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We'll put them into >> share my screen. >> Oh, hey Gus. >> Hi. So, I have the minutes up and everyone else feel free to um feel free to use my screen or um utilize

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your own device to go through the minutes on your own. Uh and then we'll get started. I'll do my introductions of folks that are new to us and new to our DT and we'll get moving for our July session. But just take a few moments, read

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through the through the minutes. Great. Just give me a virtual thumbs up uh when we are ready. If there are no thanks. Thank you, Mr. Marino. Thank you, Eduardo. Okay, great. Okay, guys. So, um just a

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couple of things because we do have some new folks. I just want to really briefly um just share where you find the information. So, on our D25 website, and if you were to search D25.nyc, NYC you would be able to find it. You'll see all of the tabs at the top. If you go to

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public meetings and then district leadership team, it'll bring you to this page. This is where you're going to find all the information around our DT from the Zoom link to the sign-in sheet which we ask that you all sign in. And then the DT meeting documents. When you click

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DLT meeting documents, it brings you to each of the years that we've had over the we've been doing it this way for a long time now since 1920. Uh but you'll see our current 2627 folder uh with each of the each of the corresponding dates

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will be here for everyone's ability to view. You'll see agenda, minutes, and resources. Um and this is accessible each time. And you'll find the deck in here. So, if you ever wanted to go back um and revisit it, you're welcome to do that right here on um on this page.

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Okay. Uh just so that everyone is aware. So, let me also which I forgot to do and push record. These are all um things that we do keep within um

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Okay. Thanks. I thought you were on on break today, Lou. What are you doing? >> I am, but I'm uh up to the DT meeting. >> Thank you for being here, Louie. Um, okay. So, we have uh our session today. Uh, we're going to go through the the bylaws briefly. We're not going to be

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this really more for your information. We'll review um the the bylaws over the next couple of months, and if there are any revisions, uh we'll vote uh well, we'll come to consensus on that, excuse me, um in September. And then we will have a newly um agreed upon set of

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bylaws for this school year. We'll do that in uh in September. But I like always like to frontload these and get them out there ahead of time so that everyone can review and then share their perspectives on what can or should change. Uh so I'll talk about that briefly. Um SLT evaluation data. So at

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the end of the year, I sent a link to all of our families regarding SLT. I just want to briefly share what the results of that was so that everyone can get the perspective from the parents that completed it. Uh what their viewpoint is around SLT implementation.

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Um we're going to go through our goals again really quickly and then I really would love to get some perspectives from all of you around recommendations we want to share with our schools across the district around family engagement um when it comes to the goals that we've

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set as a district. And when I say goals that we've set at the district, there are also goals that then become those that are aligned with um with our schools. Our schools typically align their goals pretty much to the things that we're doing as a district, much

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like we align ourselves to the city um to the work that's being done. I'm going to talk to you a little bit about an arts allocation. Uh we're fortunate we are receiving an $80,000 allocation again this year. Uh, so I'm pretty excited about that and would love to get

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everyone's perspective on ways that we can utilize those funds. I'll share how we did this year and um some of my thoughts on it, but then would also like to get your perspectives on ways that we can allocate those dollars because it is a pretty quick turnaround. They they

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would like to have my plan for arts uh this arts allocation by the end of the week. So um which is a good thing because it gets us moving right away. Uh but I would love to get your perspectives on this and um and that'll be that. And then the last thing I want

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to talk to you about is uh our district planning committee. A number of members that are on this call now are also part of our district planning committee. Uh and I'll talk more about that uh a little bit uh towards the end of uh my presentation today. But we do have some

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new members uh that are going to be serving on DT. And we have uh another member that is part of uh president's council that is sitting in today but not necessarily a member of DT and I will introduce her too. She's just not going to be on um on

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this slide. So uh Glattus I apologize for apologize for that part of it. Uh but we do welcome uh Clarissa um uh Clarissa Chen who is one of our new co-presidents of President's Council. She's going to be working there's a little error there. She's going to be

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working side by side with uh Veronica Pedro Leon, who's the other co-president. So, congratulations to you, Clarissa. I know that uh you may have issues with coming off mute. So, um I thank you for uh for being on here uh

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and with us today. Uh we also have Jamie Wong who's going to be serving as um our DPAC um uh representative uh in place of Crystal uh Crystal Gonzalez. And we have Eden Rubenstein who is part of our CEC

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and was just uh newly uh uh reelected as the president of CEC. She was the president of CEC last year and her um the other CEC members voted to have her serve as the CEC president again. I'm not sure that Eden was able to make it

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today, but um she is um going to be serving in that role. So, congratulations to all of our new members and we are fortunate as well we have uh Clattis uh Ruiz from 2011 and 237 joining us today. Uh also, uh

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Glattus remind me as treasurer or secretary for president's council. >> I am the treasurer. >> Okay. So, welcome to Glattus who's sitting in with us today as the treasurer and I'm very involved in both

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of her children's school uh both her children's school from 2011 and 237. So, Glattus, thank you so much for uh for taking the time to be with us today. Okay. Uh connection before content. um as we always do. Uh and this is the kind

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of the beating the summer heat conversation. So I'd love for all of you to think about uh in terms of a this or that. Uh for beating the summer heat, would it be a beach day, a pool day, or feel free to fill in the blank. Um take a moment to to think about that just for

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a moment. Are you more of a beach day, a pool day, or a fill-in- thelank and however it is that you like to deal with the summer heat. So, be in that space of reflection for a moment and then I'm going to just pop you guys into a into a brief breakout room so that you can have

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a quick chat. And the reason why we're doing this, guys, because it's really super important um for for me to for us to continue to be able to to communicate um and get to know a little bit about one another. So, um we're going to break

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up into groups of three or so. Um, and it's okay if you are unable unable to mute. I know that we do have one person that's unable to do so. Don't feel like you need to communicate with us right now in that way. Um, but uh quick this

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or that. We'll do a little breakout room and we're going to create it and we'll just do it for four minutes and then we'll come back. Nothing. In fact, we'll do it three minutes. We don't need more than that. Three quick minutes, quick share, and then we will come back together.

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>> Morning. Sorry about that. >> No, you're good. Eden, how are you? We're just breaking up in a quick this or that. We're doing a whether you on a hot summer day, would you be a beach day person, a pool day person, or and then

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fill in the blank. >> Are you okay with going into a breakout room, Eden? >> Yeah, I'm good. >> Okay. Okay. Okay, I see most of us coming back. Just have one more group that we're waiting on.

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Another 15 seconds. [snorts] Okay. And we should have everyone back now. Welcome back all. Um any quick uh quick shares? beach day, pool day, or fill in the blank. I did see someone put in

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Jamie put in wall day. I like that. Anyone else have a a quick little one they'd like to come off mute for? >> I said I was going to hide in the AC. I don't know. [laughter] >> Yeah, I don't blame you, Eden. It's been um you know, I I I just came back from

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vacation, but I understand it was very very hot um this. >> Was it your favorite place? It was not my favorite place, but it was another one of the favorite place. It was in the Caribbean. So, um it was uh it was it was quite enjoyable for sure. >> Awesome.

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>> We went to to St. Thomas this past week. So, for me, I being that I had access to both pool and beach. Um for me, it's definitely pool. I am not a big fan of all of the sand. Um, I don't hate it, but uh if I had a choice, um, I I always

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go with uh with pool rather than uh the beach for myself. But anyone else real quick? >> Go ahead. >> I like the sand. Uh, especially if it's near a volcano. I just got back from Nicaragua. So, >> nice. >> I had the opportunity to visit this

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beach that had black sand, volcanic sand, and it it's a lot finer than the traditional sand. So, it was a fun day at the beach for me. >> Wow, that is uh that's really cool. >> Love that. Gus, did you have something? You came off mute.

