this time of the year, whether it's in school or some of our parents that are are doing what they do to run out around for their kids. So, um we'll just get started. This will be an unofficial type of meeting. We'll kind of table the minutes until um until next time.
They're posted there, but I'll share my screen so that you guys can see what the agenda is. did put this in our email to all of you, but we're going to quickly go through some MTSS
expectations that are set for uh for next year and the things that we're thinking about. Uh DCP goals, we already reviewed those with you, but we'll talk a little bit about our action planning. Um and you guys are aware of this in terms of cell phone policy already. So,
this should be a rather um rather short short meeting today. Um, having said that, we'll we'll get started. Um, couple of things that that I did share with our principles that I want to make sure that is available to all of you guys to see. Even though Eden right now,
you're the only one who hasn't seen kind of this space. It's just a space of living living in gratitude and this importance of kind of making sure that we're staying connected and doing the work as a community. um real big push for us this year is that space of
community and the the alignment to this wellness, kindness, and community space uh that was created by our CEC and district. So, a lot of that we'll try to continue to connect with as we go through um go through the year. But what
I'd like to do just for for a moment um is tap into the June instructional reports. And Eden, I would like you to have your eyes on this too. So, if you don't have the the link for the presentation, I will
put it into the chat. We spent some time going over this at our principal meeting. And what you'll see is this report. It's a little bit different from what our principles have seen, but I do want did want our parents to take a look at
this. This is currently our performance against New York City. So this line here compared to this line here for this year. This is our grade level at the top. Grade level standards, writing standards, and then overall
performance at the far right. Down here is how we compared to New York City as a whole. And then we have our grade levels all the way across eighth grade in reading and mathematics. Today
we'll just spend a little bit of time talking about about math and I mean about excuse me about reading. I will put this into the chat and we can just spend about the next excuse me 10 minutes or so just giving a
quick once over what what the uh June instructional reports look like and then we'll come back together for a quick little chat. I put the spreadsheet into the chat for you. Oh, it's not okay. Did share it with everyone. That would be helpful.
Yeah, it's asking us for access. Okay, I'm sharing it with you guys now. Okay, all of you guys should have access now. If you just refresh your screen, you can pop in um to that document just to review for a few minutes. I will set my timer. Just anything that
you notice in terms of performance that you want to call out. If you want to just identify a grade, you can do three, four, or five. If you're related to elementary school in Eden, that would make the most sense for you. Uh, Jen, certainly for you too. Although you had a chance to review this already, uh, just give it a once over and anything
that you want to call out. I will put my timer on and let's just do 8 minutes. We'll do 8 minutes. Just about five more minutes, folks. Okay guys, just two more minutes. anything that you noticed or wonder or
question about and then we'll come back together for a quick round of conversation. All right, guys. Anything that um that you noticed in some of those standards that um our kids were assessed on across grades, we take just a few moments, any
of your any of your noticings, and that could be across any any grade or any questions that it raises for you. And this is really honestly it we only have a couple of you on so uh we'll try we'll keep this as as brief as possible. I'll have to revisit this again when uh when
the the entire team is able to be here to contribute to this. But um Jen, Eden, Monnique, anything that kind of resonated with you um in regards to or made you just question had a couple of questions about um any of the grade
levels or any of the standards um or just something just to call out for us to pay attention to. I found it interesting. It looked like fifth and eighth grade had some of the higher numbers that went up um across the city like based on the city comm uh
comparison basically more than the other grades. Thank you for that. Eden uh Mon'nique, anything you noticed? Um I was looking at just grades three, four, and five. Um and I was looking at the district percentage between 2024 and
2025. I noticed um where it said all um there were two columns. I'm sorry. Let me see if I can pull that back up. I want to make sure I'm referencing. So, there were there was a all reading column and
then the final column was um I think an overall trying to see if I could get to that. Okay. So I noticed that in grades three and five when you compare 2024 to 2025 there was progress there was an increase
in those numbers um in the percentages and then for some reason grade 4 2024 2025 I noticed there was a decrease if I'm correct in and how I'm reading this. Yeah. No, you're you're correct. You're correct. Both in both of those both of
those statements, there was an overall improvement in terms of uh percent gain. The grade four was relative to the drop that you saw uh to the city. So both the city and district uh in terms of overall performance saw a little bit of a
decrease in terms of overall performance and that was by about two two points or so uh two to three points uh in general. Uh so we went from 66 to 63. City went from 64 to 61. Um in terms of overall
points earned uh in a given standard and that's what this is really measuring uh overall points earned. It doesn't it's not an indicator of what our uh proficiency will be. We'll have to wait and see when we get these the uh actual results from the state.
