All right, guys. Welcome. >> We will uh we'll we'll call the the meeting to order. I know we're still waiting for a few >> today. We'll we'll try to keep it um a little bit lighter and be able to enjoy one another's company here in an in-person space, which we don't really
have an opportunity to do very often. We do it twice a year, uh this being the first of the year. Um, and you know, depending on how everyone feels. Maybe perhaps we even think about it more frequently, um, as time goes on. But, uh, for today anyway, we'll let, you know, let's try to enjoy each other's
company. We'll do a couple of things that we have to get done just in terms of our work as a district leadership team, um, that are really, really important for us moving forward in um, in our work. and a few of them for for today
>> that for that for me that I want to make sure that we're engaging in we're going to do a connection before content as we always do but the the data review I'm going to give you guys an opportunity to look at what the school leadership team survey data said uh we have over 100 responses that came in from our SLT
members um give us a little bit of of an idea of what what our community is basically saying about school leadership team functioning um opportunity for us to look at it, see what it is it that it says. In large part, you're going to notice some positive trends and then maybe some things that you say, maybe we
can do something as a district leadership team to help build some of our schools and the knowledge that some of our folks have um around SLT functioning. So, we'll spend a little bit of time talking about that. I also want to talk to you a little bit about the secondary um parent survey that we
sent out to our folks and things that some of our parents are asking for um in regards to engagement around parenting itself but also social emotional learning space. Uh so we'll spend a little bit of time talking about that. also going to spend a little bit of time
talking about um the work between myself and the CEC around wellness, kindness, community and recommendations that we might want to provide to our schools to think about cuz all of our schools are doing these types of things around wellness. They're doing things connected to community. They they're all doing all all of those things. This will really be
around norming our understanding around what we want to get accomplished as schools and then as a district. Um, and then we'll go on into our other spaces of our constituencies sharing out. And I know Gus has a few things timelinewise that I'm sure he wants to talk about signature page and all of the like. And
um, you know, hopefully we'll get through all of that within the next hour and 45 minutes or so. Um, so that we can go on with whatever other 9 million things that everyone has in their day. Um, so we will get started. We do have a guest that is joining us today from from
PS29. So, welcome. Your name one more time. I'm sorry. Jamie, I didn't want to miss misspeak. So, Jamie is joining us. She's here from PS29 as a guest. So, uh, welcome to you and, uh, hope you enjoy today's. >> Okay. Um, so just a couple of quick
little updates. We did have our Thanks for giving walk um in November. Uh, big shout out to our team for for being there and organizing. Uh, we have members from uh, the YW.CA CA that was organization to help um gather some of the food that we were able to collect
and donate to a local food pantry. Uh we had the 109th precinct was present always supportive of us in our in our community endeavors. Um and big thanks to Diana for organizing this from our team. Uh it's always a nice way to to connect with folks uh in our community,
particularly our little ones, uh so that they know that this is that this time of year, yes, sometimes it's about getting things, but uh it's also important about making sure they understand the importance of giving back. Um so this in a small way is intended to do that. Um
just reminding everyone about our uh workshops that we have for our families. We had the most recent ones uh around special ed and math. Uh, these are recorded, posted on our site this week. We have Oh, >> yep, we do.
>> I don't know what word that was. That was a weird word. Whatever that was that was up there. Um, we have our English language learner session this week. Uh, this one is for our Spanish speaking families. We'll have another one in January for our Chinese speaking families. Um, so they can learn how to
support language development for their kids. Um what I am thinking and you know feedback for you guys for me as the time as the day goes on is these things are posted but how much people actually use them I don't know um how frequently
folks are going on to these sites they're all archived and recorded I just don't know how much people are taking advantage of them so we do send a newsletter out as well um again not sure how many people are are checking in on the newsletter with frequency um it may be something that I do some gamma
updates I just don't want to make it to become something where people like start saying, "Mike, stop sending me things." Um, you know, it's enough already. So, I'd love for you to give me feedback on that, too. But all these sessions are there and continue to encourage our community to use them, including some
recordings even from last year around I Ready Acadians for our younger kids um and our children grades 3 through 8. So, the resources are there. It's just making sure that we're we're encouraging our folks to use them. Um, you know, they they do provide a great deal of information and because they're
recording, if you need to fast forward, you can fast forward a little bit. You don't have to worry about uh listening. >> Double speed. >> Double speed. Yeah. >> Yeah. >> Um, but anyway, those are those are there for us. >> So, quick connection before content. If you could find someone that uh perhaps
you haven't had a chat with in a little bit. Uh, we're going to do this as it's initi intended to be. Find someone that you do not typically have had or have not had an opportunity to have a conversation with. Um, and then we're going to pose >> pose this question. What where is your
happy place? >> What details about this place place make it so positive for you? I did share this one only for myself at the CC, but I'd love to know what everyone else's happy place is. So, if you just take a a moment, find someone um that you have not had an opportunity to connect with
before um and then be able to share that happy place. >> Okay, finish up those final final thoughts. Well, the plane used to stop in Athens and go on to Issue.
>> And if you could >> share out that special place from the person who you were just chatting with, what did you learn? What did you learn from the person who you just had an opportunity to have that quick little chat with >> terms of special place? >> I have the same special place.
>> We not the exact same. His house and my house. And I have my social is not his house. >> Our individual home is with our family around us. >> A >> love that love that. >> Well, Jamie's happy place is herself.
>> She's just happy being, you know, she's a happy person. >> So I I'm happy around you. I'm very proud. >> I'm glad to bring happiness, joyful to people. >> Thank you. Thank you. >> Yeah. She has a good relationship with her parents, family. It's very beautiful.
>> Love it. Anyone else? >> Yes. Our happy choice is the same as well. Not the same. Our living room is his. It's like his oasis, his getaway. Like everything he describes in it is so awesome. I'm like, knock him
over. Um, and sorry. >> So, yes, it's uh cuz I have a lot of plans. So, whenever it's like really brutally cold out or when it snows, I feel like I'm trapped in my little oasis that I created. That's why I can't have any pets because then my they'll destroy
my plants. No cats allowed. A dog maybe, but you know, I have way too many plants. I have a bird of paradise. And uh so and they're big. They're big plants. Jenny has been to my place, right? Jenny's >> like a rainforest. >> Yeah, it's like a rainforest. Yeah. >> Very cool.
>> And her place is the artwork. She's surrounded with artwork by her kids. There like every single space on the wall is artwork by her kids. >> Oh, you guys have some really unique ones. I love it. >> It's beautiful. >> Love that. >> Well, I learned that all three of us have international uh happy places. Uh
so, uh that's something I didn't know about. >> So, uh Eden um is Israel, you know, because of friends and family that are are there and hopes to bring her children um in the near future. And Gus
also in a similar type of scenario, son now lives in Pennsylvania where his grandson resides. So, you know, visiting uh you know, his grandchild in Pennsylvania, but the international side of it, Gus also frequently goes to Greece >> um and um has his happy place on the
beach in Greece. >> Um for me, it's Aruba. Aruba is one of my, you know, they call it the happy island for a reason. >> Um most folks that that I've ever come across there either greet you with some kind of a smile or a welcome. Um and you
know what I learned is that that's actually taught there. They teach hospitality in school and they teach it in school. It they teach it in school because uh what they share with the kids is that if they do not it will impact their livelihood because it
is such a tourism state. They um they rely on people coming back and they're not going to come back to a place where you do not leave feeling good about it. So the the idea of that to me was has always been something that I've appreciated there because every person
from the time you get off the plane to the time you get to your hotel and back and all that treat you with kindness. Um and that is why it's it's my happy place. I like to be able to just go and know that someone's going to say hi. Yeah. Okay. So I hope you guys enjoyed that and see why what the value in those
types of things are. Louis and Marissa, do you have one that you want to share? >> Yeah. Louis's happy place is the Apple store. I thought they all >> it was actually his home. My happiness is being home and warm
>> warm day. Anyway, I know you know >> I always pay attention. >> So, the goal of these things is really to promote that space of relationship building >> and uh getting people to connect in ways that they hadn't been able to before.
Um, so the more we can do this in our schools, the better off our kids will be, you know, and the adults that that work within it. So, uh, SLT survey review. So, what we're going to do, we're going to take about 10 minutes and in the, uh, presentation that you have,
you are going to see a series of slides that look like this. And what what this is an accounting of are the number of people that completed the survey and their responses to the questions that were asked. So what what I want us to do
now just for the next 10 minutes or so is reflect on it. There's about 25 slides or so of of data indicating what our school leadership teams have said. Um just noticings what is it that you see inside of it that you want to highlight?