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>> Uh yeah, I um I never go to the beach in America. Uh because I'm spoiled with the Aian. So, I only go to the beach um in Greece. Uh or the Caribbean. Uh I like the Caribbean as well. Uh, so for me

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it's the backyard or um I don't have a pool so it's the backyard or air conditioning. [laughter] Love it. Thanks guys. Anyone else real quick? Okay, I think we got a pretty good representation. I mean guys, the reason why we do this, we're going to continue

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going into this year uh is just in some in small ways these small entry points um have opportunity to create big conversations that that exist and you know if if given more time I'd love to learn what Eduardo uh was able to discover in Nicaragua, you know, when

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the the black volcanic volcanic sand you know otherwise I would never know that. I would never have an idea that that is something that one would have intrigued uh Eduardo or that he had an enjoyable experience with it or you know why there why did he choose to go to Nicaragua you know that it just opens up opportunity

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for discussion that wouldn't have been there before and it's something our kids need to be able to do it's something us as adults that we need to do um because relationships are a huge part of uh not only the the moment in time that we're

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in right now for ourselves But for our kids and their futures, you know, there the what what I do know for sure is that um relationships that we have with others are going to go well beyond anything that um that a technology can

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do in my opinion. You know, yes, I can communicate with a with a tech tool and it can go right into a system and they might be able to spit something back out, but it doesn't create that space of an emotional connection to someone else. And I think that's an important part of

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um of the work ahead. So in and you know our kids need to be able to learn how to how to do that with all types of people um so that we build that that mutual respect and rapport with all those around us. So it's why we're doing it. It's why I encourage all of our uh

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parent leadership groups, why all of our uh teacher leadership groups, our administrators, all to bring this forward uh so that we have uh those connections, you know, blossoming here in district 25. Okay. Um

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quick share of my screen. Just want to quickly show where we're at with this. I do have in here the bylaw review. We're not going to spend time on it today. I just wanted to put it into the presentation as we lead into the start of the school year so that you can begin

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reviewing it, read through it, get an understanding of what the bylaws say. Um, you'll see it here um all of the things that we include um the one difference for for us that we included in here, you'll see in yellow, um is

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that we we have two in-person meetings. We might even decide that we want to do more than that. Um, I think folks really do like having the opportunity to get together. Uh, so it might be a decision that we make, you know, but all of those things are in here. I do encourage you to make sure that you read through it so

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that when we get to September and we present it again that we're finalized in October's meeting, uh, for the remainder of the year. So, uh, please take the time to read it. Um, you know, it is not a lengthy document. It's only five pages. Um, so take the time to do that

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and that way we're ahead of the game. And you know, Gus knows that's what we like to try to do. We like to stay ahead of the expectations that are forward uh within um, you know, within our expectations as a district leadership team, which then kind of pushes forward what our school leadership team should

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be doing as well. Okay, that is our bylaws. Uh, very quick SLT evaluation results. So, we did send out a um a um a Google link to all of our parents so that they can give us

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feedback around how our SLTs were doing. And you'll see here that um 97% of those that were surveyed either indicated very good or excellent. the vast majority of our parents that completed it indicated that um there was

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shared decision-m um at the SLT level, which is a really good thing to see. We just had 1% that indicated needs improvement, 1% that needed that said good versus very good. Um so all in all, it's you know, positive data. Obviously,

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always more room to grow. Uh but it does say that our building leaders are creating time and space for um for that back and forth communication around and making uh improvement decisions at the school level. Uh which is really really good uh for us to see. So I wanted to

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make sure that we highlighted that here. Um and this will be part of our conversation as when we get closer to it around what we want to do during our SLT training for the fall. uh making sure that all of our schools and and folks

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know that this is part of the process that is in a um oh my goodness, Gus, give me the A655. >> Yeah. >> Okay. Um in A655 for the chancellor's regulations on uh school leadership team. So um this will be part of it, but

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I did want to share this because um it did come up during the latter part of the school year and wanted to share the results that we did have from that uh with you today. Okay. Uh, building coherence through the our five elements that we've been

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focused on as a district. We do intend on continuing this work. Um, as you guys know, through building our knowledge of standards, the knowledge of our students and the resources that we have available to us so that we're making really strong decisions in our classrooms every day.

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Um, really really important for uh for this school year is that we're building through this idea of meaning making. Now, we do have some new members that are here. So, we're going to go through just our goals very briefly. Uh, and what I'm going to ask you rather than me reading through them, I'm going to ask

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that everyone just takes the next few minutes uh of time to go through slides uh 9 through 22. And what you'll see after the goal slide, you'll see just some notes around parent engagement and

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planning for um planning a family engagement. Uh within each of these goals, what I like for you guys to do is as you're reading through the goals, reflect on that parent engagement part. What else would you want to see? Is there something that's there already that you would want to modify? Um, so

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this is going to be a little bit of a working opportunity rather than me just talking at you because frankly I don't, you know, to me I don't really love to do that. So we're going to take some time now. I'm going to put on the clock just for 15 minutes of independent

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reflection and review of our goals. You can come off off camera. You don't have to, you know, have your face showing or anything like that, but read through the goals. We have the goals listed in each of these say each of these areas from priority one, priority two, three, four,

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and [clears throat] five. And I want you to reflect on each of these goals and then what would you if you especially if you're representing a parent group, what would you want to see here in terms of planning for parent engagement uh regarding that? Okay. So, I'm going to

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stop share. I'm going to put the presentation back into the chat again in the event that you missed it earlier. So, feel free to hop in there. I'm going to put the timer on for 15 minutes and then we'll come back together. Love to hear your

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perspectives. After that, you can either add it to the chat, come off of mute. Uh but just to give some ideas that you may have to make sure that our parents in our in our community from the district lens, but also from a school lens because this is about us as a DT giving

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feedback to our schools around ways that they could engage their families within the context of things that we're trying to get accomplished at the school level. Okay, 15-minute timer is on. Please read through the goals and the parent engagement uh work.

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participated in. We've we've done some uh book giveaway events at the beginning of of each year the past um the past several years. Um and Eden indicating that she'd like to see that uh happen again. Last year, we piggybacked it with council

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member. Um so, we're hoping to do uh some some additional events like that moving forward. But thank you for that perspective, Eden. Uh, anyone else? Priority one, either around the goal or around parent engagement. Anything that you'd like to share in terms of recommendations for uh for our schools

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and SLTs to be thinking about as they're looking through their own goals and developing that parent engagement part because as you guys know, they are now it's now an expectation that they're in each goal. In the past, it was just a parent engagement um goal unto itself.

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Now it's an embedded part of every goal. Um, which is different from last year. So, any thoughts for priority one? >> Okay, Charlene. >> Hi, good morning everyone. Um, I just took down some notes about um

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parent engagement goals um and points of contact um for ladders of communication, maybe spelling that out for parents. Um and then um on the resource ends, providing them with takeaways um for home, but then also during school time that build relationships and bring them

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closer to their parent coordinators and other support staff. >> Love that. Uh Charlene, so you're talking about in um just the idea of kind of like those make and take opportunities is is what you called out there. Did I hear that right? >> Yeah. Something that they can have at home is like a reminder of what they

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should do. You know, like if this happens, then this is what we're going to do or this is the tool we're going to use. And then for during school time, like um you know, giving them a clear pathway to kind of build a deeper relationship with their PC. >> Perfect. Love it. Thank you for that.

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Anyone else? Priority one. >> Yeah. Go ahead, Goss. >> Yeah, my um uh comments are um about all of the um priorities and the parent piece in general. I read through all of the um pieces and I thought they were

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excellent. They uh have um uh details related to each uh priority. In general though, one thing that's as you're well aware of that's going to become important next academic year is portrait of graduate >> and multiple pathways uh to graduation

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and assessments. So uh in embed uh some of that information as it comes out in terms of the uh parent engagement priorities. The other item is as you know A655 has been changed. Uh

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there are uh additional pieces to it and we're going to be involved uh meaning central in training uh that uh will uh really focus on parents and uh helping them understand uh the uh changes in

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A655 and how they relate to um the last item is u when you talk about the parent pieces for every priority it's important from my perspective that they also keep

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the entire document as and all of the CP as a whole uh in mind. So each piece is not a piece in isolation. It really is part of a whole. So, um, for example, if you're doing math or you're doing ELA or

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you're doing, um, uh, attendance, um, they're all interrelated and so that that, um, there seems there's a tendency to treat each piece separately, uh, particularly now that we're embedding

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them each into every piece. So, u, uh, what worries me is losing the holistic, you know, uh, perspective. So keeping that the linkages in mind from you know priority to priority and section to section um I think is relatively

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important. >> Yeah. Yeah. I love that Gus. And I think um the one thing with the anytime there's a change in any kind of a of a platform you know the hope is that you don't lose sight of the whole. Uh but I think in this case what what what was getting lost was the relationship

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between each individual goal and how schools plan accordingly for it. Um some some of these things we you know can get lost in the mix when we think about it globally versus those small parts that

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uh allow the entire document to move forward. you know, so if I do have a focus on uh on on reading um and I'm not really bringing that to the to the forefront in terms of how parents can can be

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supported um then we miss opportunities. Now, yes, can you link chronic absenteeism? Can you link social emotional learning? All of those things, can they be embedded? 100%. But I think what was happening uh was that it was looked very broadly around parent

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engagement in the past and uh it missed a lot of the parts in the process because of that. So hopefully this will allow all of those things to come together where we're thinking about um each of those things um as part of how we helping support our school but in the

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process and more importantly the kids that we serve. So, um, I hear you and I think it's a it's an important part and I think the the way that they've kind of structured it, um, you know, hopefully it doesn't kind of make that that seesaw balance and we went from the the kind of

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the global view to the smaller view and now we're not, you know, so how do we make sure that we're balancing between both of those things? Because I agree it's it's they have to be interconnected in order for it to all work. So, I hear you. Okay. Anyone else? Priority one.