Uh but that's overall points earned by the 2300 or so kids that took it. Okay. And I did notice there was a there's a huge jump in integration of knowledge and ideas, understanding visual elements in the text. Um that's
like that was a huge increase in in that column there. Um in grade let me see what grade am I in? Sorry, there's a lot on this. Um I I haven't What grade is this? Um I'm not sure what grade.
Yeah, I was in in grade five. We saw five. Okay. big difference from like 62 to 7. Oh, yes. Yes, I see it highlighted now. Yes, grade five. I'm sorry about that. Yes. Awesome. Thank you. Thank you, Monique. Jen, anything else that you want to throw in here? Uh just
one of the things was fifth grade was strongest in vocabulary which was surprising to me the first um standard there because usually we have a lot of our newer um students coming in so that they did they were stronger in vocabulary than third and fourth grade
that was just a little surprising. Yeah. and and they I mean when you look year over year and you know unfortunately it's only one question um that's being asked so it's hard to it's hard to gauge whether or not it was the question or was the the the vocabulary
in context but not I'll take the idea of going from a 44 to a 70 any day any day of the week. So I'm not going to argue I'm not going to argue with that part of it. Um um but it uh you know it was certainly an improvement from the previous year and a
similar type of of scenario happened for grade three as well. Grade three went from you know 60 overall performance in terms of points earned to in the 70s in the mid70s. So we saw a similar type of scenario grades three and five. Um and
you know overall vocabulary acquisition types of questions you know across grades was pretty strong um with the exception to grade four and grade eight comparatively speaking. Um so we did see some some positive positive changes when
it comes to that. and anyone else that that might be on that wants to contribute anything to to us. Again, we'll revisit this when when the whole team is here so we can look at it a little bit more in depth and in partnerships. But um you know, there are a lot of things that we were able to
surface and just in terms of standards um you know beginning to start thinking about where we're going to go um as we look at this moving into next year. You know, this is something for the DT. This is not necessarily something that, you know, we will be sharing uh sharing
widely as a as a result. All of our schools have this. They'll share with their SLTs. Um you know, but this is for for us to be able to make decisions with moving forward as a team. Um so, you know, what what does this mean for us now going into the into the start of the
year? Um it's going to be around conversations around MTSS. And you guys know this is not a foreign concept to us. Um but it is something that we do need to have our mind's eye on when we're going into next year. Um and
expectations from uh from the central team around, you know, how we're strategically organizing for this. So all schools are going to be expected to identify um a series of interventions and supplemental programs um to support our
students, especially those that are falling outside that sphere of success. And what our schools will be able to select from is within this next next page. Now, um these are things that are kind of fresh or off the presses. This is uh things that we're going to be
working on as a district and c and our schools uh to to work collaboratively on making those decisions so that we don't have a huge range of interventions where it becomes difficult difficult for us to monitor and support. The lefth
hand column here uh are the foundational programs which we are already using inside of our schools. Um in terms of foundations uh we do have uh some of the WY Blevens context in here in terms of support. Heerty is a program we're
already using. So we already in a good space for the foundational skills programs. The programs that we do need to solidify in terms of what we choose as a collective district is in this middle column. So many of our schools use spire.
