Can I share my screen? >> Do you guys see my screen? >> Yes. >> No. Yes. >> So, thank you. Thank you everyone for being here. It is our last DPAC meeting of this school year. So, tonight is the
DPAC meeting and the DPAC election. Um, welcome everyone. We going to start with um approving the main minutes meeting minutes from last month and then Dr. M's going to give his monthly superintendences report and then we're going to go into the detect election and
give out some city pack updates at the end. Our meeting is start and end on time one voice when speaking. This is a safe space to speak. If you speak already allow other people to speak before you speak again. We are here to respect
everyone to be present and engaged. And Rachel, I'm I mean um Crystal, I'm gonna stop sharing and No, I'm gonna show the meeting minutes. So, Rich Crystal, I'm going to give the floor to you.
>> Okay. Can you just make it a little bit bigger, please? >> Is it big enough or do you want it bigger? >> It's fine. Thank you. >> Good afternoon, everyone. Uh our meeting minutes for May 2026. Uh location was virtual. Facilitator was
Jessica Vil Vilgass. Um we called the meeting to order. Agenda overview. Meeting norms were read by Christo Gonzalez. Approval of prior minutes. The
superintendence report by Dr. Michael Dantona. YT summit reflection assessment updates SEAL district goal New York State education transformation
New York inspires portrait of a graduate system changes timeline regions exams Q&A superintendence report concluded guest speaker by Queens Public Library
library overview, culture pass and community access. Library borrowing and resources, summer programming, what's your story? Literacy and summer reading programs for all ages. Library
services. Closing remarks. CPAC citywide updates, DPAC updates and elections, secretary roles and responsibilities, title one updates, upcoming meetings, adjournment.
The meeting was adjourned after all agenda items were completed. Can I have a motion to approve the minutes? I approve. >> Can I have a second motion to approve the minutes?
>> I approve. >> May minutes approve. >> Thank you. And now we're going to give the floor to um the mic for the monthly superintendence's report. Sure. Thank you, Jenny.
>> And thank you, Christo. >> Okay. Good evening, everyone. Um, good to see you guys. Good to be in company with you. Uh, just first and foremost, just welcome and thank you guys for uh for doing what you do and the supports that you provide to um our schools. And
you know, the you know, it's it's hard enough to to one um be a parent, but then to be a parent that supports a school and doing all the other things that you have every day. Um you know, I just grateful that you're you're willing to to put out th those extra efforts and
being here uh to support your school community. So, thank you uh for doing that. If you have been doing this, thank you for all the work that you did this year. If you're new to this work, we're really excited that you're joining us um on this journey of supporting our kids across this district which serves 23,000
kids. Um so just a couple of quick shout outs to this is uh Pride Month, so celebrating um folks within the LGBTQ community. Um as well as Caribbean-American Heritage Month. Um also celebrating our
Caribbean, those from uh that that celebrate Caribbean heritage. So, um I'm going to talk a little bit about Caribbean heritage because we did a couple of events this this month, uh aligned with that. So, I'll talk to you about that in just a moment. So, uh last month I did mention the unified botchi
um uh program that we are involved in. This is just three districts 259 and district 26 that participate in this. We have our middle schools across the district which which engage in this work with uh our
neurotypical and non-neurotypical students engaging in sport together. What I find so amazing about about this experience uh particularly last month um was we had some of our parents there and you know what was so exciting to me was to listen
to a mom say this is the first time that I've had an opportunity to cheer for my child in in a sport and it's such a such a cool thing to experience with some of our parents. Um, so really cool. And you'll notice there that's me um in the
this the bottom left picture here. Um, you starting a botchi game off with uh Superintendent Sherman. Little disappointed in myself because I did not um do very well on those first couple of throws. And those of you who don't know me, I only like to win. So losing at
anything is uh something that that does bother me. But needless to say, this was an amazing experience for our kids um across our district uh community. We also held our district debate league uh championship. Uh big shout out to JHS
185 and PS32. Uh this continues to grow and um if your school is not one that's participating, we're hoping that we get more and more of our schools to engage in this. We have 13 schools that participated in this debate league competition this year. Um, it's really
amazing for our kids. They're able to really think on their feet. They're very well informed about a specific topic and they're able to argue both sides of uh the pro and con uh to engage in that debate. So, really, really great work. Uh, looking forward to continuing it
moving into next year. Uh, big shout out in terms of civics for all work. PS22 was recognized um by uh promising by character.org for a pro character.org for a promising practice. Uh they really