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Yeah, the library has come up quite a bit uh Glattus and um you know some of some of our uh parents even from the CC you know did push forward a a resolution making that request for uh more access

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to the you know to the library in the form of ensuring that all schools have a librarian which I think all of them would love to have. Um, you know, but I I do I do agree that giving more access to the library would be helpful and maybe perhaps even that with their

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parent um so that our parents know the types of texts that our kids like to read and allow them to do so. Sometimes we get a little bit um um focused on as parents to say this is something you should read versus making sure that our kids want to read it. Um, I I think

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about my own son and you know there were times that we put on that timer and I know he was just staring at at blank pages even though we were full of text uh waiting and counting down those minutes until his time was up. So important that we're getting kids into things that they are interested in. I

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really truly agree with that. Any other things in in priority one? So just a couple of the notes that we had was making sure that families were clear on MTSS. Uh ensuring that they know what that means. Um ensuring that they know what the assessments are that

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their kids are taking. Uh and they know what the output means. Um ensuring that there are resource kits or things available for our parents to support foundational skills and meeting making. And this kind of connects with what Charlene was talking about in terms of

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those make and takes. Um we do have a new uh L curriculum that's being supported uh with the for our entering and emerging. So uh perhaps a an orientation of sorts that we can develop so that our parents know what they're what our youngest learners uh our

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learners newest to the language are are learning through. Um and then creating relational opportunities perhaps in a in a BOI EOI type of scenario so that we have a routine uh for engagement. You know that's just an example. There are many

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ways to create a routine but I do think um you know one-offs are not necessarily going to support our families. I do think that it needs to be done in a way where it could be revisited and we can reconnect with families throughout the year. So those are just a few of the

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things that we noted. um that will be within our DCE plan uh that we share widely with all of our SLTs so that they have access to it in the beginning. >> Mike, I just wanted to I just wanted to uh echo what Gus had said that uh you know for for always it's like parent

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engagement has been like um these targeted coffee with the principal or you know you bring them up for a PTA meeting or it's an evening uh but it has never really been this integration with everything we do. parents are aware and parents are able to contribute and give

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feedback and understand what their children are doing and support us at home. So, uh th this endeavor to embed uh parent engagement within everything we do um is something that is uh refreshing to see and I'm I'm excited to to to really just put all of our energy

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or a lot of our energy toward that. >> Yeah, love that. Rob and you know I think you know for for us I think that the ultimate goal is how do we make sure that we have enough um access you know that you know we do things but what's the access and we

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making sure that everyone's got the ability to connect and contribute and I think that's the that becomes the hard right that's the challenging part that we have to continue to work towards overcoming but thank you for that okay anyone else priority one feedback back.

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Okay. So, I think we did get some good perspectives there um on priority one. We will note them and then add them into uh our resource document for schools and their SLTs. Okay. Priority two. Oh, and I see Veronica joined us. Welcome

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Veronica. Um, we have priority two. Um, which is around our math work. So, any perspectives on our math goal and the engagement part of our math goal? >> Uh, thank you, Jamie. Jamie put in the

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in the chat loves the uh the math game night and I think the family nights are really purposeful. I think it's how do we stretch those beyond the the district and encouraging our schools to start doing some of those those family math

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nights on their own uh with more in a more routine way. Uh but other perspectives around the math goal. Yeah. always that uh space of not just children that are in a outside the sphere of success but certainly kids

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that that do need additional challenge. Absolutely. >> Gus, I say you came off mute. Go ahead. Uh no I um u u I was going to hold this to the end but related to the library uh

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comment earlier uh and portrait of a graduate I think one of the things that you're going to see a lot more of and that should be embedded uh throughout u what you're doing with parents is uh having them understand project-based learning because I think project-based

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learning is going to become increasingly um embedded in all educational programs and uh Superintendent Daytona is one of the city's uh educational leaders and uh district 25 has always taken a lead. So

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going forward, I fully expect that um project-based learning uh approaches and projects uh instructionally in math and ELA and um social emotional or whatever uh in that are pioneered in district 25

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will become models for the rest of the city. >> Yeah, thanks Gus. And I and you know that that's the hope and you kind of see some of those things embedded in in the goals. um you know that we have that they become student centered actionoriented projects um because you

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know aside from you know portrait of a graduate which we are going to be held accountable to it my opinion it's just it's just a good thing for kids you know so even if that weren't part of the state's expectations it's it's part of what what I believe I

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know our building leaders want to see as well uh is getting kids more actively involved in some of those actionoriented approaches. So, um you know that that's the that's the goal for us moving forward. I think we have set the groundwork for the civics work uh to do

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a lot of that which we also have in our goals. But yeah, I think it is um you know it's it's it's going to be more increasingly important that we create a uh a varied entry point. you know that while they've talked about regions being something that is not no longer a

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mandate, I don't know what that necessarily means over time for state exams, I think those will still still be around. It's more around the the region's assessments moving forward that uh will impact that. But thank you for that perspective, Gus. and libraries are going to become um increasingly

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important because for students to do these projects um you know they other than the internet what um the resources in each school's library have to offer I think will be useful. >> Yeah for sure for sure. So we did have in here continue to sustain

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implementation of interactive math family nights kind of put it through the idea of bi uh we talk about this um hosting of virtual math sessions which we've done this year uh focused on sensemaking math routines which I think is really

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important for our families continued unpacking of the new amplify curriculum making sure that our parents and students uh know what uh what is within that program um and the the supports that are available within it and ensuring that families have clear access

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and and understanding of the assessment results that we have um within our curriculum but also within our diagnostics to ensure that there's clarity around uh what it means for you know for them and I and I do believe that relational opportunities are

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important. I think, you know, the the more that our families can connect, you know, I'm a dad, you know, you tell me that I'm going to come to a workshop, I'm not as intrigued as if you tell me I'm doing something with my child. Um, you know, so it's it's just something that we need to continue to grow on and

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in uh over the course of time. But any other perspectives on you know just engagement when we're thinking about it through the lens of of mathematics as well. So Mike, I I I don't know if this was even mentioned. I had to run out for a

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quick second, but um when we uh a few years ago, Algebra for all um became a priority for the city and I was attending those workshops, we uh held family workshops um specific to subgroups. We had a Hispanic um family workshop night uh in Spanish on ways to

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help your children with homework. Uh I think there was a lot of um there was a big gap between how I guess uh an older generation was taught math versus how children are being taught math. And a lot of frustration with how being able to help uh our students or or their

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children rather uh was was in that. It's like this I I was taught this way. Why can't we just do math the way we used to do math? not understanding that there's uh a procedural way versus a conceptual way and the way we're teaching them would actually uh make them like math and perhaps not be so uh negative

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towards it. And I we found that to be very successful having those nights where it wasn't just um you know math oriented where it's crafts and games but really like hey this is how um some tricks and tips on how to help your your children and just explaining math. um

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you know I didn't do it because I'm not a math expert but we had some teachers who are um that lended it to a very successful uh evening. >> Yeah, thanks Rob. Um and you know throughout the year we did host a number of math um math sessions for families

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where you know um Beth from the team you know developed uh you know a series around specific math um components that are um are important through the lens of problem solving. And during those meetings, you can still see that there

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are some folks that um are very keen on having their children learn the mathematics the same way that they conceived it as a as as a child as well. And you know, that's a forever thing until folks are aware of the why behind

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it. So I agree that there still needs to be that space of of growth for our community um to create problem solvers. It's not just about, you know, following steps, you know, nothing that we ever have to do is ever as simple as we'd

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like it um all the time, you know, where we can just say, okay, here's the process and the process brings us to the us to the result. Um so yes, more on that and I think that's kind of where that curriculum unpacking comes in. there's a a lot more math routine, a lot more you know problem based types of

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scenarios that kids will have in front of them where they have to do a lot of math thinking which is important. So um those resources I think will have to be an ongoing um support uh that I know Beth from the team is already thinking

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about going into next year for sure. Um, a couple of other things that are not here that I think were really great and we have to continue to go and grow through. Uh, we started this year the, uh, game 24 um, challenge as a district where we brought schools together at the

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elementary and middle school level. Uh, and it was a game 24 competition. I think that went really, really well. Uh, our kids loved it. We're really excited about it. So we do intend to do more of that uh to bring kids into the fold and get them excited about mathematics

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because you know developing a positive math self-concept is super important. You know having kids and even adults for that matter say I'm not a math person um is not is not the direction we want for our community. Um, and what our adults

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don't realize is when they say that, we're we're setting the groundwork for our kids to say it as well. I'm not good at math. I don't do math. That's not my thing. And the more we say it as adults, our kids pick up all of those things.