Um they use spire in the in the foundational spar space of sound sensible which is the earlier intervention to the to the other spire program. Uh we do have phonics for reading. We do have rewards in our schools. Um we do have Wilson dependent
on the school and who's trained. uh we have uh just words and the goal is to really identify the three programs at the elementary school and as well as middle school that we'll say we're going to adopt um as a district moving
forward. So this is something that all of our SLTs will be engaging in that conversation when the year begins. And then certainly the use of supplemental programs. Our schools do have access to I Ready. Some of which purchased the
instructional program part of it. Um some of them purchase have purchased a mirror. Some of them use Alexia. We had one school using Edenum, but I don't believe that's the case any longer. Um, so we do want to continue to use this, you know, these, uh, platforms to
support some of that supplemental, whether it's in class, uh, and or at home. Uh, so more to follow on that, but I wanted to give you guys a little bit of a spotlight on the programs that we're going to be able to select from. These 10 are were organized by the
central central team uh, for us to review and then make decisions on as a district. Now, what does this mean for us in terms of our schoolwork, school level literacy plans to support um improvement particularly for kids
that are struggling as well as those that need that a little little bit of enrichment. So, calling out particular programming support for four to five periods per week inside of our uh school programs to support um to support uh
intervention as well as enrichment. So what some of many of our schools, not some, many of our schools um have organized is what they call a focus period or a win period or um you know, you name it, the schools come up with an
acronym for it. Um but we're going to kind of organize ourselves around this idea of a win period in in district 25. uh that's really focused on providing intervention support for our kids as well as enrichment for those that um are currently performing on or above grade
level. Uh so that all children are receiving access to support in their classrooms. Uh this is in addition to uh the core instructional part of the program. So no one's missing out on any of the enrichment or excuse me any of
the core instructional process. So this is something all of our schools will be working on and towards as the year goes on uh across our schools. Um now what does this mean in terms of uh assessment? So all of our buildings as
you guys know administer Aadian IE uh and I ready we use MAP just for the integrated algebra excuse me the algebra 1 coursework that will continue. uh we are in the process of discussing what that secondary screener will be. So all
of our schools administer the the primary screener which is the universal screener. Uh we are going to work towards making sure that we have a unified approach to secondarily screening our kids for children that are within the 35th percentile and lower. Uh
and the goal of that is to make sure that we're targeting kids that are that are kind of on the cusp of not meeting uh expectations. So what that looks like is that all students will will receive that the core instructional in uh material. Kids in
the 35th percentile will receive that secondary screener and targeted instruction, whether it's through small group um or explicit targeted intervention um 3 to five times per week. And the intensity of that changes dependent on whether or not they are in
that lower 16th percentile or they are in between those spaces so that they're getting uh the dosage necessary to support improvement. That's what we will be working on this year. really the difference between that tier 2, three, and three is the do dosage and the group
size. So, we're going to be really working hard this year on on adjusting in that space so that the kids that need that that inter intervention are receiving the supports necessary. And remember, each of our schools has a different layer of uh of support whether
they have multiple AIS providers, some of them don't necessarily have that. um we will be working on on this with uh you know in-classroom teachers as well to make sure that in-class support is is provided. So there will be a range of of
approaches here. Uh but needless to say this will be an area that we focus on moving into next school year. And then lastly it's about all schools making sure that they have the dedicated programming in order to make this work.
So, um, this will be something that our schools are connecting with. We have Tracy that's on who supports our programming, uh, offered a sample schedule for our schools to kind of look through and and at to make some adjustments into their program going
into next school year. Um, again, many of our schools have already organized for this, but we're asking that all of our buildings make sure that they have a strategic period built in daily uh to support our children in intervention and enrichment. Does anyone have any questions, Eden or
Mon'nique, about this? Jen, you already know this, but if there's anything else that you would like to quickly chat about in regards to this, um, this is again not new to us, but we're going to get more strategic and drill down into this work um, as we move into this
school year. Does anyone have any questions about that? Eden, any questions? Mon'nique, any questions? Um, I had a question about slide I think it was seven. Sure. Is this the slide, Monique?
Oh, did I lose you? Oh, I think she got kicked out. We will come back to Mon'nique when she rejoins. I think she got kicked out or exited on her own one or the other.