What are some things that you say, you know what, maybe we can give a little bit more information to our school leadership teams on anything along those lines. We'll just take the next 10 minutes to to think through it. It's not dense the data. It's really just a a you know, series of charts. So, I'll put the
timer on. Um it this is for reviewing it, but also doing a little bit of reflection. Anyone need a little bit more time? Yeah, just a couple more minutes. Maybe one more minute. And when you're ready with um someone
next to you, uh just take a take about five minutes just to kind of discuss anything that you noticed inside of um the survey data that you want to call out as either a pattern that's emerged or uh something that you've noticed or something that's making you wonder about
the output from our school leadership team members. Um please do that now. Um, and you know, be ready to do a larger group share out after that. So, take the next five minutes to do have that quick little chat about what you noticed.
Okay. So, the first one that I kind of looked at was the structures in place of value effectiveness of academic programs. There are some disagree and strongly disagree. >> I wonder what they're missing in their
meetings. >> There are sufficient structures. >> Yeah. I wonder what they're missing >> to feel that they can agree with that. >> So, we got about 92% Agreed. And then, you know, a small fraction of the other
>> and then the other one >> filling up some kind of thing there of like filling those vacancies. >> Equal number of parents that jumped out at me. Three things actually is title
one seems to need a little work and the behavior doesn't seem to be >> seems like discussed enough people are the parents which is very substantial amount of work.
>> Yeah. So the the whole idea of the datadriven amendments you know the fewer number among the fewer number of comparatively to the other many of them were in the 90 plus% range but this one was like 84 >> that
added in answers but I was wondering you can't see what the full answers are about that >> and you know there's so and then >> so my my wondering is why why not all consensus >> it should be the question and then
there's there's so many different ranges here on the title one piece >> like what's what do they feel is missing >> and that actually specifically I had somebody tell me that our school might want to put another kind of one but I didn't even know what kind of process
that is >> it's all collection of of lunch form Mhm. >> And 60%. >> You have to have 60%. >> Apply or just automatic. >> It's if you have 60% of your community. >> What is that? Are we being recorded?
>> Only eligible if lunch. >> When I said that, >> can they call and stuff like look like one of the group? >> Yeah, that's only only if >> so. I took a couple. Yeah. >> How many responses you get? >> 104. >> 104. It's about 30% of the of the group
probably >> of the entire >> Yeah. >> Okay. So, that's an issue, you know, that needs to be improved. >> So, it's a good sample of um what we would likely see. So, never truly get a full 100% of folks in a survey.
>> It's a good sampling of for survey data. Um so, it tells you something. Uh does it tell you everything? No. How does it compare to uh the citywide survey? Is it >> in terms of volume? >> Yeah. Do we >> we usually get a good number of parents that complete the survey, but remember
this is parents, staff, and administrators. >> The the one that is sent out by the SLT survey sent by central. Do you get a larger um participation? >> We haven't done the central one in >> I know in a couple years.
>> In a long time. >> Yeah. >> It's beyond even a couple years. So, >> you know, mostly the the last time we had done it, we got we got about 300 responses. So, we got more than we did this time. >> Okay. >> Yeah. >> Yeah. Way more than we did this time. Um but I think that there are a couple of
things that you know are worthy of one celebrating but also um kind of flagging some things that I think we need to pay attention to or at the very least have a common entry point as you know from
district to school. Uh which I think we can establish some some thoughts for SLTs to think about for sure. um you know certainly would have liked more than the hundred but you know it's where we are um
you know in terms of uh gathering some feedback from them but any hold on we still have another well 15 seconds but we do a larger share out what are some of the noticings that you guys had from the survey >> yeah Crystal >> we have a couple noting things our first
is the first question are you aware of your school's uh title one status and some answered unsure and some answered no. And we're like thinking like how can we get more people to come on the pack
the DPAC uh meetings so they can be aware of what's happening with title one like if you're not there then you're not going to be aware of what's going on you know. >> Yeah. I think sometimes too and some of these questions we have to you know get more information you know sometimes
folks will put unsure because they truly are unsure whether or not the school will or won't be title one got >> based on um you know collection of of lunch forms and whether or not some teeter they're just below and they may have a chance to be title one um or
they're just nipping at that 60% mark and could go either way. Um, so we would have to ask more questions. I think overall 94% of folks having an awareness of where their title one is is a good thing. Um, I think it would really give
me a red flag if we were at like a a 15% mark. And there there were so many folks that didn't didn't know that. But I I do think that that's an important question either way. Anyway, >> okay. And another Jamie noticed the majority strongly agreed or agreed with
all of the questions that were asked. And um something troubling to us is terms or phrases that best describe how your team makes decisions. Here it says made by one person or small group and
then it says there is an admin that is not a member but is making decisions. Why do we even have SLC's then? like what is the point for the parents to come on if somebody that's not even part of the SLT team is going to make decisions. >> Yeah, I highlighted that one also. Uh
Crystal as one that we do need to have a little more clarity um on. I think it was about 19% of respondents indicated that it was something other than consensus. Uh consensus is the intent of of the role that we have here uh but
also the roles in our school leadership team. So, um, it is something that that I did note, too. Anyone else note that one as a as an area that perhaps we can give a little bit more guidance on. Yeah. Any others that came up?
>> Anyone else comments, things that you saw? >> Yeah. Go ahead, Gosh. >> Yeah. The um uh at the very end, the alignment between parents uh and um it's the very last one. Um it's a big chunk.
Um district parent involvement DIP is used to adjust the parent involvement policy. Um it's 56% and another sliver uh not sure and no only 42% said yes. uh
that's one of the largest percentages of any uh you know piece which shows that um the um something that the state is very keen on and central is very keen on that there be an alignment between the
two is not perceived by the respondents. >> Awesome. Any other comments? Eduardo, you have anything? >> No, we were just looking at that. So, so how do how do we how do we make people more aware of that? What is the work to be done? That's the question.
>> Yep. Important question. And we we'll loop loop around around possible solutions to some of these things in uh in a moment, but anything else patterns or wonderings or anything along those lines? Rob, anything come up for you? >> Only that overwhelmingly the u seems to
be positive. >> There's been one or two people that consistently seem upset. green slice. >> Um I think when it comes to the work that everybody does together, it seems to be more strongly agree agree
when it comes to the nuances that just point that out about law procedure and um frequency certain things have to be done. uh there's less knowledge amongst all constituents
um anything that surface for you >> I mean I think there's a little more we need to dig a little deeper around how often the team reviews and evaluates data um we have six that indicated twice per
year 22 once per quarter uh maybe they weren't clear around what that d what that question asked them. So that's something that we can explore. >> Yeah. Eden, anything else that you want to call out? >> So I was telling Dr. Mike some of my
things, but I felt the biggest thing that I kind of started wondering about was near the end when we started getting responses other than the generalized responses, there was like the uptick of answers that you can't even fully see what they
say. um the term or phrase that best describes how your team makes decisions are supposed to be doing consensus. So I I don't know why there was so many different things coming out. And then also the same thing with the SLT meeting with the Title One parent advisory
committee. The answers are all across the board. >> Mhm. >> And so that was just two of the things that really stood out to me like what makes those different. >> Yeah. I think some of these is from a a space of just not being informed um to things that we might want to create in
terms of recommendation. You know, here are things that you should think about as a school leadership team. So, when we kind of call out this idea of federal requirements for parent uh parent involvement, sometimes it's just because there's a lack of information that's needed and how do we make sure we
provide that information. So, um there are a couple in here though that kind of caught caught my eye too. um this idea of transparency. So the SLT regularly reviews the effectiveness of the C with the school community.
Remember this is not just about the SLT and this is also you know that space of struggle. How do we make sure that the information that's necessary to get out to community is in fact getting out right that's a big part of it you know so we have SLT documents you know many
of our schools put them you know aside from an I plan they'll post them on their website but how do we call them out just to make sure that we do all that we can to make the information transparent to the community because I do know that things get put out there they're posted on the site and you know
it's flip of a coin see whether or not someone's going to actually review it, but how do we make sure the things that we need to be transparent are transparent? So, that was one thing that that I had. Um the um the gathering of input is really
important as well. So, and it kind of aligns to this idea of how decisions are made. So if we have this idea that 79% of our our of our community is saying that they agree or strongly agree that there is this collaboration with C development and then it's 81% are saying
that there is this consensus building. Those two numbers kind of align to me uh which says that maybe not in all cases do folks feel that there is this consensus approach. Now, I've been on SLTs many times in my in my career, and
sometimes it's hard if you have a passive community where there is not going to be this tremendous amount of feedback that comes back. Sometimes it's difficult to elicit dependent on the group that you're with. Um, but if that's the feeling, how do we make sure that we respond to that is an important
part. Um, and there's a couple of other things too that I think is important. This is the one that um mentioned around the frequency. um some once a month, some every two months, some uh every quarter, some twice a year. You know, if we're
only reviewing information twice a year, I do have concerns about that. So, I think there needs to be some recommendations we provide to schools. Couple of things that I am happy about though. Um in terms of what data sources are we using, I like that survey data is being used. I like that benchmark.