promoted their voice and and promoting change and creating safer streets for their uh for their building. So big shout out to them. Um always shouting out uh Diana from our team and the athletics programs that we're able to continue to offer. uh really pushing the
envelope by creating sports such as baseball such as flag football. You know, you guys already know about the the basketballs and the and the and um and such, but we also offer volleyball. We offer um specific girls leagues,
which is is unique to District 25 because this is not happening across New York City. Uh so really excited that we're able to bring that forward to our kids so that they have a full experience as um elementary and middle school learners. And the last thing I wanted to to
mention in terms of a quick shout out is around some of the events that we've done as a community. And what I do ask for you guys to hold on to is ways that we could continue to enhance this uh going into next year, provided that I receive the same funding I did this year. Uh but we did receive, as you guys
know, $80,000 uh as a district to support the arts uh and integrate the arts into the work across our school district community. some of our schools uh received uh residencies and another part of this in collaboration with our community education council was uh to
create opportunities within our schools and that's those are the images that you'll see. So we had some creative dancing creative dance opportunities and we also connected uh with the Sambuka uh the Juan Sera and the Sambuka tribe who kind of talked about Caribbean culture.
uh which is really really really interesting and um great experience watching some of our parents come together in community and uh learn a little bit about a culture that either they were very very familiar with and and was affirming for them or very new
and they grew in appreciation for. So uh those are the types of things that I want to continue to grow inside of district 25 and you know look forward to hearing some of your feedback around ways that we can enhance this going into next year. Um, we we did have really
nice crowds, but I do think that we can do even better and get more and more people involved in our district community because the ultimate message behind all of this for me is that we are learning um sometimes as adults, but most importantly as kids to really value
and appreciate the people that are next to you. uh those neighbors and how are we making sure that we're we're demonstrating acts of kindness and and respect respect towards one another um which I do think we have to continue to grow in especially today so much happening around our in our society
today that we need to continue to be the reminders of um and educators of what it means to be kind and respectful uh human beings. So that's one of the outgrowths of this that I was hoping for and um you know the parents that were that were in attendance with their kids I think would agree that we were able to capture some
of that uh during these uh during these events. Um just to give you a current rundown of our uh reading work. Um as you guys know I Ready is the uh entry point for reading assessment uh
and diagnostic assessments across uh the district in grades 3 through 8. So, I want to give a shout out to some of our schools that had the highest median progress um during the year. So, that's PS 107 and 169 for grade 3 according to
I Ready. Um PSMS 499, PS 214, JHS 194 uh for grade 6, 189 for grade 7, and 164 for grade 7, and 194 for grade 8. So big shout out for them having the highest median progress measure um at the end of
the year this year. So Aadians, you'll see here um two of the groups that we really paid attention to in terms of improvement are our multilingual learners and our students with IEPs. Um over the past 3 years, you'll see the progress that we've made
from 19% to 41% of our multilingual learners being on or above grade level uh by the end of the year. you know, while that is great progress, we know that we have uh a long way to go. Um and we're driven towards making sure that we improve that every year. And uh
similarly, we see a we see significant progress for our students with IEPs, particularly in grades K to2. That's what this these these charts represent, excuse me. And for the first time um since we've been administering Acadians, we've had each grade level, all three
grade levels that are assessed, K1 and two perform over 60% proficiency um as a district, which says that we are making some progress um in this area. For the I Ready reading grades 3 to 8,
we did see similar types of performance around 1% difference in the positive as compared to last year. Grades three, four, seven, and eight uh demonstrated growth year-over-year. Uh the other grades demonstrated some slippage or
stayed the same um i.e. grades five uh and grade six in particular are the two grades that demonstrated a little bit of slippage um or remain the same compared to last year's grade levels. So, um, obviously more to do here, but
we are seeing some progress in some grades, and I'm hoping that we see that reflected in New York State assessment performance, uh, when we get those results back sometime, probably in August is usually when they come out. And at the beginning of the school year, I will do another, uh, recap of where we