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And before you know it, you're going to start hearing your children. If you're someone who says that, they're going to parrot that, especially if it's challenging for them. I don't do math, you know. That's not that's not my thing. I like science instead. Um, and while things can be challenging, doesn't

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mean that they're not capable. And that's the part that I think is something we have to continue to overcome. Um, okay. Uh, we also have to think about our SWD population and the supports. Absolutely. And it's uh it's about how

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do we embed those things within our our workshops and not necessarily separate and apart. Um there are lots of things that are challenging for children uh our general population as well as our students with IEPs alike. And um I think

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you know a number of those strategies that you would employ for a student with an IEP are those that would really benefit a child that is uh within our general population. So it's how do we make sure we're embedding those things into our goals. So yes, I agree with

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that. Sometimes the homework helper page is not very helpful. Well, that's not very that's not great, Glattus. If the if the homework helper page is not very helpful, um so uh inerson mass support,

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yes, would be very helpful. That we have to really think about through the the resources that we have accessible to us. um and think more of more ways that we can get um actual help for our kids uh when they when they do need it outside

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of the outside of the school day. Uh we'll have to think a little bit more about that though. Um but I love that. Anyone else on goal two? All right. perspectives on priority three. Um this is around fostering that

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inclusive environment for our kids. Uh for us, you know, our data, school survey data indicated that um relationship building, self-management still an area of of uh focus that we

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have as a district. Um, you know, for us, the the goal is that our kids become involved in some type of a year-long action project, but that they are involved in supporting as as students where, you know, they're making decisions based on the data with the

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school, obviously supporting where they're going to go with that. Um so the hope is rather than having something where we kind of qualify as a respect for all week which happens in February uh that our kids are really investing in

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you know improving in an area you know so if we're we're struggling as a school to with with management self-management um you know as a building what are some of the things that we can put in place or if we're looking to build relationships across our school here's what we're going to do as a school uh to

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improve upon that And nothing that is so big that it's not achievable, but some even in small ways, you know, um the city had put out years ago that just say high initiative, right? Even in small ways, how are we going to to to work on doing things like that on a routine

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basis rather than them becoming isolated to a week? Um so that's what the intent of this goal is. So any perspectives on on that from uh from our DT and feel free to put in the chat. I know

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some of you were unavailable to to chat. So put it into it's come off mute. So, put it into the chat or feel free to come off mute, whichever you'd like. Go ahead, Veronica.

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>> Thank you. Um, I think when we speak about inclusion, I think we really have to think about all the populations that we serve. Um, we have children in temporary housing. We have children who are students with disabilities. We have

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children who are double up, who are new immigrants into this country. So I think we really have to think about how as a district we are defining inclusion, how we're creating opportunities in our buildings to help these children and

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families be feel connected to our buildings. I think it's very difficult to say that one particular strategy fits everybody because everybody's in a different space. We have children who are being cared by grandparents, children that are being cared by parents

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who have um conditions that prevent them from coming into our buildings. So when we think about how do we make them part of it, I think that we really need to think about what does inclusion looks like, feels like, and not only for as as

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a as a whole, but like thinking about the different pockets of the populations that we served and how do we present opportunities to our kids. taking that into consideration like you know how do we present an opportunity for engagement in the club? How do you present an

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opportunity for civic engagement? What does that feel like? Because as an immigrant child who's migrated and who's traumatized based on their journey to come here, they may not feel like they have a voice. Or a child who doesn't have food security or doesn't have home

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security. How does that feel like to advocate for something that you're passionate about? Some kids have that, some kids don't have that. Some parents are taught that way, some parents are not taught that way. So, it's really thinking about what inclusion is and how

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can we as a district create an initiative that can hit those points, but can really take that into consideration. And maybe it's a project based learning, maybe it's a real life, a scenario that we all come together to try to solve. What I think is when we

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look at inclusion is what are we really looking to achieve when we think about that besides making somebody feel >> Yeah. So I think there there are there are two different things here. I think you know the perspective that you're coming at it from is a little bit

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different from the context of the of the data that is reflected in student this is all based on student reflection. Um so the students are indicating that there is the relationships between peers is not where it needs to be. Um you know

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the students are reflecting that sometimes they're not able to manage their own behaviors. So it's a yes but in terms of of that cuz yes there are lots of families that do come in with varied perspectives and uh entry points whether it's in the country or you're

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someone who is who was you know been here for for generations you know that you know that have a variety of different things that um that there are struggles in terms of relating to to a school or what have you. So there are

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two different things there. I think that that is something that that can also be talked about as a goal. But I think when we're talking about the the specific data that is referenced for this goal, it's not necessarily entirely connected to that to that component. So when we're

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talking about relationship building in a building, what is it that we are doing on a regular basis to make sure that kids can feel connected? So the one that we did start last year which I think needs further development is the connection before content you know is something to make sure that we're our

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kids have opportunities to do that. But the the goal of it is for kids to have the voice inside of the space. Meaning um that we're presenting the information to kids that kids are able to start making some connections to what it's

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what the data says, what they've said, and what are some actions that they can take as students to make things better. So, it's it's the the the intent is really to have kids more focused on the actual process. Um, so that their voices

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are more heard. Um, and that's not to take away what it is that you said because I do think that's important too, but I think the perspective on the goal versus what you're sharing are connected but different at the same time, if that makes sense. So, um, yeah, I think that

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there's certainly more information that we would need to get from from community members and how do we do that in a meaningful way because frankly not everyone wants to always necessarily share some of the things that that their struggles are. Uh so it's creating that environment where they feel like they can do that and sometimes I think we do

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a really great job of that and um I think our you know the the survey information that we get from parents kind of indicates that you know upwards 97 98% of our families feel connected to the school you know so but it doesn't mean that they're always sharing

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everything that they want you know so definitely have more work to do there but I think in context of this goal what would we want to make sure that we're doing for our families so that they are aware of what we're trying to get accomplished here in a in a meaningful way.

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Any other feedback? Is this a little bit of a different entry point uh for us? Typically what I've seen with our with these goals is the things that we're doing for kids rather than the kids being able to take kind of front and center part of the of

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the process um where they're involved in how do we get this better? Here's where we are, how do we do better um at this. And um you know I think the more that we're we're engage kids in the in the process where they can take ownership uh

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the better the result will be. We see something in the chat. So, Clattis put in the chat that uh playbased learning should go beyond 3K prek. When you think about how much time students really engage with each other outside of instructional time, the 40

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minutes is not enough. Yeah. So, Clattis is also talking about project-based types of learning experiences. Yeah. And I think this does also relate to to spaces where that relationship building can actually come from. It is

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where we where we're creating more time and space for kids to connect. Um so I I love that notion and I think that kind of goes to Gus's uh making sure that we're thinking about through things through an integrated way uh rather than individual kind of only goal. here's

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only time that we're doing relationship building is when uh we're talking about this goal. So I do see why that's important, Gus, that we're having this interconnected conversation. >> Yep. >> Yeah. >> Uh related to that, um I think that

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again uh districtwide you could take advantage of afterchool club activities. the relationship uh that um is built in the classroom on a particular subject or passion or interest that students have

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and very often teachers can um I always found that if you got an enthusiastic teacher about something and then they would volunteer to uh work on a afterchool club that gave students an opportunity uh to um engage each other

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uh with subject matter and uh you something that they're passionate about, something that they're interested in. So after school activities and club activities, I think are part of the integrated uh educational program and important for that social uh

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interaction. >> Yeah. And you know what I what I think I I want to do just as you're saying that, you know, we have a lot more of our schools that are um going to have CBOS for the first time. Uh especially in our elementary schools. We've always had

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obviously our middle schools have always had their CBOS. Um, but I do think that it's it's a good opportunity for for us to maybe bring in our uh CBO directors um into our conversations here with us

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even at the DT to see what they can also offer. I mean, our principles do a really good job of connecting with our CBO directors and they do do things with with them um that are supportive of their schools. Um, but I do think that this is an important way for us uh to