Okay. When she rejoins, we will come back to it. Um but then it's about our DCP. Um and this is not unfamiliar to you either at the DT uh or for our principles. Uh but these are some areas that we're talking about through the space of levers for improvement. And the
goal is that you see a through line between all of this. So things that we're going to be focusing on as a district, some of the things that are coming from the central team and things that we're asking our building leaders to focus on, you're going to see a through line through this work. So multi-tered systems of support really
focusing on core which is tier one instruction uh small group instruction and certainly MTSS um use of curriculum resources with a focus on our L's and students with IEPs aligned professional learning
specifically within the context of explicit instruction making sure we're differentiating between literacy and math and then partnering with communities all of those things are part of our expectations ations. You guys already know our goals for
reading and for um for reading when it comes to all students as well as our targeted groups. Now, the ways that we're intending to get there through our professional learning plan um and mindset for this, this will be much more teased out as we organize the
the monthly uh the every other month sessions that we intend to do. Uh but focus on explicit instruction, use of resources. We intend to do this across cohort bands K2 3 5 6 to 8. Continued out uh continued growth in decodable
text. I think we got a lot out of our work with WY Blevens last year. So we do want to continue that work. Uh ongoing support and focus on foundations and acadians work. Our district uh point people. We will have a district point person assigned to
every single one of our schools. Uh school visits will range from one to four visits dependent on school need focus on PL guidance, teacher team support, instructional walkthroughs, organization of next steps and follow-up. And then lastly, teaching uh teaching
labs. All of our schools um are going to be receiving coaching days uh focus on MTSS uh focus on the needs of our school uh ranging from 5 days to upwards of 20 dependent on school needs um and align
with elements of explicit instruction. Goal number two is that all students are physically and emotionally safe. Uh we're going to continue to push the mind up moments, conversation starters and brain breaks, really promote those studentto student uh relationship building uh helping students manage
those emotions. The this is a under construction uh PL plan. Uh we do have we do want to continue our partnership with Ramipo that is an organization that supports coaching uh for our teachers in terms of behavioral management. We will continue our partnership with mindup.
They will be offering a number of professional learning sessions. it will continue our focus with our school counselors and social workers. So, more to follow on that. Mathematics, as you know, um we will continue our work um with
um meeting the expectations of the instructional shifts um as well as the implementation of the amplify curriculum. So, I'm not going to read all of this to you, but we do have a PL plan that kind of goes across cohorts K2 35 68. Um there will be support as well
uh from amplifi amplify them themselves ranging from 8 uh to 16 or so days from school to school. This will vary based on school need uh to roll out this new curriculum. We are also pushing for game uh 24 tournaments uh and the first and
math competitions. Our schools that participated did really enjoy it. So we are pushing for our schools to get involved uh and do that work moving forward. Uh we as I mentioned project soapbox um and civics for all as well as the safe
for college program. We do have a pro um a set of expectations in terms of PL planning civics for all work with our civics leads. Um we really want to push this across our schools and the hope is that we uh along with our CEC and DT have kids present on a routine basis
their soapbox speeches so that uh we can see what those asks are and expectations that our kids have. Um, Jen, who's on here sitting in for Rob today, knows firsthand what that looks like, and it's worked out really, really well for her with a new traffic light that was uh developed because of outreach to our
local elected officials. So, we want to continue to push that work in our schools as well as the safer college program is primarily elementary school only, really pushing more of our families to get involved and create those accounts uh for those 529 plans. I
think it's, you know, it's found money for our kids to continue to grow in over time, give them access for um for our families. And the last parts here is really about our schools getting into school survey data. We're asking that all of them do
so uh moving into next year. and um really starting with a community- based activity, community based event. I've asked all of our principles to really think about how they can bring our kids back into and our schools back into a community-based event to get them
excited for September. Uh so, more to follow on that and hopefully you'll be hearing more about it from your um from your SLT. And then lastly, it's going to be around cell phone policy and cell phone policy questions. Um, I know
really this is really just a question for you, Eden. If you have any questions about cell phone policy, um, this will be things that our schools are going to be working on and towards. Um, but in the end, it's going to mean that kids are going to be asked from the time they come in to the time they leave to have
those cell phones turned off and away. Um, and policies for our schools to make sure that there's a procedure for that in building. But is there anything that's come up? And Jen, anything that you've heard in addition to from your colleagues that we need to be mindful of other than what was brought up during
the principal's conference? No, I mean I think we're just all trying to figure it out. Yeah. Yeah. And I think um you know we will we will have more to more to follow. This will be voted on by the PEP in August
and as soon as that uh plan is finalized, we should be able to work more um on that and through that. But Eden, did you have any questions about cell phone policy or anything else that we're we have in mind thus far? No, I think the only thing is like are
we doing the honor system that we're trusting these kids that they are turning them off at that point or is there some kind of checks and balances to that? Like I know there was a school that literally would collect the cell phones as the kids walked in. So I don't know, are we going towards that route? Like I think that's where I'm kind of