Although little disappointed that that's not 100% because 100% of folks should be saying that we're using ELA and math benchmarks to to assess our goals. That should be 100%. Um, but we do have key points here that are being referenced in
inside of our work. Um, and there was one other one here that I think is important. this idea of datadriven decision-m um oh was the the idea of a common agenda.
So in terms of where is it hold on to find the one should have noted the slide. Hold on one second. There was one more that just kind of
called out um what is discussed at the meetings and I think perhaps there's an opportunity to also kind of standardize the agenda items making sure that everyone's consistent with what they're doing at an SLT meeting um is also something that I
kind of flagged. So from those things that we just mentioned just take a minute of reflection. what would we want to potentially send out as a team given some of the areas that were perhaps rated a little bit lower than others just in space of recommendation to our
school leadership teams. Um are there any things there that that we should emphasize? Uh and if we emphasize it, what would we want to put out to our school leadership teams? So just take a moment of pause, independent reflection. Um and then we can think about and you know myself and um can can think can
organize some kind of next steps for our SLTs to consider which we can present to you during the next DT meeting um and then can be shared with much more widely to everyone else just around recommendation. So just take two minutes of independent reflection based on the things that we
were just able to surface what would we want to share um and what could that look like for us as a team. So, I'm just going to put two minutes on for some independent reflection. Okay. Finish up that final thought and then we'll do a quick round um some
possible recommendations that we could come up with to support uh next steps in the areas that we just called out. If you guys see you and you don't have anything else to share, you can feel free to pass. Um but Eden, we'll start start with you. any thoughts about recommendations for
>> I think >> our SLTs >> sending out like an updated document with some of those things where they were not sure some kind of update of saying like hey we did get this feedback there's a lot of people that are unsure about these topics we want to share our
guideline of answers kind of like of what you should expect >> and say this is the feedback from them >> almost like an FAQ kind of thing >> like even if it's a one pager type thing >> and then share that out and have it shared to all the SLTs and then later in the year once they've had that then we
can maybe rese. >> Love it. Gus, any thoughts? >> Yeah. Um, two things. one um I want to commend I've shared this with the superintendent already that I uh shared with central that you're u one of you're
the only district in Queens that I'm aware of and maybe one of the few the only district in the city that does this kind of internal survey uh to gather this information and I uh when I said this I said well it's a model that maybe
others can uh can adopt and um uh Sean Wrencher, the director of our team was interested in that. So um it's uh really kudos to all of you and district 25 for doing this. The other thing is based on the conversation here
and the notes that the superintendent has taken down. um you have an agenda for specialized training in my opinion >> and I would be happy uh to organize that uh for you uh with a participation of
resources that I can get a hold of from central uh to target for example the consensus issue the parent issue um some of the um uh communication with title one and so on. So, um, if you, um, want
to generate kind of an agenda of items that you'd like to, uh, to, um, to have done, I will go to central and ask them to see if they could develop a PowerPoint and activities, uh, to support you in doing that. And I'm sure that once again, you, you know, you'll
be pioneering this for other districts throughout the city. I'm sure I'm sure other districts have the same uh kind of uh you know needs and issues and so once they do it for you maybe other districts would be interested in you know similar kinds of training.
>> Yeah, I love that. And I think um you know once we can kind of organize around the areas that you guys just kind of called out um we can establish and then be ready in the January meeting to kind of say here are some of the things you know does it make sense um you know for
you know from parents you know teachers and and administrators alike you know um we do have the fortune I didn't break it down for you here but we have the fortune of being able to see from each constituency who actually is calling these things out um and Not in a negative way. I have to say the this
entire survey was largely positive. Um, you know, even folks that put not sure, I'm assuming it's because they didn't want to put disagree in there to make it look like their school wasn't doing something that that they didn't know. Otherwise, they would have put disagree. Um, so I think the it's it's a largely
positive space. I don't look at this as a oh my god we need to fix that right now cuz the you know the you know earth is falling but because we just need some additional information for some folks that don't have it. Um and it's better when everyone is informed versus you
know we're just being part of the team. You know some folks are just there to be part of a team and not because they are truly invested in knowing all of the nuances. We need to help them learn the nuances. Um it's beneficial for for everyone when everyone's informed. So, uh, Eduardo, anything?
>> Uh, so, um, connecting the parents to all this information, you know, it's essential. So, at Queens North, what we're planning is we're planning a par parent empowerment conference, uh, in January is part of my presentation later. Maybe that day we we can borrow
Jenny. It's going to be at Queensboro pres. And uh we're going to be connecting parent leaders to um community based organizations to the SLTs and DLTs and and giving them all the information that
sometimes um lacks when in terms of you know connecting them with the information and resources. So um but I I'll talk about it later when when my presentation is up about the parent and parent conference and maybe Jenny can join. >> Thanks Eduardo. Jenny, did you notice anything
>> that you want to share out? >> So, I noticed that SLT meets with member of the Titan pack, the answer has been different. Every month, every few months, twice a year, twice a twice a once a year. It should be monthly. So,
even though pack doesn't have a mandate seat on SLT, it was recommended citywide that they should sit on SLT to observe what's going on so they can decide on how to spend their set aside. and city is working to revise that chances regulation to have them as a mandate.
They've been working on it for a while now, but we we should still encourage all principal school leaders to have them sit there monthly. >> And besides that, they should also conduct monthly meeting just like the president nine meetings in a school year. >> We do.
>> Yeah. >> Oh, not everyone. >> Not everyone. We do. >> Yeah. I know we don't >> Crystal um in agreeing with with what everyone said um I'm just thinking more surveys like this is how we get answers you know we get responses they feel
comfortable doing it this way so I'm thinking send out more surveys um get the feedback revisit and I think the workshops are a great idea idea for parent involvement and yeah that's just where I am with it >> the one really exciting thing though uh
if you looked at educational item issues discussed us by the SLT 99% of those that responded said parent engagement was >> is up >> happening >> 99% so that uh of the 102 that means 100 maybe yeah no 101 of the 102 people that
were surveyed indicated that parent engagement is a part of their conversation during those meetings which says even though they weren't sure of the connection to the district uh parent involvement plan they are saying that that's happening at every meeting parent
engagement ment is a part of the conversation at every meeting and included in the in the C 89% of them saying that it's related to C goals. So um there is that connector um that is there we you know this is
moreformational. I I think that one the the the district plan is a big document and I have to tell you you know what what's en encouraging for someone to read that maybe we can give just a couple of bullet points to for awareness and here it is because I know that folks tend to I mean listen we have lots of
things happening in our lives to to read I don't even know how many pages it is I have to go back and look um it's a number of pages to go and read and how many folks are going to sit there and do that maybe we can give like these little bullets just to kind of forformational and here's the rest of the document so that you can read it so they see the the
alignment uh between what's going on in schools. Jamie, did you want anything to to say? Have anything to say? >> To be honest, the parent reform is very I mean awareness because there will be parents that might be their kids been to school for the whole entire school year
till like maybe like fifth grade, sixth grade, but they still don't know what the SLT PTA or is. And I used to be one of them. >> Yeah. >> So, I mean it's very good for to bring out the awareness for them. Love that. Uh Rob,
>> yeah I mean I know the questions for what we can do as a deal. I go right what can I do which is you know basically I think a lot of this is incumbent upon administration the schools make sure it's not just presentations collaboration to send a survey my own survey because this is
what's going on. >> Yeah and this is anonymous so I can't even give it to you guys to say here's what your own people said. >> Yeah. >> Yeah. >> Um just just I'm just reflecting on how much information we share. Um just because parents seem maybe not motivated to know all this doesn't mean that we
aren't really >> Yeah. Yeah. >> Yeah. um >> I think um a quick because there is a guidance document in this law a quick look for checklist document especially
including based on the survey results areas where we see not sure are happening um you know items that clearly gives guidance to give guidance to the SLT members >> will kind of you know As a principal, I
would definitely appreciate a short checklist for me to make sure that you know you review data these many times. >> And honestly, not even just the principal. Principal doesn't always is not always the chairperson, right? >> I've been in many schools where the where the principal is not the chairperson and you know it's incumbent
upon whomever that chairperson is to bring some of that out. Um, which I think it, you know, often times it does, unfortunately, the burden of a lot of the the work does land on the shoulders of of principal, but I think it really should be on whomever the chairperson is as part of there's a monthly calendar
that we can also include inside of the monthly calendar. Did you just check on to make sure that everyone is aware? >> Uh, awareness goes a long way, you know, to to making sure that we're making good good choices as a team, you know. Um,
but I I I do see this as as an opportunity to to again raise some do some knowledge building for folks that are just not sure. It's not that they don't, you know, they want to put not sure, they legitimately not sure, you know, how it connects to the district plan. So, how do we help them see that
it's part of the district plan? um you know because it this made this whole thing made me do a lot of thinking as well around you know how am I really conveying the transparency of making sure that all of this information is as transparent as possible I mean everything's recorded could be recorded I can hear myself but
it's only it's not good if I'm the only one who hears the voice you know so how do we make sure that we uh do a a better job of and maybe perhaps there's a monthly after the the recording's done me just sending it out to through gamma so all of our community members can at
least hear what we've done. Um, doesn't mean that many of them are going to view it. I understand that. But, um, at the very least I can share it, >> you know. Um, so maybe that's just something that we can do to kind of build transparency. >> So, we're going to take the
>> say a lot of the shows too. Um, when we do get into this type of work, more nuance work, it's a little sus, >> you know, so it's easy once a month. So the fifth phase out
>> yeah how's what's the relevancy to them? >> Yeah >> it's how do we make sure that there's the space of relevancy and when when we think about the idea that 101 out of 102 people indicated that parent involvement is a major part of their work. >> How do we make sure that we make the
connection you know at the very least guys this is part of our district plan too. This is where we you know money comes from. So yeah, you know, so that there is that um alignment between what everyone is doing and and awareness most importantly. Yeah. Go. >> Two pieces based on, you know, the
discussion that I just heard. One is when and if we do a targeted training, it would probably be a good idea to have some kind of evaluation piece like the checklist that you mentioned. Um so we can see whether the training has really
been effective and really touches upon you know people's knowledge of the areas that we felt you know u needed uh additional information on and that that way we can improve it as we go along. And the second thing and it's really a
citywide superintendence issue that you may or may not choose to bring it up in your next you know uh citywide meeting. You touched upon the fact that the DC is a long document. >> It's a long document. It's a complicated document.