are so that everyone knows the status. But something I want everyone to be aware of is really, really important. So on this table for grades K to2 you'll see two sides. Now many of our kids in K to2 also take I ready. So what you're going to see is reflective of the I
Ready domains which is phological awareness. That's letter sounds. Phonics is making sure that kids can make uh go from the sound to its form in letter and how those letters make sounds. high frequency words um which are the foundational skills and then on the
right side are the meaning making skills those uh vocabulary development in comp comprehension offormational text and comprehension of literature and what you'll see here are some gaps that do exist. So our phonics and high frequency
word performance and foundation is higher than that of comprehension skills and vocabulary. it's all students is higher performing than our multilingual learners and our students with IEPs. And then when we were talking about just our general population, you see that they
are way outperforming each of those other subgroups uh in both foundational skill development and meaning making. When you get to 3 to five, you'll see that there is even more students that are performing on or above grade level when it comes to phonics and high
frequency words, but the comprehension part of it is not growing at the same rate. So, we're building our kids ability to decode, but they're not growing in the same way as they as they get older in that in their ability to make meaning of what those uh letter
sounds are telling them when they're decoding the text. So this is really really important and that same trend begins to continue uh to exist when we get into grade 6 to 8. And you'll notice all students vast majority of kids are able to decode. And now remember we have
multilingual learners that just got here that are being assessed in this as well as part of the all students. Uh but the phonics and decoding skills are improving. High frequency words are improving across each of the grade groups, each of the the uh sub targeted
subgroups. but the ability to make meaning is not. So, where it's allowed us to land going into next year is making sure that we're balancing not only the decoding, but making sure we're consistently emphasizing the background knowledge needed, vocabulary knowledge,
making sure that our kids are clear on understanding the complex layers of language that are in our text, that they're able to discuss and analyze the text, and also write about them with more frequency. Excuse me. So that we're we're really drilling home the importance of making meaning of what we're reading. And I
don't know about you, but sometimes as even as an adult, I can read across a page and have to redo it and go back over it again because the first time I read through it was not focused enough and I find myself having to like a typewriter go back to the beginning to make sure that I'm able
to make sense of what I've read. Sometimes our kids are going through the across that page but not necessarily holding on to all the language that they've read. So, it's going to be a big point of emphasis across grades three uh grades K through 8 uh but in particular as we get uh in our upper grades that
our kids are able to manage the decoding with the meaning making which has allowed us to create our goals. These are are not new. I've shared this with you with you in the past. Um it's around meaning and making sure we're closing any opportunity gaps that exist in the district focusing on
our targeted subgroups. So, those are not new. You guys are aware of those already. um current state of priority two uh this was around our student seal survey and and making improvements here. Now we have seen progress from the beginning of the year to the end of the year which is
a really good thing but we do what we do know is that some of uh this still needs to grow. So I inform an adult in the school uh when I see someone being bullied or harassed. 77% of students agree with that. I can trust my school
to resolve conflicts fairly. 68% of kids say that. Most students at the school treat each other with respect. 60% of kids say that. That's true. Uh there's an adult in school that I can go to when I'm upset. 75% say that that's true. I can calm myself down when I'm upset or
angry, 74%. And I have the coping skills to to handle stress and worries about school, 74%. So what we know is that we do need to continue connection before content. We do think that that is helpful in helping build relationships. We know that that
still needs to continue and we need to define more for kids. Sometimes they there might be an incident that they don't necessarily see the result as being one that they're satisfied with, but it doesn't mean that it wasn't handled fairly. So we need to continue to communicate with our kids what that
means. But most importantly is that we are working on establishing an opportunity where kids take ownership of this. We really want our kids to be able to look at the data and then make decisions with the school to create a year-long process
of growing through relationship building. Not that we just tell them, okay, we're going to do connection before content, but they are that they are invested as learners in what that action is going to be. And often times we talk about respect for all week, which is all well and good. I'm sorry.