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link them into our directly into our goals um to make sure that they can bring some of this information back. So when they're talking about their club opportunities, not our schools, I wish I can say that all of them have the capacity to um to run the volume of

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afterchool programs that we would like. Um there are two constraints that usually get in the way. One are financial constraints and the others are staffing to make sure that they can actually do the programs in the afternoon. Not every school has an

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abundance of folks that are willing to do the um additional afterchool programming. Um so we do have run into some constraints but if we link in with the CBOS we know that there will be you know our schools 125 additional kids after

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school which they weren't able to do before. uh creates an opportunity for us uh to to be able to have that conversation in a wider way. So um thank you for that. Anyone else? Rob, principal perspective just thinking about this because I know

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that it does create you know um you know space of additional thinking of how do we do something you know like this for for kids and then certainly for families. Any perspective on that? Um well I think what I shared before uh the

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last the last time with um how if there are things that children are connecting with that is enduring uh throughout the year with teachers regularly checking in and creating uh like teams and networks amongst students not just a connection before content where there's that brief check-in and kids get to interact but

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something that kids can like similar to what was written here by by Clattis uh really work together on something really be able to produce something and feel proud of what they've done together as a team and what they've accomplished and learned. Uh I think that creates bonds

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and uh more so than just the the brief check-in or something silly and or something that they could relate to something over the weekend or something like that. >> I think the connection content is a great precursor to doing more work, which is what it seems like we're uh setting out to do now. Yeah.

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>> Okay, cool. Thanks, Rob. Anyone else? priority three and I do think that this is where you know this also kind of goes into that interconnected space because you know MTSS is you know we typically have been talking about it through the context of

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reading um but you know and this kind of maybe goes to to Veronica's point around connecting this to those other tiered spaces of you know you know if you're a child who's not connecting with the connection before content activities ities you know what becomes the tier 2

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tier three support and that's where I see that connection into the into that space around um you know that space of inclusion so if you don't feel connected with those things that are being brought up how do we do that in a tier 2 tier three space with our school counselors

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or social workers um or additional staff that have been identified to support that uh those individual children I think that's where that can go um you know in regards to that but I and I think you part of that conversation needs to be had within our engagement opportunities with our

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families. Do they know that there are opportunities for their kids if they do have additional supports or they need additional supports um through the lens of MTSS? You know, especially if a child is indicating that um they're not

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feeling so great about some of the things that are being done in the school. So, I think you know that raised awareness goes a long way. Yeah, >> I just wanted to add too that um I I think that the content and and the subject too uh matters when it comes to engaging students even in opportunities

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like this. I know that there are kids that maybe don't raise their hand or get involved or feel connected with maybe during math class or ELA, but during their music, their art, their dance, their drama class or physical education, uh they are uh more comfortable to reach

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out and connect. Um, so just because a student isn't perhaps showing that they're willing to, you know, put themselves out there during some parts of school to school day, there are opportunities during the week. And I think that it's important that we do engage with our cluster teachers and our physical education teachers to make sure

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that we are seizing those opportunities and we're identifying those kids who are not feeling comfortable during the day. Maybe it's up to them to maybe get them out of their shell. >> Yeah. Yeah. And you know the the question too Rob is how frequently are we tapping into you know perspectives

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from you know from kid and sometimes perspective of a student different from perspective of parent you know so you know student may say they really I really enjoy x y and z and then parent [laughter] come in and and share the opposite with you that they don't necessarily have the same viewpoint as

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you know what their kid just told us and I think that's an important part of it too um maybe some kind of an inventory that we can recommend that you know our kids are are doing at the beginning of the year and many of our schools are doing that already. you know, what do you those kind of here are the things

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that I really enjoy and I really like. Um, you know, so that we gather some of that real important perspective to ensure that when we're planning that that goes into the fold. Um, and but more importantly that our parents know that, you know, that we're getting this information so that we can do and I

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think that part's really important so that everyone's working in the same, you know, rowing the boat in the same direction. Okay. Um and lastly the part that I included in here is that we're creating time and space for our kids to share what they've learned based on you know

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this projectoriented experience. Uh so that will be an embedded part and not the sharing coming to us but going to their parents so they can talk a little bit about what they've learned and how it's helped support them as kids um you know to make a difference and that's really what we're we're trying to

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encourage them to do. All right. Now, priority four has three separate goals. Um, one is around just continuing civics, you know, which we've which we've been, you know, working on and towards and

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this is where you'll see that notion of pro progress towards the seal for civic readiness which is very much aligned with portrait of a graduate as Gus had talked about earlier um through participatory budgeting through take action projects um

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through project soapbox you know those are ways that we we're creating time and space for our kids to be prepared and ready to go for that seal for civic readiness by the time they get into high school. Fortunate that many of our high schools are have also adopted the seal for civic readiness and many of which

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are actually here in Queens, which is important. [clears throat] Uh but something new in here that we're asking our schools to start really really paying attention to are the uh culturally responsive resources that are uh available to all of our schools in

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you know and aligned and anchored in passport to social studies um i.e. the Black Studies curriculum, um the uh hidden voices curriculum that are available to us and making sure that we're we're integrating though those as well as we can throughout the year with

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a focus on grade four and seven uh going into this year and then expanding over time and then in continuing our focus on save for college. Those are really really important ones. And just for everyone here to know, uh, if you hadn't seen, they raised, and this is only for

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kindergarten, they've raised the dollar amount to $1,000. So, city council working in consultation with the city, uh, the central and the safe for college program. Uh, all kindergarteners, all kindergarteners moving forward are

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going to get $1,000 in an account. That's fantastic. We just can't have 37% of our kindergarteners doing that, right? That's a that's a much different amount of money than $1,000. So, what what I do

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think is important is that we have as many informational sessions as we possibly can for all families obviously, but a huge heavy push for our kindergarteners. for a family to get a thousand bucks just to click yes, I activate um is a huge thing, you know,

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and feedback that we received from families is that they they do hesitate. They they they don't like the um the feeling of an unknown of what it you know, you're saying that this is not going to impact me later, but I'm not sure I believe you kind of

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thing is what we've heard from families and excuse me, sorry. uh we have to do as much as we can to inform them um about what that means. Um so a lot here that we have to kind of unpack with with

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our community. Uh and even ourselves, you know, the the civics work, I think we're in a in a moving in the right direction. So I'm pretty pretty confident that we'll continue to grow there. Um but we do need to continue to to think about our the the culturally

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responsive nature of of our teaching moving forward. um you know particularly with the resources that has been made available us available to us and I think we have to do a a a really good job of conveying that to our families so that they're aware of

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the perspectives that are going into the passport to social studies work um and the choices that we're making at uh the school and district level when it comes to it. So any feedback on on on either any of the three of these goals,

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but also the the engagement perspective for our families. >> Yeah. Go ahead, Goss. >> Well, you'd expect me to have something to say about social studies. Um, as you you might recall, uh, I was, uh, once upon a time the social studies

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coordinator for region 3 and, um, that included district 25 and I took advantage of a resource that you have in district 25 that I don't think has been utilized as much as it it can be and perhaps you can do that in the future.

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Um, you have a school if I reme I I don't remember the number on the campus of Queens College and that school has a very nice auditorium. It was a relatively new facility at the time when I when I did this. And um it helps you

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grab uh resources from Queens College u to help with a variety of subject matter. And um uh I'll be at Queens College I hope uh you know in the um next academic year. So uh I could help u

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get you some of those reach out to the ed department or whatever if you needed some resources. But I think it's an advantage to have a school right on the campus and there's a a high school there as well uh that uh belongs to us that um

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can be taken advantage of. One of the things that I tried to do was called um we called it making connections. Uh and I'm particularly interested in what principal Marino might have to say about this. Um the idea was that uh ELA,

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social studies uh content and English language arts would be integrated. Uh we advocated what we called block scheduling and this could be done at various levels, elementary, middle, and whatever. And I I think um uh our

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superintendent was a middle school principal as well. So the idea was uh finding um uh historical um subject matter um that um was also part of the literary um uh resources in canon and

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then having teachers work together and do some co-planning in order to uh uh embed uh the content into ELA. And it could be done with art as well. art and mathematics was something that we integrated at the same time because

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there is a lot of mathematics in a lot of art as well. So, uh an interdisciplinary focus on um the subject matter of civics for all and you know the other uh the economics and a lot of the other things that you're

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doing could be put together with um some uh planning and integration of u of you know teachers u that don't always work together on um you know uh interdisiplinary subject matter. So um

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it's an idea that um uh worked well in the past and might u be helpful uh in the future. And as I said, I used uh your school in um in on the campus of Queens College as one of the primary um

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you know rollout um bases for uh training teachers, inviting parents uh etc. And you know, the only issue was you had to work out the parking, which is always an issue as as you know, but um you know, um I I had cooperative people at the time uh and they were

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helpful in in terms of working that out. I just want to throw out the idea. >> Thank you, Gus. And that was 499 is what your the school you're speaking of, PSMs 499. >> Uh it's right on the Queens College campus. Um but yeah, listen, I think you know the there are opportunities here.

