website. So that's what we're up to at this
point. I would like to change my partner to partners with Ethan. You get claps and standing ovation and all. Thank you. Okay. So, new business. Now, just to go back to your resolution for a minute
before I go on to the other new business that I have. Go for it. Okay. So yeah, obviously this is the first time I'm doing this, so I I you know, it's resolution number two, by the way. Ah, okay. So resolution number two. Excellent. Just so you know,
I would be upset like Mike to be number one. But okay, we'll be two. um so again the concept is in conjunction with a lot of things that need to fall into place to to uh
comply with the new class size law um what I'm proposing here is that um we to the extent there is a 3k or prek in an existing DOE school that the opportunity to move that out of the school to free
up those classrooms into a community based um organization um you know be done. So that that I think benefit is is bringing out class base classrooms in the buildings to accommodate class size rule and then
secondly creating um opportunities for this community based organization to um to provide the service that is uh that is funded by uh by by the city. Um so that's that's the J basic idea. Um I
will read through the details of it but again you know I'd also like to kick around the the sort of the process here is um is I understand this has to be you know in a public forum with people you know the opportunity for people to comment on it not just us comment on it
but the public as a whole. So then I guess I would want to have this added to the agenda for next meeting so that you know and I guess that's the question. What is the the process? Re ask your question. Okay. So yeah, I
as I would gather that this needs to be presented not just meeting the council but to the public for the public to weigh in and comment on it as the council members may choose to comment on it as well. So the process I guess
it's we've introduced it here but then had it put on the agenda for the next meeting have the draft of the uh resolution as well. So, it's an agenda item. The draft is there. It's publicly
disseminated and then the public has a chance to talk on it. We have a chance to talk on it. So, what what you want to do generally when you have a resolution, basically what you outline, you bring it first to your business meeting, the council members discuss it, you know, and then you can vote to add it to the
next calendar meeting. At the next calendar meeting, you will share it with the public. You'll read it copies for the public as well to understand that. So we vote on whether it can become an agenda item. Yes,
that doesn't seem right. So well first all agenda items should be agreed upon by the council. So if there's an like you should the president creates the agenda with input from the council. Yeah. Like I email it out and say hey if there's anything you have right. So now you're
you're discussing this this resolution, right? So now you're going to say, "Yes, we want to put this on next month's calendar meeting." Okay. And then once you review it at the calendar meeting, you're going to read it. You're also going to have a copy to the public so they can read it as well.
You'll discuss it first at the calendar meeting and then you'll open it up to the floor. So the public comment section of your meeting is at the end. But if you have resolutions, you'll have kind of a separate public comment session, right? They'll ask if any members of the public have any comments about the
resolution and then you know after that we'll vote on the resolution. So our calendar meeting is the awards. But if we make another calendar meeting, that can be like let's say the first
week of June, the emergency when we're going to have to do for the budget, right? Is that I'm waiting for a date from them. So we do that then that will be the meeting it's done in or we have to or we're doing it at the award. I think if we're going to have to have that budget meeting, we're just going to make it all one meeting and put together a full agenda that way. And you can even
consider having So a special meeting is for a very specific item. It's not for another meeting, right? So you have a special meeting because you want to vote on the bylaws. You have a special meeting because you have to have a secret location, right? But you can't have a
special meeting where you're kind of like jam-packed agenda. The special meetings really are meant for specific things. I think where the problem really is is having the award ceremony with the meeting. We do have an agenda usually associated to the awards ceremony is how
we've always done it and Dr. Mike does speak at the award ceremony. So that's why we haven't done a separate meeting because it's kind of there's an agenda to the whole thing then you don't do business meeting per se that night. So you will need to have a business meeting
that night as well. Um, but the problem that you're running into now is that the council wants to get a lot of things done, right? And now you don't have time to do those things and you don't want to be in that place, right? Because the council wants to go to, hey, it's the end of your term, right? So you you want to be able
to to do these things before, you know, the term ends. So these are just, you know, considerations, right? Because I can't tell you what to do, right? They're autonomous, but just, you know, thinking about But I don't think we want to have like five special meetings either at this. Right. Right. I know I don't have the time to put special
meetings on my calendar. Special meeting is for a specific topic and it has to be in person. Well, whenever the council gets together, it has to be person. What if would everyone be willing to stay after we finish the
awards? Can I ask the question? Answer that question. Try not to get everyone there that early. And remember your calendar has to be aligned with your the times of your bylaws. Can we have a special meeting? I'm going to stand over here.