>> In my experience with documents of that sort, often what is added to it is an executive summary piece where just the major, you know, pieces are put into one page or, you know, two paragraphs,
something like that. that would entail more work in terms of you know developing the DCP but it might be a useful tool for you know people to have uh because you're absolutely right it's a long document it's a complicated
document how many people really have the the time to go through it but again it it it's also uh more work on the part of districts and superintendent so it might be something that we don't want to bring up but you know uh what occurred to me is when put it up.
>> I think districts can also start thinking about and schools for that matter, >> you know, how do we start making real effective use of AI in ways that makes that become more streamlined >> or maybe >> so consolidate consolidate this document in a way that is user friendly in a one
pager for for parents. >> Um and you know with a click of a button if I asked to do that right now he could put in and upload our DC and we would get a one pager for for families. >> I didn't realize it. That's wonderful. >> Yeah. Um it's, you know, it is something
that we can start thinking about how do we do and what you'll see on the agenda is establishing an an a vision for AI as a district. Um because it is whether we like it or not or what have you, it is here. I don't see it going anywhere
anytime soon. In fact, I see it progressing to a point where um we have to make sure we know what we're doing. I know the city itself is working towards that end of establishing a vision for for AI inside of our buildings and um you know making things more efficient
for for our community members and that is one way that we can actually explore playing around with it something even for you Rob I know you've been talking about it a lot too maybe it make our lives a lot easier I mean we're doing it here it's this is recording me and you
so that we can put all of our notes together in a meaningful way um you know so the same type of thing with our work with with these large 100page documents. I know that folks are not reading them cover to cover, you know, the way that
they're intended to be, and I understand why we do it, and we should. Um, but for those that don't have that time to devote to reading that, a consolidated message might be helpful. Well, >> it's your idea, and it's an insightful one, and I I leave it to you to see if you can uh um share it.
>> Might have one before the before we leave today. >> Maybe it'll get adopted. >> He's right. thinking I actually have a question about that. >> It's already done, right? >> It's already done. >> Okay. Yeah. >> Because something that came up on another SLT meeting, not at my daughter's school, but at my son's school, but she's in another district is
the use of AI. Like, yeah, we're using AI regularly now in our stuff, but like where it comes into play for kids and that their >> work is being checked to see how accurate that AI >> versus real person data is. And it's becoming a whole thing. So now it's like being added to a middle school handbook
that they could use it for like gathering some information but they cannot write something with it. >> So here's the thing that fine for that also. I think that um one I don't think we should be afraid of it. >> Um like most things we tend to put on the
pump the brakes before we know anything and then you stifle something that can really be productive for children for educators. um mostly because we don't know you know and over time there have been and Gus being a historian would probably be able
to cite a million of them where innovation wound up becoming something more you know more and more tech connected um over the years and regardless of whether it was you know the the horse and buggy to the car right you know all of these things wound up
coming with it spa space of push back and we're not ready fors and all of that Um, but this is what our kids have. So, how do we help them use it wisely? Um, and not tell them that they can't or, you know, it's not going to be efficient
this way, that way, the other way. There are things that you can do in AI that allows you to check whether or not a child just copied. >> Yeah. >> Um, so we're not there yet as a district, but the goal is over time we figure these things out to make it more efficient for us as teachers. um so that
I can organize and design my lessons in the best way possible for my kids um but also to give them an opportunity to use it as well. It's it's here you know uh we just have to figure out what's the best use case uh for us in schools. This
is such a high level discussion um a question that I get from multiple districts and multiple schools including your own and it's a parent related question in um I brought it to the attention of central. The question is um
the 1% set aside for parents and the um the title one uh parent engagement plan. The question I I get all the time over many years is isn't there a vendor list a recommendation of vendors that could be
you right you I see you nodding we get that all the time well I it didn't occur to me until right now because of your you know highle discussion um this AI thing maybe it could go through all of the parent you know
engagement 1% set aside plans see what the, you know, um, uh, common vendors are that that are being utilized and generate a resource, uh, for parents, uh, citywide. So, you know, um, again, this is a
district 25 DT. We have members here who speak to uh, Andrea Ferguson um, at Central for the parent stuff. So, I'm going to leave it to you at your next meeting. Why don't you take this high
level idea and suggest it to them and see whether it's something that can be, you know, viable and could be done and would be helpful to not only district 25, I would help uh parents cuz I get this from all over the city and for over a long period of time.
>> So, we're going to get a little bit more into the AI chat at the the very end around thoughts that you guys have. Uh we've already started the conversation. Um you know, Mr. Marino to to his credit uh brought this to me a couple of months ago. So we're in the process of making sure that we all feel really good about
you know how do we utilize this and you know um um during our next uh next meeting in January can share with you what it is that it means for us as educators and how our educators can use it um to help support the work inside of our schools. Um so we'll give you a small little demo and this will be a
building blocks, right? We're not going to just be >> amazing at AI tomorrow. Um, but it will be part of a conversation we have over time. So maybe by the end of the year in addition to what the city will put out, we have a mindset around direction that we want to take as a district leadership
team uh to support this moving forward. Okay. So I think we have a couple of good things that we've been able to unpack here in terms of recommendations for SLT training. Everyone feel good about that? Yes. Okay. The next thing that I do want to kind of talk about um
is the parent survey. Now, we didn't get a huge response rate from uh from our families after the, you know, secondary emails went out from us. We did have about 1100 folks when it was all said and done. But what I found interesting,
700 of those, 1100 indicated the need for parenting or SEAL courses or workshops. And uh Wing from our team took that information and created a secondary assessment to see secondary survey, excuse me, to see what kind of things would parents really want. And
this is kind of what it looked like uh in terms of volume. Um 87. Let me just open up the actual survey. It's easier this way. Um so we have here
the highest rated one supporting my child's learning and academic uh and academic growth was the highest followed by um addressing bullying and conflict resolution was another one that was shared by parents. And then after that
and these were relatively close um managing stress, emotions and mental health at home and then building positive routines, boundaries and communication um as parent with their children. So each of
them in their own way I think really tell tell a story. But if you guys can just reflect on on those really quick just for a moment. What is this kind of calling out to you? Yes, we're going to keep asking for survey for more survey responses, but I think even with the 30,
we get an idea of what parents would say would be good workshops for us to organize. Uh, which we're ready to go with? Wing has connected with some of our local organizations to offer uh workshop series for our families in these areas. So, any thoughts on these
areas that were identified um on here? Yeah, Rob. >> Yeah. Um I think that parents tend to share this information as their children get older. I think once they hit um fifth grade, sixth grade, seventh grade, then the uh the concern is like, wow,
who is this kid? This child. So I think it it would be a good idea for schools and districts to start addressing these things as early as possible. >> Yeah. >> Workshops for parents. Not while it's coming home now late all the time, but
maybe when that child is sick and creating routines and boundaries and consistent support so that it becomes part of that child's upd Anyone else thoughts, Eden? >> Um, I would say like I definitely saw
some of these issues start in the fifth grade time frame for my son and that's when I had to make certain changes for him. But I know like my fourth grader, bullying, things like that, screen time, those kind of things are coming up younger and younger now, especially
screen time. And like we're pushing them to do homework on devices. is we're pushing them to do all this stuff on devices and we we want to pull them away from the devices at the same time. It's like how do we teach them the balance of the two? So, I feel like it's not it's pretty equally up there, but it's not as
high as I would have expected the screen time. But I think that that's a huge piece because my daughter doesn't even know that fine line between watching YouTube and doing her screen time for her homework and then when to like separate the two.