wondering. Yeah. So there's it's going to vary from school to school um and the policy that the schools put together. Um in the end all kids are expected to have those things turned off um from the time they enter the building to the time they exit
the building and the collection process will be different from from school to school likely based on what works best for them. uh whether it's a purchased pouch. Um there's another school that's got like this um um
I don't even know what what what it's what it's called. It's it's kind of like this this column where kids get assigned their number and then they put the pouch in the number and then that gets closed so that the kids can't access them till the end of the day. you know, there are a number of different ways to go about
doing it to make sure that um that they're turned off and away from from um the kids being able to access them. Now, listen, does it mean that there won't be children that are that are not crafty enough to, you know, try to take them out during the day? Sure. But I think
that's also part of expectations and how we follow up uh with the kids to to, you know, to support next steps. Um, so I do think it'll be a little bit bumpy in the in the beginning just to get the pol the, you know, the protocols down, but I think once that gets started and it becomes part of the norm, I think all of
those things will fall into place. We do have some schools that are doing it now and they haven't had any issues. Um, I know some of the concerns are what happens if they get lost and, you know, yada yada yada, but we'll work through that too, uh, with our families and kids. But I think in general it's a good
thing. Um, you know, phones tend to create more problems sometimes than they're worth. Um, so we'll we'll kind of play that by ear, but that's the that's the direction that, you know, that we're going to be going to be going. And not because the district said
so, because the state said so. Um, and I think that's a big part about this is that it's not um it's not us creating a rule or a law on our own. It's about following what it states from the state. Um, we'll kind of go from there.
Okay. And the last thing that I would like to get some feedback on is planning for SLT training. I'd like to do it in in October if we can. Um, but you know, over the years I never really liked the format of it. you know, people either
come into a a virtual space or into an auditorium and they just listen um to someone speak for two hours. Um it's not engaging. It's not exciting. There's no community building. So, I'm wondering if
um if you guys had any thoughts about about that. I was con thinking about it more like we get go into a school and then maybe we have breakout sessions that are available for uh for our SLTs to connect with and maybe even come together um come together on you know so we learn
together and then come together as a collective group um to discuss you know what we've heard whether it's through you know goal setting or progress monitoring um action planning uh roles of parents roles of of of teachers roles
of administrators. I don't know. I just feel like it's it's it's a better use of time than just having, you know, folks just listen and, you know, maybe hear 1% of what was shared instead of really participating and understanding the the the work. Um wondering what if you guys
have any thoughts on that so that we can begin designing. Um and then having everyone kind of take their role in what they get to present to folks in smaller spaces rather than everyone just sitting in the auditorium and then take take a
number kind of thing. Um any thoughts on that? Um I like the idea of having everybody meet in small groups. I think that sharing what we're doing with each other um would be really effective like
hearing ideas about how we organize our meeting, what the content is. Um you know, we've grown from, you know, years ago where I was like, "Oh my god, what am I going to do with three hours of time and now we have like an interactive agenda and a slideshow and you know,
it's all broken up into parts and um it's made our meetings a lot more meaningful. Um, so to be able to hear from colleagues and other teams how they structure and what the content of their meetings is, I think would be uh a
really nice opportunity for everybody. Love that. Jen, anyone else thoughts about shifting it from that, you know, here's the Zoom space or here's just everyone sitting in an auditorium to more of that breakout scenario and
maybe perhaps we can get some feedback from teams beforehand. um you know the things that they want to know more about and then we can structure our um you know our rooms that way and have a series of breakout rooms um to support that work a little bit
differently than than the current space. I just feel like people go and they're like they're there just because I'm asking them to be there and they have to f they have to complete the training. Um you know to make it more meaningful makes more sense than to to just go through the motions. And I feel like sometimes that's what it
becomes. Lamar, any comments from welcome Lamar. I I think like you said Dr. like beforehand maybe surveying the principles and asking what they feel strong about like I can say oh we made this slideshow now and we have slides and that's what drives our meetings
content um you know I could share that and you know just go around I think that would be great okay yeah I think I think it's I think it's just important it plus just the engagement part of it alone I mean you're going have to spend two hours of your day it should be at least two hours
of your day that's bound to be meaningful than to just listen to someone. So I think we have to try to organize that uh differently and and that can be you know one of maybe perhaps one of the stations you know how am I organizing my meeting um you know so that not only because I think it's
good for SLTs to hear too so that they're not on their own island so to speak um and they have someone that they can lean in on and and know what they what what they can and should be doing during those meetings. Okay. Um all right so that concludes my my portion of
it. Gus unfortunately is not able to be here today. So he will not be able to present and share. Um all of our schools at this point just so you know this is something that Gus would share is around um C at testation to goals uh the budget attestation. So we're we're in a good
shape in good shape there as a district. What I will be doing between now and um the next two weeks is be reading through each of our CS along with Melinda and Umeit from the team um to certify that those goals are
aligned with budget and then we will be all set moving into uh the start of the school year with but with goals that have they're tenative goals that have been established so that come September when our SLTs start meeting with our principles again uh we can really solidify them and get them all done.