Resolution. That way we can do yours and we can do mine. Hopefully a resolution meeting. A special meeting for resolution. Yeah. So yeah, it's not limited. I mean you get what I'm saying, right? So,
resolution one, by the way, was the best resolution because you got your A. That was where number two came into play. Um, so you want to have a special meeting to go over, you can have a special meeting
to amend your bylaws, right? And I think that it's important to be clear about the resolution and the bylaws because I feel like that's like getting confusing. Um but you can have a special meeting to adopt the updated BIOS template because you all have like the old template which
is missing some of the language right around the hybrid meetings around right so you want to adopt the new template with these revisions right so that takes two meetings one to discuss and then one the next one to vote on I wouldn't
really say this one here was discussion right because there's so much more to discuss right so you're going to have to have another meeting where you're discussing these proposed amendments and then the following meeting to vote on them. Well, three meetings.
No, it's kind Yes, technically it's turning into and this has to be back for I mean it's turning into three meetings, but this one you're not really getting into it deeply, right? This was just kind of barely touching the
surface, right? So, you didn't really discuss all of the bylaws. We didn't even get to page three. Right. Right. So, you need to have time since there's things that have to be it didn't make sense to keep going through that way. Bob and Catherine have that resolution.
You said it has to be addressed to a couple which means that you can't really do it at an award ceremony because you're like two hours like giving out awards to all these teachers and students and expect them to, you know, hold another meeting
just for public forum. So I'll be honest, I came in and Shirley was here when I joined. The board summary had always been the June meeting. I don't know if there was a plan like before that, but I know like last year we had an agenda for the award ceremony. So, it
was like set up in a meeting format. That's why we've done it like that. It was there was an agenda and I was actually looking over it with Egypt earlier today. Um it was like the run of the night and everything like that. We had an agenda kind of layout. We vote on minutes and we voted on like we did
adopt minutes there, everything like that. So, we did do these things there and Dr. Mike spoke um to conduct the meeting. It's just a different type. different format. So, it is a meeting that month that that award summary. It is a meeting, but we are going to need a special meeting because the C4E thing
and they haven't given us a date yet. It's up in the air. Now, we're talking about also adding a meeting for a resolution, adding a meeting for the bylaws discussion and bylaws voting. So, this is a very short resolution. I think
you could probably do it at your time. Okay. But I don't know. Can I ask a question? It's it's a short resolution. I don't think Can I ask you a quick question? I understand like everybody's proposals are very important to them to all of us, but I don't see what the emergency is. Why can't we do this in
July and August? We're not we're not to the next. And to your to your point, I think everyone has to be comfortable saying, you know, we've done all that we can. We're we're drafting these bylaws and hopefully, you know, it'll start things
going for the next time and be okay with not necessarily being able to adopt them. I mean, I understand. I just don't see us logically being able to get three or four meetings on the calendar between now and June 30th. And it's not it's not worth. Yes. This is a these are bylaws that are going to that are going to go. So fine, you we all get it done and then
we all bounce and suck, right? Not that they do. I think it made more sense in July August for the group that's coming in take a look at the Basil members but leaving room also that
whatever we propose We were going to hand it over to the next council starting in July and August and let them find new members to work on the resolution if they feel they need to. I want So if I I can give a a quick
recommendation. I have a question. You have multiple things that you want to get accomplished. Which of them would you want to prioritize that this group would like to do in the immediate future and then the other one or two can be left for the future council to wind up
making those decisions on because you're not going to necessarily be able to do all three of those things? Well, which one of those can you say? It's a better way of saying one of those is the best option to choose as a team to say that this is where we want to
leave our mark as this committee um that we were able to do and get accomplished together. Um so that the next committee has one less thing for them to think about as part of their work. That would be my recommendation to you in terms of a of a group. Identify the one that you say, you know what, this one's the most
important for us right now to get uh to get uh accomplished as a team. And then you move forward after that with whomever it is that the next committee is. So that's my own success from that feedback. This looks very simple. One, two, three. I feel like if we go over
real quick, we could then at award ceremony get to share it. Oh, don't put me up on the screen. myself and I think that we want to further discuss the bylaws.