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to the passport to social studies curriculum is also has um you know its relationships to the HMH curriculum in certain spots not all um and there is a crosswalk that connects each of those um as well as some of the hidden figures that are part of the curriculum that's

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available to us so um Melinda from the team is going to be working um you know with our teachers from from our district schools to start organizing around that particularly starting in grades four and seven uh but love any of your feedback in there Gus any of the any time that

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you're willing to give. Um I know that you're this is your expertise and and certainly aside from being an expertise a passion of yours that I know that you always bring forward. Um so wherever you're you're available, we love to take take advantage of that for sure.

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Uh but anything else guys in terms of just engagement and thinking about connections with our families? How are we connecting with them differently to to you know encourage the idea? because $1,000 is a lot of money to to just not take advantage of. And um you know, I

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think I think it's important, you know, Yeah. You know what? I don't I I don't ever want anyone to feel like they're being harassed. I know. Um and that certainly that's certainly nothing that we ever want to do. Um so our our guidance um

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clattis is you know making sure that families are fully aware and then if a family says no that they're not interested that is completely entirely a parent's choice. I just want to make sure that they don't pass up an opportunity just because they they don't have knowledge of it. you know, um it's

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one thing to choose no, it's another to not be able to choose at all. Uh because they didn't know that they had access to $1,000 for their account. Um you know, and the part of part of the our goal this year was to get from 40 to 50%, not

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not to 80, but then the the uh the central team, you know, really had a driving push towards that 80% for the fourth graders. And now going into this year, that's the hope again is to move towards that direction. And we absolutely have to respect the parents decision. You know, if the answer was

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no, the only thing that we ask is that they click the I'm not interested button. There's an in I don't want it button in uh in the Nixa account. Often times they leave that part where they they keep it blank and it just becomes a floating name that's out there that

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hasn't been reached out to. um which is why that becomes, you know, an an a little bit of an issue. But I hear you. It should not no one should ever have to feel like they're forced into doing anything. If a if a parent doesn't want it, my my direction and feedback and I know our principles feedback to parents

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is that we respect that. It's not to revisit over and over and over again if a parent has said no. Uh for me, my my the importance that I put on it is that making sure that there's awareness. Are they clear on everything before they choose to not accept $1,000 for a

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child's future? Um, so that that to me is the the part that that is a sticking point for me for sure. Uh, go ahead, Charlene. Um, I just wanted to uh talk a little bit about the um those uh accounts and

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that that thousand dollars and kind of like leaning into the the buyin from parents that they're not actually raising children, they're raising adults. they want them to, you know, not only have um some different options, but this is just um I feel like in schools

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we kind of say, "Okay, well now we're getting you to fifth grade and then you're you're going on to middle school and then you're going to eighth grade and then you're going to high school." And there seems to be like these hard cut off points. And parents might have the mindset that they're only getting their children to the 12th grade and not getting them to whatever the next step

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and that's what all of these grades are about and that it really doesn't doesn't stop. And I think it would help the mindset and maybe not even focusing on the money, focusing on the goal that for them to be um I guess better placed as adults. This is just one of the tools

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and they may be a little bit more open to the idea because they know they'll have their children forever and it's more of like um not only a way to continue their education but to build their life skills. a lot of things that go around it, but um maybe shifting the focus from the money and more of into

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like what the the end goal actually is. >> Yeah, I love that. That that's really really great perspective, Charlene. And you know, I think even the way it's labeled say for college, it doesn't even mean that this is just for a college oriented scenario. It could be around

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the trade, you know, and those dollars go directly to that as well, you know. So, if you're looking to become an electrician or, you know, or something along those lines, it those dollars can go to supporting a child and getting that that access. So, um I agree with

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you. I love that perspective that this is about, you know, an opportunity for a child's future, you know, and not necessarily a specific grade band. I love that. Um and perhaps the the messaging we just have to be careful of how we're doing that with families so that they know that this is intended to

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be a support for them, not to be something that gets them um anxiety. And I think you know the if we continue to reach out to the same people over and over again that have said no. Um it will raise that and create more frustration and and diminish trust. And that's not

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what we're trying to do. We don't need to diminish trust in in us as a as a system. uh and certainly not us as a district. So um you know that that is the the ultimate goal. So information sessions ongoing I think you know

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orientations when we have them for kindergarten I think is a really good place to just you know communicate with parents to let them know that it's available. Um how to access it, how to kind of build through it and then and then go from there. Uh and hopefully more people will take advantage of it,

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you know, that want to take advantage of it. Um, but anything else guys? >> Like I would say like I right now I'm doing some summer work on um different like welcome packets for for prek parents maybe something different for K different for for students that are

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coming uh in the upper grades as well because I think that you need to know different things for based on how old your your kids are and what their experience is going to be. Perhaps uh a welcome packet for all incoming kindergarten students >> would be something to have to do with that safer college uh almost like hey

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you're here you're registering this is what we can offer you this is a wonderful thing maybe we do it while we even have them in the building >> yeah I I think the orientation is a great opportunity to do that Rob >> really great opportunity because they're they're present they're eager when you

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know unless they've they've this is not their first rodeo they're eager as parents to learn as much as they can about you know what the school system has to offer. Um, and you know, I think you know, there's no time like like that where you'll have everyone engaged and excited about their their little one

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coming to school then to create that type of informationational space for them. >> But something to even keep in mind, not just in September, but like I I'll have X amount of students in September in kindergarten and then it's X plus maybe 35 through the rest of the school year. and when those extra kids come in uh

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throughout the year to remember while we have those parents in as part of the process of uh onboarding a kindergarten student remembering to speak to those parents while we have them in the school not just September >> right absolutely all right guys any other perspectives on

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the addition of the passport to social studies anything that you would like you or think that our school should do to make sure that there is a recognition that these resources are available. Making sure that our families are aware of what we're we're looking to embed. Um, and again, we'll this is important

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for all families, but I think just as a starting place for grades four and seven, that this is what we're going to be looking to embed inside of our work throughout the year. Um, we can certainly do it at the district level, but I do think at the local level, it's important as well. Uh, and it can be integrated. So, this is all about how

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are we becoming better readers? how we're becoming better um you know in terms of of understanding you know um and respecting others. I think these are all interrelated as as Gus pointed out earlier. Um it's not just connected to a

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subject area. This is in kind of an embedded part of of who we have to become educationally. >> Yeah. >> Yeah. Feel free guys. Go ahead. >> Yeah. uh uh what um what Rob Principal Marino just mentioned I thought was a uh

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excellent and uh very uh good idea, a welcome package integrating that material. Uh if he develops a model in his school, why not adopt that ma model for all schools in district 25? So all

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new parents would have a you know be given a welcome package that could differ you know depending on whether it's elementary or or middle and uh have that um that uh savings plan and and other you know resources that uh have

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been tried and parents have given input to uh you know as a as an initiative of district 25 for for the for the coming year or you know work on it. Uh I think that would be excellent and a model for the city. >> So you know guys, all all of our schools

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um scratch that vast majority um do create a parent handbook that goes out every year. Uh but those typically are here is like the broad range of information. Um, so how do we kind of consolidate that so

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that it doesn't also become information overload and we're giving them the exact info that they need in order to be successful for this given year in this particular grade with your child. Um, and that's something that we can probably create or generate a an example

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for our schools to reflect on um that we start a process of. I think that that I think that's something that we can do rather than putting the the burden although I would love to put the burden on you Mr. Marino, that's something that we can we can certainly do um you know

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here and c and provide an example of and then schools can adopt and bring back to their SLTs um you know to to question and add on or or subtract from to make sure that everyone is good aware informed um and

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feel supported. So, we can do that for sure. And I think that I I I think I do think that the this part around um being responsive with our resources is something that we do have to get better

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at um as a collective district. And um it's going to be a process, you know, one that we just need to to kind of grow through over time. Uh, but I am I'm looking forward to seeing where it takes us because there are uh there are folks

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within our history that I don't think ever gets spoken about that are very visible within these tools and resources that can be easily integrated into our work. It's just are we spending the time enough uh to know that they're there and get an understanding about them so that