>> Class, any thoughts? Eduardo, >> Jenny, I have a lot. Okay, go. >> Okay, so with managing stress and emotions, is that for the children or the adults?
>> So, this is this is it for for adults. >> Okay, so that was some the reason why I asked this because this is a lot of like communicating with parents in the community. they are asking for um workshops on how to deal with the
stresses of life >> because at the end of the and the reason why I'm speaking now is because at the end of the day a healthy parent raises a healthy child >> and if they're not all together then how are their children going to be together? >> Yeah. >> How are they going to support their
child's learning at home if we are not there? Mhm. >> It's all of this goes hand in hand >> and that's all of the feedback that I'm getting I'm giving you guys from speaking to the community. >> Um, >> another thing is with supporting their
the children's learning at home, the new curriculum. Um, the different ways of doing math, they don't know these things. >> So, they're looking for resources as we spoke before. They're looking for resources resources to show them how do they do it. Um like in our school, we
just put out a new newsletter where they have and they also have all of the information um with resources in it for the parents to help them. But um just thinking of different ways they can get to the resources because like you guys said, the resources are there, but they don't go to them. Some people they're
just like, "Oh, I didn't know we had this. You know, I didn't know that was there." I'm like, "Yeah, there are many things available to us, but it's about getting that across to them." like how do you how do you get them to actually look at the stuff? That's the biggest problem. >> Yeah.
Yeah. And I think um I agree with you. I think there you know that that balance is is not an easy one. And I talk about my own experiences. I get home sometimes 9:00 um 9:30 depending on if it's CC 10:30.
>> Um and you know Matthew always wants to talk to dad. So does Emily. Probably even more than Matthew, but she's understands a little bit more than than him. I mean, he's 14. He gets it, but at the same time, he wants to talk to dad. And um when I get home, my bandwidth is
done. I have very I can't get anything else through that uh through that tube to to say I can listen to you. Um and it's hard. That's a that's a hard thing for for you know, all of us as parents that have a lot of things going on to manage. You know, it's not an easy
thing. And sometimes I fail at it. There's no doubt. I say, "Matthew, you can talk, but I am not hearing one word that you're saying. Just know that. Keep going, but I got nothing left." You know, so um I do think it is an important part of connecting with
families around, you know, um one that it's okay that you have those days, too. You know, sometimes we're really hard on ourselves that I can't believe that that's the way that I just responded, but you know, we're all human. You know, it's going to happen. Just how do you respond after that? that that matters, right? But I think that is really really
important finding that space of balance and you know when I speak with uh with wing we'll make sure that when those presentations happen that it's about connecting with families in that way. Yeah. Jamie did you want to say anything? >> Actually for the research part is true because I also with another group of
parents we al always uh having discussion about the kids homework. So it's the math part of course and we have been looking through uh many different website YouTube even all the stroke uh real or anything to help solve all the new math but not all of them are up to
date lots of them they don't really know how to do some of them too so help us suggest >> is there anything other than what's there that we that we've mentioned that you believe we should also consider um as opportunities. And I think this is an
important one too, supporting my child's friendships and peer relationships. Um, that's an important one from both sides, elementary and middle. Um, and how we're connecting with uh, you know, you know, parents to parents. Sometimes, you know,
there's this misunderstanding around how uh, if my child's having difficulty with another child, how do I engage in that conversation? Sometimes parents choose to make that take it upon themselves to be this the problem solver and it becomes a bigger problem because of it.
Um you know so you it's it's about kind of how do I help when it's not if when there is some disagreement amongst children because there will always be there will always be a space where there's disagreement. It's how do we
help both parent and student but more the the the strategies for a parent to understand here's how I should go about doing this uh rather than you know at times greeting the child yourself meeting the other parents child yourself
right so it's how do we manage those things so that healthy decisions come from it including kids you know conflict resolution um with one another which is one of the things I'm excited about by the way we have peer mediators across every single one of our middle schools
right now. Really excited about that. Um but there's a lot more to do there. Yeah, Crystal. >> So they have uh restorative circles and restorative practices that they go with in school. So maybe communicate that with um a lot of heavy schools that come with um they use restorative circles and
restorative practices. to maybe communicate that with the families as well and what they are and what's being done within them and also send them resources home like little tips for parents to use as well like you can do this at home. >> Mhm. >> Yeah. I think uh just making sure from a
young age the child has positive self-esteem, confidence uh on the end of if you are approachable kids who give you a hard time and on the other end of it is the kids who do right making sure that your child is not I guess about
siblings, cousins, even parents being kid feel less than go to school they do somebody else. >> Yeah. two sounds. >> Yeah. So, this is going to be coming forward uh hopefully within the the next hopefully by the time we have our next meeting in January, we'll have a list of
of opportunities that'll be made available to our parents across the district. Um and we'll start getting some of these out there. You know, the the biggest thing is having the sounding board, making sure that we have enough folks that are communicating that these are opportunities that are available and those that need it don't just ask, but
they participate. you know um because this was a a request 700 people indicated they wanted this right so it's about then making sure the message is clear and that folks are able to join okay and the last thing that I want to mention to you and this will conclude um
my part is the work that we've been doing with the CEC uh and this wellness kindness community uh our last meeting we got a little bit um we didn't get as much feedback on the last meeting as we've done in the previous ones a little bit delay. >> You got a little bit of a delay with
with weather and whatnot was not was not great. >> Uh but we took responses from students. We took responses from community members and we organized them just into these three statements just as a guiding set of comments that our schools can refer to in when they're in their SLTs. Um
community being a network of caring uh relationships built on respect and shared experiences. um feeling of belonging and and this is the part that I think is important intentional actions um that connect people meaningfully right so when we're in our school in SLT
the questions that we raise is so talk let's talk about how we are intentionally building connections amongst our community members right uh kindness meaning means helping caring treating others with respect this is a common thing right uh comes from an from empathy and love and it makes our school
safe welcoming and inclusive So questions for SLTs, how are we making sure we're doing that? Right? We do these things already. But what I think what we don't do is call them out so that everyone in the community knows. So from schools to our DT and then spread them widely, right? And then wellness
means taking care of both your body and your mind. It's about balance, working hard, resting, playing, and making healthy choices that keep you feeling good and positive. Um, so in terms of these overarching statements, if you can just reflect on it for just two minutes, you know, it does it say does it need to
say anything else? Try to keep them as basic as possible just for entry points for all of our community members to have, including our kids. Um, take two minutes just as a space of reflection. Anything we would want to change amongst those three statements that we can bring
back to this CC district collaboration and we'll put a bow on this and then actually start getting some recommendations out there for schools. So what was interesting during the collaboration um one of the parents referred to the
platinum rule um where you treat others the way that they want to be treated um not the way that I want to be treated. So golden rule is treat others that in the in the way that you would want to be treated. Platinum rule is that the way that they which means you'd have to know who the person is.
>> Yeah. Right. You have to know them first to make sure that you're giving them what they need. Um, so I gonna make a note here to include, you know, the golden slashplatinum because that did come up during the um >> the collaboration meeting.
>> Yeah, I love that. Thanks, Rob. >> If anyone is ever interested in joining that meeting, by the way, we do have it before the CEC meeting and you're welcome to come give feedback there, too. 100% they're excellent. >> I would make a suggestion on the first one. Just a suggestion.