Excuse me. One second, guys. Sorry, I just have a little tickle. Sorry. Um, but that that they are taking a center a center role in making some of these decisions. So going into next year, the goal is that our schools are creating opportunity for our kids to have a voice in how we improve upon this
um as a district community cuz I do believe relationships are so super important to uh not only future academic improvement but certainly career paths uh but more importantly just being
connected around what it means to do what's right. Um and that to me needs to continue to improve as uh as a collective district. Um our current state of priority three uh is around mathematics and shout outs
again to um 169 and 244 for grade 3, 2429 and 2011 for grade 4, 24 for grade 5, 499 for grade 6, 189 for grade 7, and 379 for grade 8 for the highest median
progress uh for uh their students. Similar to I Ready reading, uh we do have some grades that stand out in terms of making progress in I Ready and those are grades three, four, and seven. You'll notice that grade eight is not on there because they do not have uh many of our eighth graders are taking the
regents and they do not take um the I Ready math assessment. they do the MAP assessment and we are around 73% of our kids that are uh high or high average which means that they are trending towards um really really nice scores on
the mathematics regions. Uh we I'll follow up more when the regents data comes in uh with you and you'll see that uh more in September. Um but what we've noticed here is number sense and operations is our highest performing area which is a positive thing. uh
algebraic thinking also uh higher performing than measurement and data and geometry. Measurement and data uh and geometry often are things that um require some additional thinking and reflection and such and we believe that that's a big
part of what we need to grow in as a school which I'll mention in a moment. We still need to improve in the areas of number sense and operation and algebraic thinking. Uh but those are the building blocks. So I'm happy to see that those are at a higher rate than the other areas. Uh but we do have more work to do
and you know like our other data you'll see a similar trend in uh in performance in the in these areas. So grades three to five number sense and operations much higher than the other components and
what we do know is that these two are the certainly the driving forces to improve in the other spaces as well. So more to follow on on these, but where it's leading us is to this idea of building the capacity of of our teachers to really support uh
rich math routines and problem solving. We want our kids to be really really rich problem solvers so that when things are a little bit different in a word problem or a task that they don't lose sight of how to go about making smart
decisions on how to solve the problem. And you know, I think about this always, and you'll always, for those of you who know me know, I always talk about my own kids. When Matthew and Emily are are given a math problem that is procedural in nature, they don't have very many issues with it. But when the problems
are tweaked a little bit and they have to think through the math a little bit more, that's where they tend to have more difficulty in solving. Um, and that's the part that we need to grow through as a district, too. Making sure that our kids are able to think through the math problems in a deeper way. Uh so
that is forthcoming. That's part of our priority going into next school year. Um priority 4 is going to stay this relatively the same. Um I do because I do love the work that we're doing in in project soapbox civics for all and the
take action projects. I think we've making really really solid improvements on that every year. And the goal is to have our kids um earn a point towards the seal for civic readiness. And if you remember during our last month's session, we started talking about uh New York inspires and the portrait of a
graduate. That work is directly aligned with that with where that's going from New York State. And I'm really excited about the soapbox speeches and hope to make them more authentic um opportunities for our kids over time. And this year, I'm not sure if you saw,
I did send out a a message to our parents and across the community. one of our students did a uh public service announcement around uh digital safety and that came from a soapbox speech. So my goal is to create more and more opportunities for our kids over time.