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we can just share it with kids and that they feel uh that they see themselves in the work that's being shared with them every day. Um, so more to follow on that and if you have other feedback on this particular goal, feel free to let me know. >> And last, Mike Eduardo, uh, you should,

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uh, take it back to the superintendent, superintendent too, to, uh, create a package like that at the [clears throat] high school level as well. >> Sure. Yeah. Taking note of that. >> Yeah. And um the the last call, priority five,

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we've spent a lot of time on um you know, in the past and we're going to continue to to do that outreach to our families that have children that are um struggling with attendance. Um I think a a group that that I would like to emphasize are our kindergarteners and

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first graders. Um pre kindergarten, excuse me, prek K and one. um that is typically our largest um group of children that are chronically out and I think once the pattern is set in those grades it becomes more and more difficult to break that pattern over

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time. Uh so it is a grade level group that I do think is important that we have that ongoing outreach and you know Rob when we're talking about that orientation these are the spaces we need to let parents know right away what that means for your kid. you know, 18 days is, you

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know, is a lot to be considered chronically out and that's what it would be if you're chronically absent. Um, and I don't know that our youngest parents um really truly understand that. You know, my child is sniffling. I'm holding

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them out of school today. And I get it. You know, we don't want to get anyone else sick. become worried about, you know, but so they need to have that information and we need to make sure it's clear around, you know, when is the most appropriate time to keep your child out of school. Uh when when is it that

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they should be in, you know, the cold weather day doesn't mean that we keep child home or bad rainy day, I I would rather you come in a little bit late than not at all. um you know so you know lots of lots of that information needs to be you know kind of pushed out and and you know make

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sure that parents are aware uh in addition to the awareness of impact on performance. Parents don't realize that uh when you're out 18 days as a kindergarter you've missed a lot of foundational support. You just have. So, um, a lot of

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that frontloading of information I do think is necessary and we'll continue to do that for, uh, for this school year. Now, the last part, guys, and I I want to do this really really quick because I know we haven't heard the constituency share yet. Um, arts funding. [clears throat]

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So, this year we uh had $80,000. It went to school level residencies for buildings that had very, very little dollars. uh and they requested support from the district level and we were able to do that. Community beats arts uh events, we did a

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partnership with the CEC uh we had creative movement, music, dance and uh Broadway show tickets is what was made available. So we have that same $80,000 again this year. Do we have any perspectives? Eden, if

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you could either add it to the chat or feel free to come off mute just as a CEC representative and we will be meeting more again in the future with CEC President's Council and DPAC to talk about this, but are there ways that you would see that we should utilize these

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funds going into this school year other than the ones that I have uh mentioned doing community- based projects um [clears throat] uh school level residencies Eden just put in more opportunities for Broadway shows. Um, anything else that

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you guys would see are important to utilize this uh $80,000? >> Mike, are we I'm sorry. You going to give people time to think about it or can I >> No, go ahead. Yeah, feel free. Um, you know, coming off like some of the thinking I've done for after we attended

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that um that meeting in the city. Um, I know a lot of our schools don't have the same amount of funding when it comes to uh the arts and not just talking about residencies and and staff, but even something as simple as like supplies for students to be able to engage in work.

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Um, like I'm able to p I as a title one school, I'm able to purchase a lot of canvases and different materials. We had a trip to the Unisphere and the entire third grade was able to sketch the Unisphere from the perspective. Really fun, engaging, memorable things. If there are schools that would like to do

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things like that but cannot because of funding, perhaps $1,000 here, $2,000 here based on on on what they would be able to put together as like a proposal. I'd like to be able to do this, but I don't have funding. Uh could help could go a long way. >> So, I don't believe I'll double check. I

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don't think any of the dollars are the intent is that it's used on supplies unfortunately, but the those that do these types of supports inside of our schools will often come with those resources as part of an embedded

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package. Um, so that's one way that we can kind of add in terms of the the financial space for supply-wise. Otherwise, it's really more who are the artists that we're bringing in. Um, what are the cultural groups that we're bringing in or the Broadway shows? It's

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really not lending itself to supplies. Um, but I hear [clears throat] you on that. Uh, Eden put in performances with the arts. Um, art appreciation and connection to history through the art. I love that. Um, Charlene, so much history

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and the art. Gus, I'm sure you get really excited about that. that prospect. Um, especially how art changes, you know, during a historical time period, right? >> You know, it's just incredible the things that you see and and how art has changed because of that. Um, love that

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idea. >> Anyone else? >> Well, I I I'd like to piggyback once again on what Principal Marino said, what Rob said. Um you could take a portion of your grant um and create a

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mini grant program uh that would be a district 25 uh initiative for innovative to the seed innovative ideas in the arts. uh and have a group of principles, teachers, whoever uh review them. Uh

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pick the ones that seem the most promising. And that way over time, you would have a whole you could even produce like an online booklet of innovative ideas for how to integrate arts content uh into your school. And

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that would be, I think, a a good use of the funds in addition to targeting, you know, programs in particular schools with where there's a need. >> You know what, Gus? Honestly, we can make that and and Eden, if if you think this is a good idea, maybe that's something that we as part of our

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collaboration with CEC uh that we can review said, um said proposals, but we put them out to all SLTs. So, if you're a school leadership team that would that wants to advocate for uh some funding from the district arts money that we have, um work on this

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with your with your SLT, uh maybe a group, again, not everyone, but just those that would like to to do it so that it doesn't become a mandate that you must fill out this this proposal. It becomes a school, you know, maybe we don't have a lot of money. you know,

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maybe uh you know, a school like 242 where the money went this year doesn't have a lot of funds, but they would like to have some of those arts money that aren't art money. Um, and then we're able to review it and then, you know, approve uh for each of the schools that do it. You know, we set aside x number

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of dollars and maybe we do like four $10,000 um grants that are available to schools to do some innovative work within uh but connected with the district. those dollars can't just be given. They have to work with the district on them.

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But I love that I love that idea. I think that we can absolutely do that. And what I love about it is that it creates more opportunity for parent voice in the process. Um and if a school wanted to, they can bring in some student voice. We're going to write a grant to the to the school

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district who, you know, kids, parents, staff alike. Um, now listen, sadly it's a it would be a small amount of money, but you know, they still have a voice in in making something happen for their school that that, you know, they would want to get accomplished that they can't

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do right now on their own. And something that's small enough where where someone doesn't feel like they're exhausted after writing it. We're not we're not a uh um an organization where you have to fill out 30 pages of stuff, but something that um

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you know, easy enough. >> I once I once coordinated a grants program uh in um in district 30 uh which was um at the classroom level. It was a $1,000 grant

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that would take an innovative uh idea of that one teacher pioneered in a classroom and then that $1,000 enabled that teacher to share it with other teachers that wanted to adopt it. So it was it was a good way of sharing, you

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know, um uh best practices uh at the classroom level by teacher to teacher. So maybe that's just another, you know, >> if I had money like that, then then I I think it's great. The dollars, these dollars are more for the like

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residencies, community based events. It's not really targeted towards a an individual classroom experience. Uh but that would be nice if I had those kind of dollars to do that. But I >> we'll talk to the uft about it. >> Yeah. Yeah. 100%. Okay. So I mean other than the things,

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but these things still sound like they make sense. school-based residencies, community- [clears throat] based projects and experiences that we put out, and Broadway show tickets. Anyone else have any other perspectives on that? And Eduardo, maybe there's a way that we

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can link in here with um with Dr. 2 and we can do some kind of a cross scenario between high school, middle school, and elementary school in some way. >> Yes, definitely. I I'll bring it up to the superintendent. >> Okay. Uh and lastly, the what I want to mention to you the district pilot.