Maybe can a special meeting be C4E and bylaws. Can we have two topics for the special meeting? I mean you can and then just do one special meeting. I don't know how long the C4 presentation is. It wasn't long last time. It was very quick last time I remember. So the special
meeting the date matters or date matters right 30th special meeting could be any date that the council is available. So we want to do a special meeting May 19th from 9:00 a.m. to 11
p.m. for item A and then May 19 as long as you let you get 48 hours. No, it's the See, it works. One day we could 72 hours for calendar meeting, 48 hours for special. Do we have a budget for like lunch and breakfast? The whole
line. Okay. So, why don't we quickly I think everyone could read through it. I don't know. You need to So, we're voting to discuss this in next week's discussion, right? Yeah. And to
vote on Okay. So, so we're voting voting to add to the calendar to take a vote. I wanted to know community based organization. Can you give me an example because I don't know what that I personally don't I'm not for this idea
of moving the children if there already are in a building where there is the other classes like elementary. Um I like that idea. I'm more for that. I understand what the proposal is here uh
and what the intent is as far as adding classes the whole nine yard but what is this where would the kids go what community based organization if you can give me an example so there's all kinds of different community based organizations so yeah it could be you
know your American Legion it could be your uh Korean community center it could be um a some sort religious community center could be anything that's within the community and if you look
what no sends them the money so for example I'm sorry Bob I don't even so so community so CPOS are community based organizations it's like daycare centers like Kitty Academy like they places that still educate the
children and right now they're paid for privately by parents these places but these can apply to become community based organizations through the DOE and they can get their funding. You'll see you'll see we even have one right over
here on the on the corner that'll have a uh it'll have the prek sign that is from the department of education unit which indicates that they're supported by the by the department of education. Well, and they're also they're also examined as well. So there's certain requirements. So like for example, each
classroom has to have a sink in it. Um there if it is in a religious organization, there can't be any religious items. So it needs to be like a public school or it's you know it's agnostic. Um so there are a whole bunch of requirements. The Department of
Education sends somebody out to make sure that they're compliant and there's things about you know the bathroom has to be so many feet from the door and then you know appropriate exits and all sorts of stuff. So it's not there are a lot of high standards that need to be
set in order to qualify for the the school setting is better but right now we don't have a choice because if you want to reduce the class size you're not building you're building you can't reduce the number of kids in your school I think only certain schools are having
that struggle though also I think there are pros and cons to any kind of document that you that you share with the community I mean there will be some that would say but I have my my 5-year-old that's at that school, then I don't want to have to travel to another space to drop off my four-year-old. Um,
there are those that really appreciate the idea of being in in their community school, and there going to be those that love the idea of, you know what, I'm good with sending my child to a community based organization. You're going to have both perspectives on that. I know it's something that we started talking about even last year. I'm okay
with not necessarily a lot of they're in a lot of the it's in a lot of the CBO buildings already. So just saying don't continue to have prek necessarily in public school buildings. So those are my
children to go to prek to public school, right? But it's still a public program. It's the same program. It's the same program. It is a school. It is a school. It's all schools. They're all schools. Kitty
Academy is a full on. the daycare because it it has extended hours from 6:00 a.m. drop off to 6. Do they have five different prek classes? They have five different prek class. They have kindergarten classes even in it. They have prek classes in it. They also have
the very young infants there too, but their prek and their prek are DOE funded. So you would expand those programs so that more of their prek and prek classes could be fun. They are
classrooms. They're not. They're I feel like maybe you're thinking they're like play time out. It's 9:20. Let's go. Just brought up a good point. My biggest thing is that I want us to vote. We're handing an executive session after that. Yes.
adding by those votes during the calendar meeting or no that we're going to do with a special meeting with the state. Don't worry about that one for now. So, can you go through the roll to the meeting for next month? I am here. Are
you discuss Joe? You okay adding to the calendar meeting next? Yay or nay to adding the calendar for next month. Yay or nay for adding but you get what I'm saying? I wasn't
understand. Yes. I'm gonna throw it. Yes. Okay, that's the one. That's fine. Okay, so moving on. I need us to go into an executive session. We have a space that we're going to go to
upstairs briefly. Right now today, yes, please bring your go over something in your We will be back as soon as possible. What needs to be done in order to get
the prek and the I'm staying here, guys. I have no comments from anybody. Uh, I'm not sure. Maybe another 15 minutes. We should have gone over the You are going to do awesome, buddy. 24 seconds.
24 seconds. I don't know my camera. I have to see what's happening in real time. Yes. It is 24 seconds. You want to know what's out there? I have to tell you. I gotta tell you. No, it's it's 24
seconds. I'm at 44 seconds. I can see you right. Bye. Oh, I can't believe this. Commercial. Did this just get thrown away or poured out? And it is thrown away. your puppy drinker.
Maybe one of them will take it home. Yeah. Because it's sealed, it's not bad. Yeah. Okay. Some people put it in their refrigerator. I personally would do it. That's what I said. It's been there too long. If it's been there for five minutes too long a
couple of hours. Okay. My mom checked when I went to I checked the phone and my mom you watched I was like down seven on Monday game one I was at home guys
watching it. You got the Knicks on too. Yeah. Yeah, I'm I'm refreshing my uh the app to see if it'll kind of catch up better. And Monday was the first time they beat the
most he's insane. What is today's Wednesday? the picture. I'm not watching it. Oh, there it goes. I looked away for a second. That's it. See, I knew it would happen.
12 seconds left. Okay. making a motion for getting the hell out of here. 99 12 seconds left. Um, they're I don't know who it is, but 91.
Good night. My next friend in the scene is Sean right now. Oh my god.