Hopefully by that point scores will also be in so that any of our buildings can make any necessary adjustments dependent on the performance of our children uh in terms of percentages. But the overarching theme of our goal shouldn't really change all that much. Uh so
there's not really much more from uh Gus's standpoint other than timeline which we are already meeting the expectations of the timeline. Um and he will have more when he does return in um in August. Uh uft, do we have anything from uft as
high schools are not able to join us today either. Vacation schedules didn't allow for it. Uh but uft Lamar, do you have anything that you need to uh to share and check in on? Um nothing to share so far. So far summer's been very quiet, so
everything's been everything's all all well on this end. I love it when it's all well. Beautiful. Uh Jen, anything from uh from CSA? um just that uh principles are working hard on um programming and planning for
small class size reduction um and we're excited to dive into our instructional reports um and use that information to drive our MTSS plans for September.
Thank you, Jen. Uh Eden, anything CEC wise? So, we just had our first CEC meeting of the new term uh last week and we have almost an entire new team of individuals. Um, so that was very nice
to see a nice change and get to know everyone. Our next meeting is going to be August 6th and that will be at 700 p.m. Um, we do have our board picked and we will be planning our calendar for the rest of the year of like what we're going to be doing each month over month
as we get into the new year. So, Awesome. Thank you, Eden. And I know uh Mo'Nique got kicked off. I'm not sure. She doesn't seem to have been able to make it back. Uh Jenny, maybe you can just follow up with her, let her know that we were um you know, hopeful that she was able to rejoin. Uh if she's got
anything, she can always text us. This is, you know, going to go in as an unofficial meeting anyhow as we do not have quarum to uh to roll this out completely. Uh but the only nice part about that is that it makes it a very snappy meeting. Um, you know, I do want
to applaud all of our principles for um for getting summer rising up and running and, you know, more than that, happy kids inside of our classrooms. Um, you know, it's it's one thing to to close out a year, but to close out and then begin another chapter with a very quick
turnaround for summer rising. Um, our building leaders have been able to do that. So, big shout out and thanks to them. Um and you know we have about 3 weeks remaining inside of this program. So um you know hoping that it's really really something that benefits all of
our kids uh moving forward. So thanks out to our CSA um and our uft members for making this really a a good experience for our kids as well as our DC37 folks um also. But other than that
guys, we're going to uh to bring this to a close. uh can't really come to a consensus because we do not have a quorum. So, we will just bring this to a And how about uh next month's meeting? Yes, next month. We did have to change it to August the 18th uh the previous
week which it was originally slated for. Unfortunately, I will not be around for that time. So, we did have to change it to August 18th when I return. Okay. Okay. So, we will send out a a reminder for that and hopefully we will have our high school folks here as well
as um our other constituent groups which will be difficult. We will likely not have quarum for that as we have um both president's council and DACA that have to go through their election process to make sure that we have folks in and ready to serve in those roles. Um so, as
soon as we do then we can have a full on uh DT team. But other than that, guys, I thank you for being here. I'm sorry it's a short one, but I'm sure you you guys don't mind. Have a great uh great rest of your morning, everyone.