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[clears throat] Um I'm going to be having a meeting in the coming uh the coming weeks to kind of talk about some of the district data trends and what we do know as a district. And this has been happening over the years, but it's it's kind of reaching a point of us having to have a

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bigger conversation um as part of this problem solving pilot around some of our underenrolled schools. Um, and we do have a couple of them, you know, one being IS-250, uh, 2011,

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242 are some of our lower enrolled buildings where it's getting to a point where, uh, they're small enough where it gets harder to to really organize a building. It's harder for the principal, it's harder for staffing, it's harder to create the types of programs that we

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want to get accomplished. So, I just wanted to let everyone here know that during this meeting, we're going to start the process of talking about ways that we could support that. And that's really what this problem solving pilot's about is what are some creative ways that we can think about enrollment? What are some creative ways of thinking about

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programming uh to make sure that all of our kids have a really high quality experience in the classroom? So, as more information comes from this, I'm going to share it. Mr. Marino's on that team. uh Veronica who hopped off is on that team. We have a number of teachers on

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the team as well as a couple of other CSA representatives. So [clears throat] there'll be more to follow on this. I just wanted to give you a quick update that I will be meeting um in the first week of August uh with the central team, the office of enrollment and the office of district planning to start talking

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about ways that we can hopefully and you know adjust um [clears throat] the current enrollment patterns that are existing in some of our buildings um to make sure that the kids have a robust experience. So just wanted to make sure that you were all uh aware of that. And

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that concludes my uh my presentation. Gus, I turn it over to you. I don't know that you had anything big today to share, but the floor the the the various deadlines. Um this week on the 24th is the uh superintendent's alignment

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deadline of um the um um alignment between goals and uh budgets. Um, and uh, I I just want all DLT members to know you can see the status of all of our schools just by going to IP plan and

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um, putting in there's a you go to the bottom and you could put in C uh, at attestation and uh, Dantona and it will spit out uh, all of the schools that have attested already and you can see

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whether uh, any school that you're concerned with has done the attestation or or not. And that goes for all of the different things. The other things um I send out all of these reports. Uh but you don't have to wait for the reports is my point. Uh you can do a lot of this

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on your own. The DCP uh deadline is at the end of the month. Uh and there are and I don't I don't create these things, folks. I I'm just u um passing on the information. And I know that um uh

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Sharon Wenter has spoken to the superintendent about all of these various things and there's a lot going on over the summer. Um by July uh 31st, superintendents uh submit their preliminary DCS. Uh their professional

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learning plans are also due at the same time and there's a new template for that and um and also u the self assessment is due at the same time. So there are three pieces due uh by July 31st. Uh and then

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um myself and others will be reviewing these things and providing um feedback to the district. Um I'm um I'm leaving for Europe on August 20th. So, that's my deadline that I I the the the the

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deadline is um the 28th, but I uh intend to get my stuff done before I leave because I can't have it hanging over to me while I'm in Europe. So, I'm going to try to get um my feedback pieces done u uh you know by the 19th, I guess. So, um

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that's that's it in terms of what's uh upcoming in terms of deadlines from u the central uh perspective. >> Thank you, Gus. and all of our schools have attested and have been certified. So, we are we are in a good place there and we'll be ready to go for uh well

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before the 31st with all of the other things that that you just mentioned from the evaluation to the DC. Um so, we're we're on target for all of that stuff. But, thank you, Gus. Uh Eduardo. >> Hi, good morning everyone and uh greetings from Superintendent 2. And

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just like district 25, um, all of our high school comprehensive education plans have been drafted and attested by school leaders and the superintendent as strategic planning continues. The district is conducting sectional reviews of their draft. Uh, now for the district

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DCP update, the district comprehensive education plan is currently being updated as additional data comes from New York State becomes available. These updates will ensure that the district priorities and action plans are informed by the most current student performance

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and accountability data. Uh so I'm happy to announce that New York City reads expansion p uh pilot uh Queens North has been selected as one of only four high school districts to participate in the New York City reads expansion pilot

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program. Uh this presents an exciting opportunity to strengthen literacy instruction and implement evidence-based practices um uh to and support improve reading outcomes across participating schools. uh portrait of a graduate. Um our

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district continues to prioritize the planning for implementation of portrait of a graduate ensuring that students develop academic knowledge, skills and competencies in uh needed to thrive in college, careers and civic life. Uh and

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continuing with student achievement and recognition, uh we have also seen a significant growth in student uh participation and achievement through both uh seal of civic readiness. um 2334 that's a 28%

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growth compared to last year and the CL of biteracy um 864 that's uh uh 39.6 six um uh% growth compared to last year. And uh that's all my update uh for the district. And

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thanks to Jenny, I was able to put this together because I just got back from vacation and the first call I got on teams was Jenny. Don't forget dot on Monday. Oh my god, I have to get back to work right away. So, thank you. >> Thank you, Eduardo. Uh Mr. Marino from CSA.

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>> Hello everybody. Um, just shouting out all of the uh CSA members, really everybody that got together to really make summarizing a success so far. Uh, I want to thank uh the district for working with CSA on all the transportation concerns that we had. Also pointing out there were a lot of

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transportation concerns that we had uh starting out and um working through those challenges together as a team. Um, other than that, it's been a knock on wood pretty good summer for uh for everyone and we're looking forward to getting back to Whoa. Also, we're looking forward to getting back to work.

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We're looking forward to having a restful summer and then getting back to work. >> Thank you. Thank you, Rob. And yeah, big shout out to all of our uh building leaders for the work that they're doing to ensure that we have a um you know, a positive experience for our kids during

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uh summer rising. Um you know, it it is a lot of work that um you know, can go unnoticed. So, thank you guys for the work that you do to for for our kids for sure. Um, and what all of you should know is that we are piloting a program

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um, at three separate schools this summer, you know, in alignment with our district-wide goals um, particularly around meaning making using the HMH curriculum in a little bit of a different way and and this does tie to what Gus was talking about and thinking about it through the lens of

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project-based uh, experiences for our learners over the summer. So trying to get a head start of that uh for that work so that we can get a little bit of an understanding of how do we expand on that throughout the school year. So uh we are doing that as well and I'll report back in August uh around how that

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went you know getting some perspectives from our teachers as well as our kids. Okay. Um who is up? Uh Charlene. >> Uh I've got no new updates except happy summer season. That's all I have.

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>> Thank you, Charlene. I appreciate it. Uh Eden, CEC, >> no crazy updates. Uh we did do our elections um at our last meeting and I again was elected as president. So, I am

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here again >> for another year at least. Um but we do have our meeting coming up in August. So, just look out for that. Um I'm going to be sending out the agenda probably this week. Um, and then other than that, like we're looking forward to another really good

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year. We had a really good bunch of movement this past year, so I'm hoping to see some more of that this year from the council. >> Yeah, I love it. Thank you, Eden. And congrats. Uh, we I did share that uh at the very beginning that you were uh reelected. So, congrats on that.

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>> Um, and [laughter] >> but we did we have so much fun together though, Eden. I don't know why. >> We do. Um but uh and from uh President's Council, uh Veronica was on earlier, but uh Clarissa is the point person. She's

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just unable to come off of mute. Um and she wanted to share that she's very uh very glad to collaborate uh with everyone this year on the district leadership team. Uh she also wanted to share they have not held a president's council meeting yet. Um as the first

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meeting of the new school year is scheduled for September. Uh the president's council board has already begun planning for the upcoming school year. Uh they have meetings scheduled on July 30th with Katherryn Zapata uh the director of intergovernmental affairs

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from Queensboro President's Office. Uh Carmine uh Franchesi, he's the the director of facilities. Um and we also they also have some guest speakers uh on their list of potential invitees for future president's council meetings. So,

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uh, thank you, Claris, Clarissa, for one, your willingness to serve on President's Council, but also to serve in this important role. So, um, thank you very much for that. Did I miss anyone in terms of speaking? Lamar is

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not present today, I think. Oh, well, we also have uh Jamie Wong, who is serving as DPAC. So, Jamie, anything else that you'd like to add? Uh we still have two spot open for the DACA chair

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and wish you all have a lovely summer. >> Thank you so much Jamie and if any of our schools something that we will continue to echo out um we do encourage uh particularly our title one schools um to to encourage their families to serve

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on uh the DPAC um board. We do have two vacancies that now exist. So, we will need some folks to step up. Um, but other than that guys, um, I do ask for your ongoing feedback. What we will do from this recording is take take down

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the information and summarize it. Uh, and we will put that into the resources section. [clears throat] And what we're going to be doing a little bit differently now is making sure that that is shared in our u you know in our monthly updates with uh with principles so that they can see what was

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discussed uh a little bit different from from past practice. I do think it's important that all get to see this other than the fact that it's there and available um so that everyone knows what what we're talking about. I will ask Lamar to do the same thing for through the lens of our UFT members to ensure

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that the the word is spreading and that the the information doesn't get just stuck in one space. Um but I thank you guys as always for your support and the work that you do every day on behalf of the 23,000 kids that we get to serve. Um and I look forward to seeing you in

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August. The next meeting is on August 10th. Um, and we'll send that information out to you guys real soon around updates and things that we're going to next meeting. Uh, do we have consensus to come to a close? Yes, Mr. Marino. Yes, Eduardo. Double

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thumbs up for both of you. Um, uh, so guys, thank you. We'll bring the meeting to a close and we'll see you guys during the next one. Have a great afternoon. >> Thank you. Bye. >> Bye, guys. >> Have a good day. Bye. >> Thank you, Jamie. >> Have a good day, guys. Thanks Glattus.