>> Um >> it is both a feeling of belonging and intentional actions that connect people meaningfully towards commonly agreed upon or held educational goals because
that's what the connection is all about, right? It's about um these relationships impacting um education or you know whatever. Um so um it's not just a general um connection, it's a specific
connection related to commonly held, you know, education beliefs, goals, whatever, however you want to phrase it. >> Love it. Yeah. And this is just something that we can share with schools and SLTs to start making sure in your conversations, you know, that once a month when we're meeting, you know,
where does this live? You know, where are we having those intentional community- based uh connections around the work that we do? You know, where is that happening? Um particularly in the space of this kindness and wellness, I do think it's it's ever more important that we're building this these
opportunities for our kids inside of our schools. Um and you know the couple of things that just these are just samples that we can provide to schools. You know many of our schools do this already through international nights. >> Uh this idea of bringing a family dish
story or tradition. Usually it's just in a dish. They'll bring a food item. But when we're thinking about this idea of story, parents have amazing stories from their their backgrounds. And depending on culture, some live in a space of storytelling. That's the way that they
go about their business. you know, they're storytellers by cultural background. It's just what they do. Um, you know, so having time and space for folks to be able to do that, I think is important. This idea of uh of kindness fairs where
kids and families are able to come together and, you know, engage in acts of kindness together. Oftent times it's the kid does something, the maybe the parents do something, but where they where they have opportunities to do things together. Before you go over there, just on the kindness piece,
>> something >> just for like parents and like PTAs and things like that. I was doing some research for my daughter's school around kindness and everything like that and different projects they could do. And there's actually a fundraiser called Raise Craze where people like will
donate money to you to go do an act of kindness and you don't pay anything to like be part of the program, but it's also a fundraiser for the school at the same time. So, it's actually kind of bringing the kindness piece in and helping the school at the same time. So something to like look into. >> Yeah. So >> sorry
>> raise craze. >> I found it accidentally. >> And you know simple ones like you know we have wellness things and those are different typical workshops but this is the one that actually I think kind of caught my eye. So families and students
volunteer together that we're doing things together on behalf of this school community to help someone else. So, I was in a school recently and they were talking about um how they did a peanut brigade with their kids and um my school this week.
>> The students the students made peanut butter and jelly sandwiches that they then brought to a local um uh local pantry to be then shared with community members. >> A student council project to be specific and like teacher stayed back to actually work with the kids on this also. But my feeling is with those things, how do we
create it where it's a full-on community thing where parents are sitting side by side with their children doing something that's intentionally designed to support someone else. That to me is a hugely different scenario when you do things as a kid versus being able to do things
together as parents, students, building leaders on behalf of the school for someone else. It just changes the context of being of togetherness and why we're doing this. We're doing it for a purpose and we're doing it together to help someone else. Um, and to me that I
love these kind of things and many of our schools do them right. It's just how do we showcase them so that kids know that they're being valued outside of just going to a building. I say the idea of a canned food drive, it's great. It's nice. We get to donate. But what's responsibility of the student or the
parent? >> Just to bring the item. >> To bring the item. Here I did my job. I'm finished. >> I don't have to do anything else. And that to me is not really about building community. That's me just saying that I had a can that was in my closet in my cabinet. I brought it in and I did my
job. Right. Look, I contributed, >> which yes, that's a contribution, but not the one that I think that our kids can do for uh for our schools. >> Do we know if there's like local soup kitchens and stuff around that they >> Yeah, we can always find >> do something like that. >> We can always find >> And then like parents go on the trip with like the kids and the trip like the
class does it as a group or a grade. Yeah, >> something like that. >> We can certainly do something like that. >> I have I have a question. You just when you said we made sandwiches like my kids and I over the summer, every summer we go to the market and we buy food and we make sandwiches and distribute it to our homeless.
>> How can we do something like that as a school like one you know on a bigger level? >> So what they did was they did promote so this he happens to be talking about my daughter's school. So, um, but they actually asked for donations towards all the supplies that they were going to
need to make that, whether it be chips, drinks, >> bread, peanut butter, jelly, anything that they might need for it. And then they had the parents sign up for the children to stay after school, but they could also sign up add that next layer of the parents. >> And then teachers also stayed back. And then it was like an afterchool thing
where everyone came into the lunchroom, they had table set up, they all made the sandwiches together, and then student council arranged for the delivery. But it was literally just asking the whole school >> just tapping into some of the organizations that are are interested in receiving that kind of donation um you know from from the building. It's all
accessible. It's just a matter of organizing right and I think you know the the more we can get into this idea of supporting things in that way the the more connected I think that we can become. Um it is work and it wouldn't be like a tomorrow thing but I think it's worth getting in our mind's eye what can
that have what can we do in our buildings to support that. Yeah, Jamie. And then we're gonna close it. Yeah. >> Actually, for community things that uh I actually was a girl scale leader for the college point. >> Yeah. >> So, me and my girl scale too have been doing like lots of community back help for going to the LB center during the
Christmas C and also giving out SS and all other uh community help. There's the opportunity. >> Yeah, it's lovely. I think the more we can do that the better. Um >> how much can we do for in the school? I mean, those are very good idea. And
>> so, even if even if there was a whole bunch of canned goods that were brought to the school, it can be we're going to create these these kindness kits that the kids organize and create these little boxes and then you send them out in these individual care kits. They're already doing the donations. It's just
about spending time together to actually organize them and say, "You know what? For each basket, the kids kids and parents are going to decide we're going to put five items in each care kit that includes this, this, this, and this. And then you, you know, any pantry, no
pantry is going to say no. They're not going to say no, please don't give me, you know, food that I can help with the community. They will accept it. It's just about organizing that that opportunity. Um, you know, so anyway, these are just suggestions that we can share with schools. not that they must
do, but suggestions around conversations they can have with their SLT parents. Okay, so I'm gonna bring my my part to a close with the last last thing really quickly. Uh because I I'm already way over time. You know, we I what I what I
thought was was good um in terms of timing has turned out not to be. Um so we get $80,000 as a district for arts. Um, some of it is going to go to a couple of schools that have very little money and they called called me to see
if there was anything that I could do. Um, so two schools are going to get a residency out of this where it's a 10-we residency for schools with a very limited budget. Uh, which brings us really down to $60,000 that we will have to support the arts. Um, I am going to
start creating purchase orders for these scenarios um, by next month. So, what I'm going to ask that you guys think about, and these are the area, these are the groups that we're able to work with, Flushing Town Hall. And what I would love for you to do is look up the
examples that come from Flushing Town Hall. What would we want to offer to our uh to our schools and our community? To me, they should be culturally based things that connect with our district um diversity where we can offer student
shows. Flushing Town Hall did amazing shows for our kids last year. They were awesome. All the feedback I got was amazing. From China dance to African drumming to um uh um oh my goodness, I forget what the
something that was through our to support our Hispanic learners. It was something that was music related. I can't it's not hitting me right now. But they all did amazing shows. um Arts Connection also providing um amazing shows for our kids and opportunities in
that regard. And then I have $5,000 for Broadway show tickets um which is not a lot of money. It's really amounts to a handful of tickets at most. Um today especially, you know, we get the maybe hundred plus dollars a ticket. So it's less than 50 tickets that we'll be able to purchase. Um but I want you guys to
be part of the organization of how we spend um these dollars for our schools. So think through these particular groups. Their website is very clear. You just type in arts connection, you'll get to their site. Studio in a school, you'll get to their site. And Flushing
Town Hall, you'll get to their site. Would love to do something on a larger way if we can. Uh but it's accessible to us nonetheless. >> Which schools are we helping out? So 184 and 242 are going to be the two schools that um reached out to me directly
saying that they have an arts program that they're unable to sustain right now. So um we're going to help them out with that. Yeah. Okay. So this is not a answer me now thing, but I want to have all of this done and purchase orders created in January so that our schools well know in
well well in advance that they're going to have an opportunity for this. Last year I was able to support a good 10 schools. I think we were you able to participate in any of them, Rob? >> We were >> last year. No. Um, so we were able to do about 10 schools with the money we had last year. I'm hoping at least that
again this year. Um, and we'll take some some requests. We'll open it up to all schools and then we'll maybe do it in a lottery way so that everyone has a chance at it. Okay. But give this a look see. Uh, would love to get your feedback on on the types of shows that we can offer. And the AI conversation is really
about for you to think through what would we want that to look like for our district. Again, not a now conversation. This is a forward thinking conversation. All right. And Gus, I'm going to turn it over to you uh to do your part. >> Try to be brief. Um
the DC uh needs to be finalized and uh put into final form and I plan by December 23rd. So, uh, this is the last, um, DT meeting before the, uh, submission deadline for the DCP, but it
doesn't mean that you can't look at it online, leave comments, uh, and, um, uh, make sure that it's a the most representative document uh, possible. Um, there are uh, some other um, uh, timeline issues that uh, I just want to
bring to the group's attention. November 21st was the um signature page upload um uh uh requirement and um I have been uh set um one of the um
aspects of I plan and technology in the 21st century is that central can buttons and generate these reports. Now um and Rob I I understand how busy schools are and how principles are.