Um safer college, this is something we do need to continue to grow in and continue re and make aware make our parents aware of. Um, we have grown. This number's changed a little bit since I since I updated this and more more of an update update came out today and I didn't refresh this
screen. Um, we've made about an additional 2% progress on top of that. Uh, our goal was to make 10% improvement uh throughout the year. Um, and the goal for the city was to have our fourth graders at 80%. We are not going to meet that goal. Uh, we have made strides in
in fourth grade, but we are not meeting that goal right now. But the hope is moving into next year that we have as many families as possible that take advantage of this. It is a $100 in a savings account for college or career moving forward. And I think our I think
it's an important opportunity for our kids. And um I know some some parents may be a little skeptical or nervous about it, but that's why we're here. So Jenny and Jessica, so when you go back to your schools and talk to them about it, um you know, it's an opportunity for
us to uh to really really give them the information necessary to make an informed decision. But going into next year, we have a civics goal. We have a a social studies goal. We want to continue to build in opportunities for our kids um to have uh black studies curriculum included in our
work. uh hidden voices curriculum which includes um connections to our Hispanic culture, connections to our um Asian culture and so on. Uh and finding really important spaces inside of our social studies curriculum so that our kids are seeing themselves in the content that
we're delivering. Um the civics lessons you guys know and the safe for college you are aware of as well. And lastly is chronic absenteeism. Um we do need to continue to improve here. We're 94% attendance. We do have we are
among the top attendance rates in New York City. Uh top three. We're onetenth% away from the uh the district that is ahead of us and a half a percent ahead below the the top attendance district in New York City. So our kids are coming to
school at higher rates than other districts. But we still need to do way better than this. Uh because it means that nearly 17% over 17% of our kids are chronically out. Uh, and that's not a place that, um, you know, that I want to be at. I need to have all of our kids in
school every day. Um, so that they are safe and are are learning um, through the curriculum that we're presenting to them. Uh, but that kind of concludes our presentation, my presentation with the exception to this last slide.
So um we are creating and um have developed in alignment with uh uh Chancellor Samuels has created opportunities for five districts in New York City to start this district problem solving pilot. And this work is going to involve will involve Crystal will
involve some of our uh president's count our president's council president um as well as our CEC president along with teacher leaders, principles, myself and uh uh deputy superintendent Sarin and
our uh education director uh Beverly Mitchell to really look at some complex problems that we that we have here with some of our schools that have low enrollment. um and for us to kind of come up with a problem of practice to solve it. So I just want to keep you guys aware that that's going to be
happening. Um and you know as more information comes from that I'm going to share it with you so that you're in the further in the loop. Uh but that concludes my my presentation and um I again I just thank you guys for your presence and your willingness to continue to support our kids in the
district and your families. So thank you for all that you guys do. And that concludes my presentation. If anyone has any questions, I'll be happy to answer them as well. >> Hi, Dr. Mark. I do have a question about the chronic uh absentee.
So like do you have data in showing like the uh like where those kids are coming from? I feel like in our school a lot of the kids that might not be uh showing up might not actually live locally to uh like middle school. they come because
like with middle school, you know, you could apply across the city. I think in terms of like if you want to go to a a different district or a different school and so they might be coming from further and the commute may not be easy for them or such. So they the they tend to maybe
skip some days if it's a difficult >> Yeah. So we are a middle school choice district. though we do run into scenarios where we have children that are um in communities now that are farther away than from what they were going to from elementary school. So that
is absolutely part of it. Um where we tend to see the largest area of chronic absenteeism is usually less in our middle schools, believe it or not, and is more primarily in um our elementary schools at kindergarten and first grade
are our biggest problem areas, believe it or not. um and which contributes over time to um you know to the to the loss of opportunity to develop some of those foundational skills. But yes, it does contribute. There are you know
transportation issues that do come up um that cause some of that too. So there are lots of reasons. Um you know our our hope is as school teams all of our schools have teams that are devoted to this is that we can put in as many supports for our families as we can. uh
to help curb that. Do I think that we're going to be able to to um to change that for every single child? Probably not. But the goal is to get to as as many kids as we can to reduce that number as much as we can cuz listen, illness is
involved, too. There's lots of variables. It's not just because kids are staying home. Um but we want to we want to be as as supportive as we can to get kids in the building as frequently as we can. >> Thank you. That's good insight for us.