been there myself. Uh so um but um a someone in at the school level needs to always be de delegated to do these various and sunundry things and building a network uh of you know individuals who
have this responsibility is really the task it to to get it all done and get it done on time on an ongoing basis. So um I sent out um I forgot yesterday day before or whenever I sent those lists out there multiple you know lists on
various things that I get from central and they will um be uh sent out uh again for new stuff. Uh December 5th was the um deadline for the progress monitoring tool for period 1. I have not gotten a
report yet. um they will probably generate that next week um and I'll send it out on the progress monitoring tool and again it's a similar kind of task that needs to be put into I plan along with those monthly things that go in um
>> the 16th is the deadline for the 1% set aside plans that um parents and um and title one schools uh and the um uh uh packs uh need to be involved in that as well. And there'll be a a generated list
for that. What? Um uh so all of these monitoring tasks are tasks that uh and you know from personal experience from our past that the state takes an interest in and they spot check different schools and then they require
of me to go to the school level and you know um play catchup and get the appropriate documents and so on and so forth. So that's why central has designed this entire system to you know um streamline that and minimize uh that
from taking place after uh the fact. Um if I could just spend a moment quickly going over the um the PRT can you uh show that little PowerPoint uh uh the um the that I that I asked you to it's the only part that I'll I'll I'll talk
about. And the reason why I'm showing this, ladies and gentlemen, is that my expectation is that the progress monitoring tool for the DCP after the deadline of the 21st will be exactly the same. It'll be pretty much the same kind
of thing. One of the most important issues uh in uh in in in doing it from interacting to schools is finding where the blasted thing is. schools don't often realize that it's at
the very bottom of the whole C. So I've spoken to a number of schools, a number of principles and I've taken them and I said no no no they're looking for it within the C or in the you know title one section etc. and they don't realize that you have to go to the bottom of the
document to find it. So that is something you know to spread the word and I expect that it'll be the same with our you know DCP that what they'll do is they'll add a section to the bottom of it and we will have to go in and and and
progress monitor it our uh DCP the same kind of way and then once you find it all you got to do is it's very easy to use you click on it this is for priority one and what they did was they uh put in so you don't have to do it So they put
in the goals that you had and they put in the numbers that you had and they put in the progress monitoring tool whenever it's it's I ready or cadence whatever you chose is it's in there or the regions on the high school level etc.
It's there already so you don't have to you know there's no guesswork involved. Next one and then it asks you a question. Now I know it's the the the um the information is is small so it's difficult to read but what you do is you
uh click on it and uh they want to know what the number is so they want a number uh and sometimes people don't realize that and they put something else in some language I tell them no they're looking for a number and then the main thing you want to click on that
and say whether you're on track almost on track or not on track. If you're not on track, uh, or almost on track, if you're on track, there's less answers that you have to put in. If you're almost on track or particularly not on
track, you have to provide explanations and it tells you in the boxes of what you're, you know, writing. The other piece, uh, is I recommend when schools work on this that they have their C
beside them. either um you know if you got two screens or you download the thing in a PDF or however you do it because it asks you for example what the um uh system the the priorities that you
chose or the data or the a in the action plan you can when you're writing your explanations and your answers um very often you already have the information in your CP so all you need to do and I' I've done this with some you uh
principles um on a team's call. All they have to do is go to your C, cut and paste, drop it in, and then play with the language and put that information in there. And these are the dates that it needs to be done. And again, um, you
know, I brag about, uh, Queens North uh, district 20 25 uh, in particular that we not only meet all the deadlines very often, we are the first to meet them or we meet them ahead of time and that's our record and that's our reputation and
I'm sure we will u, you know u maintain that record uh, going forward. That's all I have to say. Thanks. >> Okay. Yeah, thanks Gus. This is uh an important part and just in terms of DC just so that you guys know um and I'll just quickly pop this up so that
you have context and awareness for this. So, in our district um district page, there are also things here that we've also had to upload just so that you're for your own awareness. Uh including our district professional learning plan documents. So, you'll find them in here.
What we have for math, what we have for literacy, what we have for um social emotional learning, they're all present here for you guys to review. Um these are the same documents that we share with our building leaders so that you can see what it is that we're looking to get accomplished this year. But all of that information is accessible to you in
I plan. Okay. >> And I I tell schools and principles this all the time. The machine uh it's it tells you when was the last time that anybody touched any portion of
the document. So uh you know when I'm questioned sometimes about a particular school and about a particular piece I go to the you know to plan I call up you know the particular area of the school and I see that the last time anybody accessed it was June
that tells me something immediately and if I can do that anybody else could do you know the same thing. So do yourself a favor. Always, you know, tell your your your your schools and your principles to go into the document, take
a look periodically, make sure because that's a good thing. It gets recorded and it shows that the SLT at the school level is actually looking at their, you know, document um paying attention to what needs to be done, uh, etc., etc.
And that good practice is recorded in, >> you know, in the machine. So, um, it's just a good, you know, good practice to do on an ongoing basis. And they do the same thing to me, folks. They can they, if they want to check on me, they say, "Well, when was the last time Gus looked
at this improvement school that he's responsible for for for looking at uh or you know, um, some other aspect." Um so that's the way you know te the the technology in the 21st century is working um nowadays um somebody's always
watching. >> Yeah. And I think you know as time goes on the tool itself will become more efficient. There are certain drawbacks to the u in IP plan portal which I know that they're aware of that makes filling out the work cumbersome. uh when we have
all of this a way all of these ways to make the job easier, this also will grow over time so that um it's more of a simplistic entry point into sometimes when we try to make things easier, they get harder. Um so we'll we'll hopefully come to a good balancing point with that
over time, too. All right, I'm going to turn it over to Eduardo, who's going to give the high school superintendent report. >> Hey, good morning everyone. So this morning, uh for my show and tell, I invited our family leadership coordinator, Mr. David Swift. uh we he's going to talk to us about the parent empowerment conference that we're
planning in January. Uh next we can skip the mission and vision. So um I have been putting a lot of um workshops for the parents including uh dream act alternate um pathways to uh um higher education supporting your child with
stress. Uh next um we've added um so we we are working with project open arms. We're going to have an in-person session December 11 at the Suffin Boulevard office. Um, this is very important because uh, of course with the fear of ICE in our communities, a lot of those
students have been skipping school because they're afraid. So parents need to know their rights and then we we're going to have this in-person workshop. They're also um open to coming into the school buildings. So um, we're going to be there December 11 for the morning
session. Uh and this is a a first come first serve basis. They have a capacity for up to 60 uh people uh 60 families. And so they're going to have um um all sorts of uh advice and and legal advice um for our families. Uh next
and so we also have um uh again for January uh Dream Act uh college financial aid um uh senior year navigating uh financial aid. Um, next, um, so we also had our, uh, teacher tenure celebration. Uh, this was held at
the, uh, Queens UFT. Uh, we had a bunch of, uh, uh, performances from from, uh, different schools. We also acknowledge, um, Miss, uh, Elaine Rich. Uh, she's she has been serving as a teacher for, um,
43 years. So, uh she is our veteran educator and she was acknowledged and and um that date we uh issued an award for her. Uh next and this is where I turn it over to our family leadership coordinator, Mr. David Swift. This is
what we've been working on for our parent empowerment conference. Morning everybody. Thank you for having me here. Um this is our first annual parent empowerment conference. normally we do a student conference um student empowerment conference but when I brought it up to one of our DTS and I showed the presentation one of the
parents sat there as he looked me dead in the eyes and she said what about the parents and so I said okay and um that's how we're going to have this first annual parent empowerment conference we partnered with Queenboro President's office Don Richards we're going to be using their space we have three rooms the way the day looks like is that we're
going to break the room up uh break the parents up we're inviting the parent leaders that means the PTA president the PTA executive boards, the SLTs, and the title ones for each of our schools. So, it should be about 300 parents um between the 25 schools of Cleveland North High Schools. Um and then we're
going to break them up into three. One one room is going to have social emotional um uh like kind of like morning side like the the the evening meetings that you saw earlier. Um then another room is going to have um vendors
and community resources. So uh that's actually where you can sign up where people can sign up right here for the uh community resources and vendors if you know of any vendors or anybody that you have partnered with. I asked all I sent it out to all the FLC's and all the parent coordinators to see if anybody
that they partnered with um who they could bring um and they will show up there. But then I also opened it up to all the acronyms in the DOE because we were in a meeting um and we were doing what it is to be a parent leader and one of the uh parents just kept interrupting us and saying what does that mean? What
does that mean when it came to DTS, CC's, CCHS, CPAC, right? So um that's why I'm actually here to invite you guys all um if you guys want to set up a table. I invited all the DTES that we
are part of D 24, 25, 26 and 30. Um, so I invite you guys all if you guys want to set up a table on that day, um, just to talk to the parent leaders, um, let them know what it is that you do. Um, let them know what it is that you're here and how you guys can support and
how they can, um, be a part of and join. Um, and who who becomes a part and joins you guys. Um, FA should also be there. Um but also we're going to have some workshops run by parent leaders. Um different topics as far as how it is to
run a meeting when there's a difficult parent is one of the one of the uh one of the topics. Um fundraising um you know just different topics along those natures. So it should be a great day. Um if it's not going to if if we don't fill up with parent leaders then we're going to open it up to um parents
in the district. Um, and this is our first annual for next year. Uh, we normally work in conjunction, we work in conjunction with Queens South High School. So, we wanted to open up to all Queens. And I talked to Donovan Richard.
He promised us um >> City Field. >> He promised us City Field next year. So, this is going to be the first one that we're Queen South is actually going to do it in the same space because we didn't have enough space to invite all band leaders from from both. Um, so
they're going to be doing this in I want to say May. Um, so, you know, it's it'll be a great time to come out. Um, if you guys want to come, you can use that QR code to register yourself as a as you know, um, this is 25 DT, right?
>> It's 25. And then if not, you guys are also just welcome to come as DOA plays. All right. >> Thank you, sir. >> You're welcome. >> Thank you. Thank you. So, that's all for my case. Thank you, Mr. >> All right. Thank you, guys. And um if there's anything that you guys want to
bring forward just in terms of any of the the goals for for you guys as a district, just to give us an update. I know we're getting to midyear. If there's anything you guys want to bring for that moving forward, that works too. Um and just now terms of our constituencies, Eden, anything from the
CC that you want to bring forward? Um, we are going to be finalizing our vote on the SEA projects at our next meeting in January. So, we've gotten a handful of schools. We have not gotten as many submissions as we have in past years of
people actually looking for assistance. So, we're going off the list we have, but if you know your school does have a project that they need, I would say get them to submit that quick so that we can kind of look at it and see if it fits into the bucket cuz we do have to pick five schools at that point. So, at our
next meeting, that will be happening and that'll be the first week of January. >> Mhm. >> Crazy. >> 2026, here we come. >> That's it. >> Thank you very much, Eden. Uh, Crystal, anything from DACA? >> Yes. Uh, we'll have two meetings in January due to the holiday. um and
school. January 6th is our next meeting and January 28th is the one after that. On January 6th, we'll have um um DOE vendor um Sutra and they have um they'll be sharing with us, you know,
what they do. They'll they work with um students for SEAL. Uh they have several different modules that they'll introduce to us. Um our next that's at our next meeting on the 6th and then on the 28th
well today um Jenny is meeting with Hannah Lo from Plun and Function. >> Plun and Function. >> Yes. >> She does an awesome presentation. So, we may be having her on January 28th. And as Gus discussed earlier, um the
school budget, it needs to be uploaded into the I plan portal by December 16th and title one needs to be the bylaws need to be uploaded into the I plan portal also by December 16th. >> Awesome. Thank you, Crystal. Mr. Marino,
>> um just for awareness, CSA is very happy with the work that I did. alongside uft advocating for schools. Uh so our registered um principles are working hard again with the district for size reduction making sure that all schools are
compliance ability and also making sure that we have the right amount of staff support teachers teachers what have you and the um the theme of the annual conference or CSA this past November there was a learn
how to use it in a way that preserves leadership but also promotes productivity. There's something besides where we always say like give us more to do. Um, if we could truncate the time on the
things that can be allotted towards these AI tools, we can do we can do better. Um, do things smart working hard hard. So, we're we're at a junction. We're talking about those
parents like workshops. This would be something once we figure out >> best move forward and read something. Kids are um you know using it in a nefarious
way but they're in higher education they go back to the books and their clinical exams. So in some areas the more advanced you get to go back to the basics.
>> Yeah. So I mean things like um use of AI tools is you know kids have to prove that they know. It's not it's not about the what their actual piece that they turn in, but what did they learn from it? Um, and often times when kids are not doing what they they need to do,
they're unable to describe what it is that they've learned uh and explain more importantly what they've learned. And you know, so as we learn and grow through it, we'll, you know, we'll get better and better at uh at the application. But I I think for for all of us, it's just a space of thinking
through, you know, what would I want for myself as a parent? what would I want for myself as as a parent of my child or children uh when it comes to this so we get your perspective we already know from the perspective of building leaders and certainly um and I ourselves as
we're doing things trying to take advantage of it so we become more efficient uh the one thing we can't produce more of is time right but ways that we can get some time back is by using tools that can help us consolidate thinking in a way where we can just take
it from where it is read through it and and then figure out what our next steps are. Um, so it's how do we use those tools with more efficiency and I really looking forward to to seeing that work. We have our own workshop that we're going to be starting just in a week or so uh for for principles and assistant
principles to learn some of those basics. You know, some of us are already well well beyond basics. Uh others are still at the I'm not sure what I can enter uh phase. So uh you know, a lot more to follow on that, but uh looking forward to the conversation. Uh no doubt. Does anyone have any new business
that they'd like to bring up? Okay, I just have one. Uh we are in process of planning out our uh second annual wellness um wellness day. Uh last year it was uh amazing, but we had a lot of people that said they were going to
come that didn't come. Um and there was way too much work that went into that last year for that to happen again. So, uh, all of the front loading that we're going to do is just plead with families that indicate that they will be coming that they do show up. Um, >> is there a date?
>> We have, uh, Diana's working on that with Common Point right now to to solidify the date. Uh but we had so many people there last year in terms of vendor support and we set a set set aside 300 spaces just because it was our first go round and we didn't want to
open up too much because we were nervous that too much and then we wound up looking like we're it's chaotic and we weren't prepared was not having that. So the first go around we only opened it to 300 people. We maybe got half of that, you know, and we had members from uft,
we had school food and nutrition, we had physical therapists there, we had mental health consultants there. We had so many different organizations present to be available to families. And those that came got to be part of it. We had New York City FC, the soccer club. We had
NYC LAX. We had US tennis association. We had I don't even know other couple of other sports groups that were present. >> Mets. >> The the Mets. Yeah. We had so many different groups there. And um only a fraction of the people that said they were going to come came. So we're going to open it up to more people this year,
but the the message for me is if you say you're coming, come. And if you're not going to be able to come, it's okay. Just don't take the ticket from someone else that might want to be there, right? Um but that's that's my only new business. Uh do we have a consensus to come to a close today?
>> Majority. >> Oh, do we need to look at minutes or anything? >> Oh, yeah. We didn't look at the minutes, did we? Okay, >> we just jumped right in. Hold on. Thank you, Eden. >> Sorry. >> Sorry. That is a >> Thanks, Eden. Good move. >> Sorry. >> Good move by Eden cuz I completely forgot. We jumped right in without even talking about >> copy of it. So,
>> yeah, it is in the the drive. Hold on. I will scroll it down real quick. >> Yeah, thank you for saying that. I completely drove right past that. >> Oh goodness. Now, I'm going to have to prove that it's me again. >> I would tell Diana to look at Peg and Bay at Little League.
>> Who? Pegs and basic ly because they collaborate and they use common point. >> Who's pegs? >> Pegs helps me put them in. >> Oh, that group. >> Yeah, they do like all different like winter training programs for us. Baseball and stuff.
>> Yeah, sorry for that guys. I should have opened this up. I did not before. Good thing is this was the SLT planning so it's not a huge huge set of minutes. something there. >> Okay,
>> look at that. See, AIO is at it. Okay, >> good. Oh yeah, that basketball game, by the way, they had over 120 people going. >> 120? Yeah. Community members are going to the see the St. John's game. It >> was this past weekend.
>> Oh, just went. Yeah. >> Co- president. All right. Consensus on the minutes >> is that? >> Yes. Yes. >> Yes. >> All right. That's what we try that again. >> That's what we call a wrap. >> All right. Consensus on bringing this meeting to a close.
>> No, I think we're good now. >> Yes. Everyone good? >> Yes. >> Good. >> All right. Beautiful. Thank you guys. Everyone enjoy the holidays. Please make sure that you're taking time to to rest, relax, and enjoy your families. >> Have a good one. Were >> you in a fourth grade room that day?