>> Yeah, you're welcome. Any other questions, folks? And I will remain on. So, if there's anything that comes up over over time, you can certainly um you know, unmute and let me know. I'll be happy to hop back on. >> Thank you, Dr. Mike. Um I'm going to
share my screen again. Would I be able to share if you uh >> I'm sorry. Yeah, you can still share, but I'll I'll close it out. >> There you go. >> Okay, back to my slide. Everyone are able to see? >> Yes.
>> Thank you. Thank you. So, our current DPAC is Christophan Salah. She's our DACA chair. Jamie Wong is our alternate and we still have a vacant for our DPAC secretary. So I'm going to um I'm going to share a little bit what is DPAC and
what why are they important and I'm going to try to use my own word to explain to explain this. So what is DAC? The title one Dpack is a group of parent representative from schools that receive
the title one funding. It purpose is to make sure the voices of parents and families are heard when decisions are made about title one programs and services that support students achievements. And what they do they represent families
and parents of students who participate in all title one programs across the district. They meet every month to discuss important issues, share informations, gather feedbacks from families, and provide updates about title one programs. Uh they work closely
with the district leaders, school staff, and community partners to strengthen family engagement and improve educational opportunities for students. They get they give parents a voice in reviewing, planning, and improving the title one programs, including important district plans and family engagement
policies. They encourage uh parent involvement by informing families about workshops, trainings, uh conferences and leadership opportunities that help them support their children at home. They serve as a bridge between the families and the district by bringing parent
families questions, concerns to the district leader and help communicate important informations back to families and they are important to us. They help ensure that parents are active active uh partners in their child's uh education.
By sharing their experiences, concerns and ideas, parent can help shape programs and policies that better serve students and families throughout this whole district. So tonight is also our DPAC election. This is um this is something we do every
two years as DPAC chair and alternate. They hold a two years term. Um so since Jamie is entering her second year's term as an alternate Jamie may remain but we do have a vacancy uh for
the DACK chair and a secretary. I'm going to quickly uh read their roles and respons responsibilities. As a chairperson, that person shall preside all meetings of the DPAC and and and shall be an ex uh f ex official
member of all committees. Delegate responsibilities to other members and shall encourage meaningful participation in all activities. They serve as the repres representative to the district leadership team which is a DT and will be expected to attend all district parent meetings. They meet with elected
board members to prepare agenda items, events, uh guest speakers for the monthly meetings. We meet they meet every month beginning in October through June. A total of nine meetings with the officers and membership to share informations, assist with the transfer of records for the incoming officers
prior to the end of their term. They attend monthly SLT meetings and city pack meetings at the district at at the uh at the city level and alternate uh alternate assist the chairperson with the duties at outline
above and shall assume her and his duties in absence of the chairperson's request. Alternate chairperson will move up to chairperson via secession via secession and hold an election to fill the alternate position and recording secretary prepare meeting notices,
agenda, signin sheets, record the minutes at all meetings. So since we do not have a um chairperson for the incoming school year, we will need to hold a bit a election. But Jamie
according to our bylaws Jamie our alternate by the secession can take over the uh the chairperson if she agrees but Jamie can also decline. So Jamie, I'm going to stop sharing and I'm going to ask you according to the bylaws uh by
secession you can by secession you can move up as the depack chair and we will hold an election for the alternate or you may decline and remain as an alternate but fill in temporarily for the attack chair. So we would like to hear from
you. I would like to decline but I will hold the position for now since we don't have anybody but I decline. >> Okay. Thank you Jamie for letting us know. So coming September if we still do not have any chairperson we will um have
you join all those district meetings such as DT. Okay. >> Yes. >> All right. Thank you Jamie. So now let's move on into the election. So now we have a vacancy for the chair
and a secretary. May I get a motion to begin the election? >> Motion to begin. >> Second. Second motion. >> Motion to be. >> Thank you. In able to nominate yourself
for the DPAC chair or secretary, you must um be elected as the title one pack at your school level or entering your second a second year term at this as a pack chairperson or alternate. Does anyone wants to nominate themselves to
run for the chair and support Jamie in all her work for the next upcoming school year? Anyone? Okay, since no one wants to nominate themselves to run for the DACK chair, we're going to move on to the recording
secretary. Does anyone wants to nominate themselves to run as a recording secretary on the DPAC? anyone? Okay, since we do not have any nominations um for tonight, we're going to table the election in for September.
We're going to have an expedited DPAC election for September to fill the vacancies of the DPAC chair and the recording secretary. May I adjourn the election? Can I get a motion to adjourn the election? >> Motion to adjourn.
>> Thank you. Second. >> Motion to >> Thank you. Okay, let me share my screen again. Okay, we will be back in September with the elections. So when we attended the
city pack uh meetings which are held every third Mondays in a month we get some update about around title one. This time they um introduce us to a few guest speakers. Uh, one of them was Fresh Air
Fun and the second one was um, oh my god, I blocked out just that was another one. I just Okay, it's not sitting. I'll I'll get back to you with that. But one of the updates that we also received was around the
transistors regulation A655. So, as we all know, there has been talk about A655 being revised. It has been revised but it needed to be approved. So it was finally approved on the June PEP uh meeting. So now in the chances rack
8655 it does state that um pack chair at the school level has a mandated seat under SLT. So before it was just by best practices, schools were asked to hold a seat for all pack chair. But now it is mandated for the pack to
attend all SLT meetings. Just want to announce that we did have a president's council election uh a while ago and we were um successful having a successful election. We have now two um co-presidents coming in for the new
school year is Veronica and Shen. Shen would like to be called Clarissa from PS 165 and um junior high school 189. And we have Gladis who's the treasurer of um from PS 2011. These members sits on the
president's council to support all our PAPA at the school level. They serve as a extra layer for of support. They will attend monthly meetings and trainings at the citywide at the city level and district level so they can gain all the information and knowledge and turn key
to their schools. They can also be contacted by their um email. So if anyone uh have any PAPA concerns, PAPA questions, you are more than welcome to reach out and email President's Council.
They are here to support you all. These are our title one schools. We have 26 title one schools out of 36. And every year we see this list expand and grow. So next year this list might be even bigger.
These are vendors and the vendors and guest speakers that we have invited in for our DPAC monthly meetings. uh this is for all our pack and at the school level who are looking on how to spend that 1% set aside fund when that period
comes I know everyone is looking on how to spend that money and most of the time it has to be spent on DOE vendors and or any you know vendors who supports the DOE program. So these are one some of the examples that we have for you and
we're going to keep growing this list. We're going to keep exploring new DOE vendors and invite them back to our monthly DPACK meetings coming the new school year. Um so this is our last DPAC um meeting of this school year. We're going to work
on the new we're going to work on the dates for the new school uh coming school year. We're going to be working closely with Jamie as Jamie is the only one sitting and remaining on the DPAC for the next school year. So, um Jamie, Jessica, and I will be reaching out to
you so we we can work on our schedules for the upcoming school year. All right? And and once we have finalized our meeting dates, it will be posted on our D25 website, our district website under DPA.
>> Yes. Looking forward to >> Yes, we will be uh we'll be yeah, in touch over the summer. And that is it from us. And again, let me stop sharing so I can show my gratitude. Um,
thank you everyone for supporting our monthly DPACK meetings. Without you guys, we can't do this meeting. All right. And it's lovely outside. It's beautiful outside, but thank you. Thank you for being here with us. And thank you for your time, your commitment, your
support, everything that you guys do for us. Thank you. Thank you. And thank you for Crystal and Jamie for leading us, for being with us, for working closely with us. Thank you ladies. >> Thank you guys. Have a wonderful evening and a wonderful summer everyone.
>> Can we get the motion to adjourn the pack meeting? >> Motion to adjourn the meeting. >> Motion to adjourn. >> Okay, it is now 5:54 and the meeting has been adjourned. I'm going to start recording. Thanks so much everyone.